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Reflect back on the topic you chose for your advocacy project during week 1. Using the information and templates from the Advocacy Toolkit: Promoting Quality Early Childhood Education and Early Childhood Advocacy Toolkit (https://startearly.org/app/uploads/pdf/EarlyChildhoodAdvocacyToolkit.pdf) create an outline for your Final Advocacy Project.

Type of Advocacy: Explain which category your advocacy project will fall under.

Choose your Audience: Describe who your audience will be and how their participation can contribute to the change you are trying to make.

the Problem: What is the problem? Who is affected by the issue? Why does the issue need to be addressed at this time? Where is the problem greatest? When is intervention needed before there are negative consequences? How are children, families, and the community being affected? What local data can you provide to emphasize how the problem is affecting the community?

Potential Solutions: List three potential solutions that will support your cause.

Call to Action: Briefly describe how you are asking the audience to get involved.

Assignment Requirements

1. Organize your paper in the same order outlined in the instructions.
2. Follow APA formatting requirements, and cite resources correctly
3. Your paper should be double-spaced, 12-pt font, and 2-3 pages in length not including the title and reference page.

Criteria

Ratings

Pts

Content- Specific/Assignment Criteria as per Instructor Guidelines

Writing meets all assignment content requirements.

5 pts Exceeds Expectations

Writing exceeds all assignment content requirements.

3 pts Meets

Expectations Writing meets all assignment

content

requirements.

2 pts Approaching Expectations

Writing meets some/few assignment content requirements.

0 pts

Does Not Meet Expectations

Writing does not meet assignment content requirements.

5 pts

Purpose & Support Providing evidence and examples that

are effective,

specific and relevant to the topic and NAEYC Standards.

Documentation of Sources

Providing sources that are critically reviewed documented and formatted following standard practices of APA formatting

5 pts Exceeds Expectations

Writing is clear and appropriate for the purpose of the assignment. All evidence and examples are effective, specific and relevant. Student demonstrates understanding and ability to make connections with NAEYC Standards.

5 pts Exceeds Expectations

Student provides additional sources to support ideas and sources are critically reviewed, documented and formatted following standard practices of APA formatting

3 pts Meets

Expectations Writing is generally clear

and appropriate

for the purpose of the assignment— with some exceptions.

Evidence and examples are generally effective, specific and relevant— with some exceptions.

3 pts Meets

Expectations All sources are critically

reviewed and

documented following standard practices of APA

formatting

2 pts Approaching Expectations

Writing is adequate in terms of clarity and appropriateness for the purpose of the assignment.

Evidence and examples meet basic requirements for being effective, specific and relevant

2 pts Approaching Expectations

Sources meet the minimum requirements for being critically reviewed and documented following standard practices of APA formatting

0 pts

Does Not Meet Expectations

Writing may be unclear and/or inappropriate for the purpose of the assignment. Evidence and examples may require further development to be adequately effective, specific and relevant

0 pts

Does Not Meet Expectations

Sources do not meet the minimum requirements for being critically reviewed and documented following standard practices of APA formatting

5 pts

5 pts

Criteria	Ratings				Pts
Structure & Development	5 ptsExceeds Expectations	3 pts Meets	2 pts Approaching	0 pts Does Not
Ideas arecoherently and	Ideas are coherently and logically organized with well‐	ExpectationsIdeas are	ExpectationsOrganization of	MeetExpectations
logically organized with well‐developedparagraphs and	developed paragraphs and effective transitions.Additionally, student uses a	coherently and logically organized	ideas meets the minimum requirement for	Ideas are incoherent and illogically
effective transitions. Demonstrates collegiate-level skills in vocabulary,grammar, and	variety of methods to organize ideas i.e. graphs, charts, tables, and graphics. Has no errors in vocabulary,grammar, or spelling. Student	with well‐ developed paragraphs and effectivetransitions.	being coherent and logical.Some paragraphs maybe well‐	organized. Paragraphs are undevelopedand need	5 pts
spelling in writing style.	demonstrates ability to express ideas in a professional manner.	Has no errors in grammar or spelling.	developed and use effective transitions while	transition. Displays fundamental
			others do not.Has minor errors	errors invocabulary,
			in grammar or spelling.	grammar, and spelling inwriting style.
Total Points: 20