# data[].attributes.body
Stakeholders include:
Administrators- facilitating access to resources, data,
supports, tools, and time for school counselors to develop comprehensive school
counseling programs that help lead to student success.
Teachers-  Assist in the implementation of the following program, in the classroom environment. Provide the students with additional access to resource information. Assist school counselors in the passing out of weekend food bags on Fridays.
Parents- Encourage student involved in the challenged area to get involved at school with the mindset and behaviors as listed in the ASCA. Be proactive in the school environment to help increase the change.
Cafeteria staff- Provide counselors who are in charge of the implementation or lead of the program with information of students with free/reduced lunch to better help them with the weekend food bag program.
District employees- Clearly articulate the needs of school counselors to other school counselors and
to the community by explaining goals, vision, and how these goals will be
accomplished.

# data[].attributes.body
(Students to demonstrate)
Mindset
M1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well being.
M3. Sense of belonging in the school environment.
M6. Positive attitude toward work and learning.

Behaviors
B- LS 7. Identify long and short-terms academic career and social/emotional goals.
B SMS 8. Demonstrate the ability to balance school, home and community activities.
B- SS 5. Demonstrate ethical decision making and social responsibility.

# data[].attributes.body
There are many students within our schools that have little to no access to the same resources (food, shelter, water and clothes). This advocacy leadership plan focuses primarily on elementary aged children in grades K-5., primarily targeting 5th grade.This issue creates more than an economic disparity among students and their families; But a cognitive block that may follow them throughout their academic career. This stall will ultimately then lead to behavior issues in the school environment.

# data[].attributes.body
American School Counselor Association. (2019). School counselor leadership: The
essential practice (4th ed.). Alexandria, VA: Author.
Ferguson, H., Bovaird, S., & Mueller, M. (2007). The impact of poverty on educational outcomes for children. Paediatrics & child health, 12(8), 701–706. https://doi.org/10.1093/pch/12.8.701

Harless, A. M., & Stoltz, K. B. (2018). Integrating narrative approaches with early recollections to provide career counseling with low-ses secondary students.

Journal of Individual Psychology, 74(1), 117-133.National Center for Children in Poverty. (2016). Basic facts about low-income children: Children under 18 years, 2016. Retrieved from http://www.nccp.org/publications/pub_1194.html

AmericanSchool Counselor Association. (2014, September). ASCA Mindsets & Behaviors for Student Success. American School Counselor Association (ASCA). https://www.schoolcounselor.org/getmedia/7428a787-a452-4abb-afec-d78ec77870cd/Mindsets-Behaviors.pdf

# data[].attributes.body
By the end of the 2021-2022 school year, elementary school students (5th grade) will increase their social/cognitive abilities in the classroom and decrease the amount of referrals they receive for undesirable behavior.