Running head: SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Schools, Communities, Families, and Health

Acacia Capuano & Carmen Oliva
Arizona State University
PPE 310
Dr. Hesse
October 30, 2015

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Introduction
Imagine how tough it can be for students to get the adequate amount of physical activity
when the programs offered through our schools focus on competition and level of skill within
different sports. It is vital for a childs health that they are active each and every day. This
afterschool program will give students the opportunity to enjoy some healthy movement while
being given the freedom to be themselves without being judged.
The afterschool program, Go Yoga, will offer a rotating schedule of three different
program options: yoga, dance and cheer. Students will be able to take advantage of one or more
of the options depending on their interests. Go Yoga will rotate the different options each month
and allow students to have a variety of activities to choose from. Older high school students will
be trained to teach the younger students while a teacher facilitates.
To ensure the success of our program we will host an informative assembly, featuring
demonstrations, interactive activities, and program details. This assembly is open to both parents
and students alike and will be advertised in the weekly school newsletter.
Implementing this program in our school will be beneficial for all students including
special-education students as it will offer an outlet for relieving stress as well as being a part of a
safe and non-judgmental group of peers. Not only does it involve all cultures of students but it
gives different opportunities for children to reach the goal of aiming for an active healthy life.
GO YOGA!
www.capuanoeportfolio.weebly.com
http://carmenoliva.weebly.com

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Review of Current Literature

In the editorial, Successful After-School Programs: The 21st Century Community
Learning Centers, James J. Zhang and Charles E. Byrd describe what makes afterschool
programs successful and how these programs receive funding (2011). In contemporary times, the
majority of children no longer head straight home after school to be supervised by their parents
as they complete homework, have snacks, and play outside or participate in sports. Due to rising
divorce rates, full time working parents or single parent homes, the days of immediate attentive
family care have passed. This has resulted in the need for effective and appropriate afterschool
programs to occupy and supervise student activity until parents or guardians are able to take
them home. Additionally, these programs can offer educational, social and recreational
opportunities and prevent them from encountering dangerous situations they may encounter if
left alone. Previously, all programs began with independent or school funding, and should they
show effectiveness over time, they become eligible to receive regional funding for long term
support. Now, the 21st Century Community Learning Center program offers jump start
funding for programs that are sustainable and supported locally. The funding supports the
purchase of items the program may need such as books or equipment as well marketing efforts to
incorporate the community.
Programs receiving the full three year startup funding are evaluated based on their
primary purpose, either to serve as an academic boost, a social environment or recreation
promoting physical well-being and how students are effected by the attending the program. The
evaluation looks for how the program can enrich student academics, involve the community and
promote a healthy lifestyle. Overall, students that participate in positively evaluated programs
show documented improvement in math and reading scores. Additionally, Zhange and Byrd also

