Running head: SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Schools, Communities, Families, and Health

Chantelle Vargas & Jessica Morales
Arizona State University
PPE 310
Dr. Hesse
October 4, 2015
Introduction
There is so much that occurs, and so much content that is covered throughout the school
day that the idea of incorporating yet another activity and another subject in the days curriculum
can make some teachers resistant and hesitant to this practice. Incorporating some opportunities
for families, schools, and communities to come together can help make including health in
schools an easier task on teachers. The health initiative at Canyon Ridge will start with a fitness
kick-off this kick off will be the place and time where future events and healthy family and
community living opportunities will be promoted.

For visuals of this please visit http://959991645562284453.weebly.com and

http://chantellepee310.weebly.com

Review of Current Literature

The article, Fit and Healthy Family Camp for Engaging Families in a Child Obesity
Intervention: A Community Health Center Pilot Project, written by Sally Weaver PhD, Lance
Kelly PhD, Jackson Griggs MD, Suzy Weems PhD, & Renee Umstattd PhD, discusses the
detriments of child obesity and how the disease affects children and parents. There is a
correlation between healthy living and emotional well being by making healthy food choices and
choosing to participate in physical activity for children and families (Weaver, Sally, Kelly,
Lance, Griggs, Jackson, Weems, Suzy ,& Umstattd, Renee, 2014, p. 31-44). The article
emphasized the need for children to need the positive parental modeling for children to adopt a
healthy lifestyle. The study was conducted through a method of measurements, interviews, health
records, and data information collected by frequent doctor visits at a family medicine residencytraining program.
The article, A Community Intervention Reduces BMI z-score in Children: Shape Up
Somerville First Year Results, by Christina D. Economos, Raymond R. Hyatt, Jeanne P.
Goldberg, Aviva Must, Elena N. Naumova, Jessica J. Collins, & Miriam E. Nelson, discusses the
positive changes that were made to childrens BMI scores with the implementation of before,
during, and after- school physical activity, healthy diets, changes within a home and community.
The study involved everyone in a community such as restaurants, media, healthcare providers,
teachers, school food service providers, city departments, etc. (Economos, Hyatt, Golderg, Must,
Naumova, Collins, & Nelson, 2012). The tremendous amount of support from the community
had a major positive impact on the role of children health. The purpose of the study was to
determine the change in child BMI z- score with the implementation of a healthy lifestyle
supported by a community. Children and families were encouraged to participate in before

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

school physical activity by a campaign to walk to school, walking contests; during school
children were encouraged to participate in health classroom curriculum, physical education,
healthy lunch options. The study demonstrated the ability of affecting student body health by
providing communities, schools, and families the opportunity to change a childs environment.
This intervention was a non-randomized controlled trial and included three communities. The
students studied were in first through third grade (Economos, Hyatt, Golderg, Must, Naumova,
Collins, & Nelson, 2012).
Beyond School Boundaries: New Health Imperatives, Families and Schools, by Emma
Rich discusses the need for a reconstructed method of delivering health education to students.
The fact that students learn about health in schools, yet do not apply the education at home
makes teaching health almost a meaningless act. The article and study suggests the involvement
of families in the development of health curriculum. By involving families in this process allows
for schools and teachers the reassurance that the information provided in health education is
being practiced and implemented in student homes. One of the main obstacles in this study is the
struggles policy makers face when establishing a means of generalizing the same health
education across school to school, city to city, family to family, and social class to social class,
desires in food across a variety of cultures. The information in this study was gathered through
qualitative and quantitative data from interviews from students aged 9-16 years old at eight
different schools (Rich, Emma, 2012, p. 635-654).
The article, Impact of a District-Wide Diabetes Prevention Programme Involving Health
Education for Children and the Community, by Sethu Sheeladevia, Janathi Sagara, Siddharth
Pujari, & Padmaja, Rani, discusses the benefits of securing lifestyle changes within child health
by educating students on the risk of diabetes. Students were used as messengers to deliver what

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

they learned in school to their families and communities. The school-to student-to family based
lifestyle change offered a substantial amount of positive changes in student and family health. By
teaching students to modify lifestyles by adopting dietary changes, implementing moderate
intensity exercise, resulting in weight loss could prevent or delay diabetes in adults and young
adults ( Sheeladevi, S., Sagar, J, Pujari, S., & Rani P.K., 2014, p.363-369).
The article, Community-and School-Sponsored Program Participation and Academic
Achievement in a Full-Service Community School, by John H. W. Houser, focuses on the positive
impact that extracurricular activity participation has on urban school students. Students who
attend school in low poverty areas face a plethora of obstacles when it comes to their education
and health. Most of these students are not able to participate in activities outside of school, health
screenings, etc. due to the cost of such services. By involving a community to provide these
services to students in urban communities allows for students to maintain a healthy life outside
of school. After school programs have been known to keep students out of trouble, and by
allowing a community to provide health screenings to students allows for students to maintain a
safe physical and emotional state of being. Additionally, student involvement in after school
activities allowed for improvement of academic achievement. There is a positive correlation
between after school activities and academic success among students. While students are
remaining physically active in a community allows for schools to also benefit of the
extracurricular outcomes ( Houser, J. H. W., 2014).