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

detail that regular program participants have an increased attendance record as well as improved
social behaviors.
In Multimodal Behavior Program for ADHD Incorporating Yoga and Implemented by
High School Volunteers: A Pilot Study Mehta & Mehta et al. originally focused on finding an
alternative to medicinal treatment for Attention Deficit Hyperactivity Disorder (ADHD) in
developing countries, but turned to a combination of yoga, meditation and multimodal behavioral
therapy. The lack of focus is the primary academic and behavioral effects of ADHD.
Additionally, with its worldwide prevalence, we learn that medicinal treatments, while effective
for one or two years of treatment, require extensive medical supervision and comes at a cost
unattainable in low economic countries. Children ages six through eleven were serviced by
trained high-school volunteers by integrating the program into the public school for six weeks.
The children participating in the study were first assessed on a parent and teacher Vanderbilt
questionnaire. The questionnaire looked at the following to be eight areas: reading, mathematics,
written expression, relationship with peers, following directions, disrupting class, assignment
completion, and organizational skills (Mehta & et al, 2006). In addition to an assessment
completed by a neurodevelopmental pediatrician, of the 156 with poor school performance, 80
children diagnosed with ADHD were further categorized into the impulsivity types:
predominantly inattentive, or predominantly hyperactive or combined. The 76 participating
students were then grouped into manageable sizes of 8-12 students per high school volunteer.
The program, titled Climb Up! met twice a week for one hour. The hour was broken down into a
25-minute session for postures, 30-minute behavioral therapy and the last 5 minutes were set
aside for discussion. Following the six week period, the Vanderbilt questionnaires were
submitted again to teachers and parents, nearly 40% showed improvement to the average range.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Additionally, 90% showed academic improvement as well improvement in yoga postures learned
throughout the program.
In 2006, the Canadian Medical Association Journal published Health Benefits of Physical
Activity: The Evidence, author Warburton discusses how fitness leads to improved health
outcomes. While the research originally focused on premature death and chronic diseases caused
by a sedentary lifestyle, researchers found how increasing physical activity could act as a
preventative. Specifically, increasing physical activity level is linked to prolonged life. Fitness
organizations recommend participating in physical activity that results in expending 1000 kcal a
week while other studies are showing that even half that has been shown to be beneficial (Health
Benefits, 2006). Additionally, Warburton describes how routine physical activity is also
associated with improved psychological well-being (e.g., through reduced stress, anxiety and
depression) and how health promoting programs are crucial at early ages (2006).
The Association Between Exercise and Mood published in 2005 summarizes the findings
of 87 reference articles that describe how physical activity has more than physical health benefits
but mental as well. The Centers for Disease Control and Prevention (CDC) and the American
College of Sports Medicine (ACSM) are cited as stating: every North American adult should
accumulate 30 minutes or more of moderate-intensity physical activity on most, preferably all,
days of the week." Such regular physical activity is now known to benefit those that experience
anxiety and depressive behaviors. The effects, reduction of symptoms, are seen to last from one
hour to one day following the aerobic physical activity. The results of this research shows that
the cause of the increase in mood and link to physical activity stem not only from the increased
endorphins, but the idea that the exercise provides the ideal distraction from non-favorable
stimuli and that the act of completing an exercise provides improvement in self-efficacy (2005).

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

The School Psychology Review, an academic journal, published the findings of Heather
Peck and Thomas Kehle et al in 2005. The findings featured in Yoga as an Intervention for
Children with Attention Problems, were the results of the in 3 week investigation to determine
the improvement of time on task for elementary school students following a video guided yoga
session. Students that had been previously identified with attention problems followed an adult
instructor on a yoga videotape through a series of postures and breathing for 30 minutes twice a
week. The goal was to increase time on task which can be defined as: following along with
teacher instruction and completing classroom assignments. Of the 10 children in the
investigation, time on task improved greatly, from 1.51 to 2.72. The effect size for the average
of each grade level group was derived by calculating the difference between the mean of the
baseline and the mean of the intervention phases divided by the standard deviation of the
baseline phase(Peck &Kehle et al.,2005). Students were also noted to maintain their on task
behavior to mirror their non-attention problem peers following the trial the period. Peck claims
that the results make a contribution to the literature on improving children's attention within
educational settings (2005).
To further support the idea of improving focus, Robert Fisher presents his argument in
support of using meditation in his article Still Thinking: The Case for Meditation with Children,
published by Thinking Skills and Creativity in 2006. Fisher first discusses that even though
meditations history in religion is strong, for the purpose of improving mindfulness, it defined as:
a range of mental states relating to attention, including states of consciousness, concentration
and contemplation (2006). Mediation can come through a variety of methods; receptive where
one focuses on an object or sound, generative in the form of visualizing, or reflective when
contemplating thoughts or questions. Fisher argues that mediations practical use comes from the

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

release from the overwhelming and stimulating world children live in and even gives reference to
more than 100 scientific journals citing evidence for improvement in health, social behavior and
mental abilities. Meditation can be practiced with children using breathing, postures, memory
games for sustaining attention and guided visualization. Fisher concludes by sharing his personal
use of mediation in the classroom and the great improvement in behavior and focused he
experienced with his students.
School Context
Situated in a suburban neighborhood, Marley Park Elementary is a public, A rated
school, in the Dysart Unified School District of Arizona. According to Schooldigger.com, of the
26,196 students served by the Dysart district, 1091 students are educated at Marley Park. The
school is a not classified as a Title 1 school as only 30% of the students receive free/reduced
lunch. The demographics of Marley Park are predominantly White at 65%, Asian at 21%,
African American and Hispanic between 4-5% respectively, and two or more races at 4%. Of
these students, only approximately 10% are considered English Language Learners.
Synthesis of Current Literature
The majority of the articles concluded that there is a direct link between physical activity
and overall physical and mental health. Postures, meditation and breathing are all related to the
improvement of behavior, reduction in anxiety and better focus. A common theme throughout all
of the articles was that lack of physical activity roles over into adulthood, and children who are
not active in their childhood are more likely to be active during their adult years.
The article Multimodal Behavior Program for ADHD Incorporating Yoga and
Implemented by High School Volunteers: A Pilot Study talked about how ADHD has a worldwide prevalence and can be treated with medication, however, that can become expensive and

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

require medical supervision which may not be as readily available in some countries. During this
study almost half of the students with ADHD showed behavior improvement and almost 100%
of the participants with ADHD showed academic improvement. While the remaining four
articles did not mention ADHD and how yoga or physical activity can have a positive effect on
the stress it causes.
One of the articles focuses on the impact physical activity can have on ones mental
health another focuses on how physical activity can impact ones physical health. Although both
articles focus on a different area of health within the body, they state that physical activity leads
to great health outcomes.
The overall conclusion of these articles is that physical activity leads to improved health
within the body. This research supports the idea that if students are physically active and
exposed to different ways of being physically active, they achieve overall well-being. Activities
like yoga can offer the same physical benefits needed for overall health that other physical
activities can. If children are not being encouraged to participate in routine physical activity they
can more likely continue this habit into their adult years.
Practical Implications
The Go Yoga program that will be held afterschool for students at Marley Park
Elementary has many practical implications to it, including: Marketing, Administration, Student
Engagement, Recognition, Funding and Scheduling. There are many teachers at Marley Park that
incorporate the online resource GoNoodle into their classrooms and the students absolutely love
it. Creating this afterschool program will allow students to become physically active in an
activity they feel not judged and comfortable in.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Marketing
Marketing this program to students will start at the school level. Posters in the restrooms,
cafeteria, library and main hallways will allow students to become visually aware of GoYoga
(Appendix B). The posters will show a variety of yoga poses as well as time and location to sign
up. Marley Park also records morning announcements each day and plugging our program
information into this outlet will remind students each morning what our program has to offer as
well as information for sign up. Finally, students will send home a newsletter that gives the ins
and outs of the benefits of GoYoga and how parents can get involved with their children during
the afterschool program (Appendix A).
Administration
Having school administration on board is vital to the success of our program. Marley
Parks principal has a love and passion for getting students involved in extracurricular activities.
Proposing that a program will encourage students to become more physically active and healthy
without being related to sports will intrigue the administration at Marley Park. It is well known
that bullying and judgement happens in the sports activities before and after school, and if this
program promotes no competition while incorporating physical activity administration will be on
board to support the idea. Showing administration a physical layout of what the program will
look like and who will run it will ensure that the program has been thought out.
Student Engagement
Students at Marley Park are a huge fan of assemblies just like any other student. Getting
them engaged and interested in this program will be done by creating an interactive assembly.
The assembly will start out with important information regarding health and how physical
movement it vital to their mental and physical wellbeing. Marley Park is a K-8 school and the

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

10

verbiage used will be altered and adjusted based on grade level. Three assemblies will be held,
one for grades K-2, one for 3-5 and one for 6-8. Each assembly will be the same as far as
information given and the interactive yoga activity, the only difference will be the wording and
delivery of the assembly based on grade level. The assembly will be 45 minutes long (see
appendix c). By incorporating an interactive yoga, cheer and dance activity for students to
participate in during the assembly, it will give a glimpse of what students can expect from the
program. The assembly will be our main event for getting students intrigued with our program
and promoting physical activity. T-shirts will be given to those who participate (appendix d).
Recognition
Recognition of the program is important for further attendance and funding. Like the
marketing techniques, using posters throughout the school will promote internal recognition of
the program (Appendix B). Supporting local Yoga studios can also promote the program by
offering information about GoYoga. Teachers supporting the program can put information on
their class websites as well as create a GoYoga Facebook Page that can use approved photos and
videos of the program to gain more community support.
Funding
Funding is imperative to facilitating a successful program. As budget cuts have been a
large contributor to cutting programs such as this, we would first reach out Marley Park to check
for availability of funds. An article describing Successful After-School Programs, details how
21st Century Learners, a federally funded program also offers start up financial assistance to
worthwhile afterschool programs (2006). Plan A for funding includes the generous sponsorship
from our local yoga studio, Namaste, which is willing to train our High School volunteers and
provide new or gently used yoga materials such as mats, bands, or balls. The high school

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

11

volunteers will train over three consecutive weekends at Namastes studio where the volunteers
will also pick up equipment. Trainees will also attend additional training one weekend a month.
To make sure all our bases are covered, Plan B for funding involves presenting the program to
Marley Park PTA for supportive funds. The program will be presented at the first PTA meeting
of the year where members can learn about the purpose and set-up of GoYoga as well as speak to
the trained volunteers.
Scheduling
GoYoga will meet every day after school Tuesday-Friday, as Mondays are half days.
The program will begin 10 minutes after the end of day bell allowing students to get from their
classroom to the gymnasium and change into more flexible clothing if possible. The actual yoga,
cheer, or dance session consists of a 10 minute warm up followed by a 30 minute practice and 10
minute cool down. The gym will be available for students a total of one hour following the end
of the school day. Following the session, students being picked up by their parents will be
walked to the front of the school, students participating in the after school program Dens club
will walk together and sign in, students that walk home will check out with the program leaders
prior to leaving. The strong correlation between mood and exercise and link between flexibility
training equating to reduction of depressive symptoms has brought the idea to offer different
movement opportunities for students (Peluso, M., & Laura Helena Silveira Guerra De Andrade,
2005).Therefore, the program offers students the choice to rotate between cheer, dance and yoga
every month. The first day of every month students will sign up for which program they would
like to participate in.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

12

Conclusion
It is vital to the future of our youth that we start encouraging and bringing awareness to
the importance of physical activity and healthy living. By doing this we must educate our
students on what this means and provide them with the resources they need to achieve this goal.
The first year of the program is a learning year. We will discover what methods of
scheduling and practices are effective and what we can go without. The first year is also the most
important for recruiting volunteers and students for participation. In three years, following the
changes made from year 1, we hope to be funded by 21st Century Leaners as an approved
afterschool program, so that the community donations can only enhance the program verses us
being dependent on them. We also will have 3 years worth of data to support the positive impact
on behaviors and academics that GoYoga has had on our students. In five years, we envision our
eighth grade participants to undergo the necessary training to return as instructors the following
year. Our goal is for Marley Park to offer this program indefinitely and recognize the academic,
behavioral, and physical health benefits provided by Go Yoga.
This program is a step in the right direction to a healthier community surrounding Marley
Park Elementary. Informing students and their families of the critical importance of healthy
living and physical exercise will make for a healthier world and healthier people on it.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

APPENDIX A

13

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

APPENDIX B

14

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

APPENDIX C

(Detailed schedule below)

15

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

December 16th- GoYoga-Assembly Schedule
K-2 9:15 am-10 am
9:15- Welcome by facilitating teacher
9:20- High School Cheer and Dance Performance
9:25- Dance/Cheer training demonstration with volunteers
9:35- Yoga and Meditation Demonstration with volunteers
9:45- Whole crowd meditation/breathing exercise
9:55- Closing/ Additional Program information and questions
10:00- Exit
3rd-5th 10:15-11:00
10:15- Welcome by facilitating teacher
10:20- High School Cheer and Dance Performance
10:25- Dance/Cheer training demonstration with volunteers
10:35- Yoga and Meditation Demonstration with volunteers
10:45- Whole crowd meditation/breathing exercise
10:55- Closing/ Additional Program information and questions
11:00 Exit
6th-8th 11:15pm-12:00pm
11:15- Welcome by facilitating teacher
11:20- High School Cheer and Dance Performance
11:25- Dance/Cheer training demonstration with volunteers
11:35- Yoga and Meditation Demonstration with volunteers
11:45- Whole crowd meditation/breathing exercise
11:55- Closing/ Additional Program information and questions
12:00 Exit

16

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Logistics/Materials:
Gymnasium (See below)-Students are grouped so that all can fit on one side of the gym in the
bleachers. Performers will face the stands and pull volunteers from the nearest seats.
Cheer/Dance music to be provided by performers (tested prior to assembly start)
Loud speaker, microphone, sound system
Volunteers to assist with crowd transition in and out of gym
Time keeper
GoYoga T-shirts for demonstration participants (5-7 per grade level) (see below)

17

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

APPENDIX D

18

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

19

References
2015 Dysart Override - Factual Information. (2015). Retrieved September 8, 2015, from
https://www.dysart.org/Sites/Default.aspx?pgID=4548
Fisher, R. (2006). Still thinking: The case for meditation with children. Thinking Skills and
Creativity, 146-151. doi:10.1016/j.tsc.2006.06.004
Mehta, S., Mehta, V., Mehta, S., Shah, D., Motiwala, A., Vardhan, J., . . . Mehta, D. (2011).
Multimodal Behavior Program for ADHD Incorporating Yoga and Implemented by High
School Volunteers: A Pilot Study. ISRN Pediatrics, 2011, 1-5.
Peck, H., Kehle, T., Bray, M., & Theodore, L. (2005). Yoga as an Intervention for Children With
Attention Problems. School Psychology Review, 34(3), 41 5-424. Retrieved November
18, 2015, from
http://static1.squarespace.com/static/5396181be4b082be9a786533/t/53d2c5bfe4b0273d5
d1869c6/1406322111720/ADDIntervention.pdf
Peluso, M., & Laura Helena Silveira Guerra De Andrade. (2005). Physical activity and mental
health: The association between exercise and mood. Clinics, 60(1), 61-70.
http://dx.doi.org/10.1590/S1807-59322005000100012
SchoolDigger.com. (2015). Retrieved September 8, 2015, from http://www.schooldigger.com/
Warburton, D. (2006). Health benefits of physical activity: The evidence.
Canadian Medical Association Journal, 174(6), 801-809.
Zhang, J., & Byrd, C. (2006). Successful After-School Programs.Journal of Physical Education,
Recreation & Dance, 77(8), 3-12.

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20

Rubric for Signature Assignment

Criteria with
Professional
Standards
Referenced

Outline
Outline Turned
In(Already
submitted for
points)

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

Introduction

10 Points

Introduction to
the topic and
overview (In
your purpose
statement also
introduce all
subtopics)

Introduction is
fully developed,
well organized,
introduces all
topics, created a
plan for the paper
and invites the
reader to read
further.

NETS-T 3a,d;
4a,c

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

10 Points
Logical, detailed
outline with at
least 5 original
peer reviewed
references written
in APA format is
submitted.

Brief outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted.

Brief outline
with some
references but
not 5 original
peer reviewed
references
written in APA
format are
submitted.

Brief outline
with one or no
references
submitted.

No outline was
submitted.

Introduction is
fully
developed
with all topics
introduced.

Introduction is
addressed well,
somewhat
organized and
created a plan for
the paper

Introduction is
addressed
adequately.

Introduction is
omitted or was
disorganized and
did not create a
plan for the
paper.

1. Literature
review
addresses
major issues in
the area.
2. Thorough
use of a range
of references
to support key
issues.

1. Literature
review may
address major
issues, but issues
may not be
supported with
expert
knowledge.

1. Literature
review does not
address the
major issues in
the area; the
level of support
for the issues is
not adequate.

1. Literature
review does not
have the depth of
knowledge
appropriate to
this upper level
course.

2. Good use of
references, but
additional
references may
have

2. Includes 3
references.

5 x 2=10 points

InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Literature
Review
Adequacy of
Knowledge
(includes 5 peer
reviewed
original research
articles
references)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b

3
Proficient
(83 92%)

5 x 2=10 points

15 Points
1. Literature
review highlights
major issues in
the area.
2. Through use of
a range of
references to
support key
issues.
3. Description of
important studies
establishes
context for the
reader.

3. Includes
descriptions of
important
studies to

2. Includes less
than 2
references.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

4. Includes more
than 5 informative
references.
5 x 3=15 points

Synthesis of
Information
Synthesis of
Information
(what did the
articles
collectively say
about the topic?
Which authors
had similar and
different
findings?)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

provide
context for the
reader.
4. Includes 5
or more
references.

strengthened the
paper.
3. Includes 4
references.

15 Points
1. Studies
covering the same
topic synthesize
related research.
2. Described
similar or
differing and
detailed themes
throughout the
articles

Studies
covering the
same topic are
summarized
and integrated
level work.

Information is
presented studyby-study rather
than summarized
by topic.

The literature
review is a
mixed set of
ideas without a
particular focus.

2. Described
similar or
differing themes
throughout the
articles which
were not detailed

3. Demonstrate
thoroughly how
your research and
the data collected
supports your
stance on why
your healthy and
active school plan
is not only
important for
hope and
engagement at
your school and in
your community,
but ties to
academic success
in your classroom
as well.

The literature
review does not
demonstrate a
particular focus
and lacks ideas
based on the
subject chosen.
2. Described
similar or
differing themes
throughout the
articles, however
they were not
detailed

3. Somewhat
emonstrated how
your research
and the data
collected
supports your
stance on why
your healthy and
active school
plan is not only
important for
hope and
engagement at
your school and
in your
community, but
ties to academic
success in your
classroom as
well.

5 x 3=15 points

Practical
Implications
Practical
Implications
(Discuss how
the findings can
or will later be

21

3. Did not
demonstrate how
your research
and the data
collected
supports your
stance on why
your healthy and
active school
plan is not only
important for
hope and
engagement at
your school and
in your
community, but
ties to academic
success in your
classroom as
well.

30 Points
1. Practical
implications of
your event details
including your
teaching level and
in a particular

1. Pratical
implications
are discussed
but not related
to a particular
teaching

1. Pratical
implications are
discussed but not
at a particularly
level or in a
particular setting

1. Practical
implications are
not thoroughly
discussed and
only a few

1. Practical
implications are
not discussed
and no details of
the event are
present.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

applied to your
teaching setting)
InTASC 1c,k;
5k; 9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8

setting are
discussed
thoroughly. A
minimum of 6
topics are applied.
2. Contains
thorough
discussion on how
each of the 6
program/compone
nts that are in
place are
organized,
conducted, and
overseen or a
detailed plan
about how each
component can be
added.
3. All
programs/compon
ents implemented
include discussion
on modifications
for those with
disabilities.
4. Contained a
detailed
description of a
special event that
promotes a
healthy and active
school
environment
5. Contained
discussion on a
specific health
behavior
highlighted by the
special event
6. Specific target
grade level was
identified and was
appropriate for
students of that
age
7. Contained
discussion on how
to involve the

setting or topic
or certain
details are
missing.

and many details

of your event are
missing.
2. Contained at
least 4-5
components of a
comprehensive
school program;
however, some
of the needed
detail is missing.
3. Contains
thorough
discussion on
how most of the
program/compon
ent that are in
place are
organized,
conducted, and
overseen or a
detailed plan
about how the
components can
be added.
4. Most
programs/compo
nents
implemented
include
discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat
detailed
description of a
special event that
promotes a
healthy and
active school
environment
6. Contained
some discussion
on a specific
health behavior
highlighted by
the event

22
details of the
event are present

2. Contained 3 or
fewer
components of a
comprehensive
school program
3. Contains little
discussion on
which
programs/compo
nents are
currently in place
4. Contains little
discussion on
how each
program/compon
ent is organized,
conducted, and
overseen and
little detail about
how the
components can
be added.
5. Few
programs/compo
nents
implemented
include
discussion on
modifications for
those with
disabilities.
6. Contained
little detail on a
special event that
promotes a
healthy and
active school
environment
7. Contained
little discussion
on a specific
health behavior
highlighted by
the special event
8. Specific target
grade level was
not identified
and/or not
appropriate for

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

entire school in
the event

23

7. Specific
target grade level
was somewhat
identified and
was appropriate
for students of
that age

5 x 6=30 points

students of that
age
9. Contained
little discussion
on how to
involve the entire
school in the
event

8. Contained
some discussion
on how to
involve the entire
school in the
event

Conclusion
Conclusion
ITASC 1c,k; 5k;
9f; 10h
NAEYC 6b
NETS-T 3a,d;
4a,c
CEC EC2S1;
CC7K1;
EC7K1;CC9K4;
CC9S8
Writing and
Referencing
Style
First Draft of all
sections
submitted with
changes made
integrating
instructor
comments from
the outline

10 Points
Major issues
support and
establish
conclusions.

Integration of
instructor
comments from
first draft

All comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Writing and
referencing style

1. Cover page
included, proper
spelling and
grammar, all
references in APA
6.0 style. Paper

The major
issues are
summarized
under
conclusions.

The conclusions
are not complete.

Provides
opinions, but not
a summary of
findings.

No conclusions
are included.

Detailed draft
of ALL
sections with
some errors in
content
covered,
headings,
writing style
and/or
refernces in
APA 6.0 style.
Most
comments
from instructor
integrated into
final version.
All were
highlighted in
yellow
1. Cover page
included, few
grammatical
errors and
misspellings,
all references

Detailed draft of
MOST sections
with some errors
in content
covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Missing sections
or paper has
regular errors
across content
covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Incomplete
(missing half of
the
requirements) or
completely
missing paper.

Some comments
from instructor
integrated into
final version.
Most were
highlighted in
yellow

Very few
comments from
instructor
integrated into
final version.
Most were
highlighted in
yellow
1. Cover page
not included,
many
grammatical
errors and
misspellings,

No comments
from instructor
integrated into
final version.
The changes
were not
highlighted

5 x 2=10 points

10 Points

Detailed draft of
all sections of the
paper with
appropriate
content, headers,
writing style, and
references in APA
6.0 style.

1. Cover page
included, some
grammatical
errors and
misspellings,
some errors in

1. Cover page
not included,
major
grammatical
errors and
misspellings,

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

was appropriate
length (at least 5
pages)
2. The file
document name
contains
Lastname.firstnam
e.assignment#.cou
rse#
3. This rubric was
added to the last
page of the
document
submitted
4. All sentences
are clear and well
developed
5. Proposals and
events are
appropriate length
with standard
margins, font, and
size of text

in APA 6.0
style.

referencing style
APA 6.0.

2. Paper was
appropriate
length (at least
5 pages)

2. Paper was too

short for the
topic (3-4 pages)
3. The file name
somewhat
contains the
Lastname.firstna
me.assignment#.
course#
4. This rubric
was added but
not at the end of
the document
submitted
5. Most
sentences are
clear and well
developed
6. Proposals and
events are mostly
appropriate
length with
standard
margins, font,
and size of text

24
some errors in
referencing style
APA 6.0.

many errors in
referencing style
APA 6.0.

2. Paper was too

short for the
topic (1-2 pages)

2. Paper was too

short for the
topic (1-2 pages)
3. The file
document name
does not contain
the
Lastname.firstna
me.assignment#.
course#
4. This rubric
was not added to
the document
submitted
5. Many
sentences are not
clear and
underdeveloped
6. Proposals and
events are not of
appropriate
length with
larger than
standard
margins, font
and size of text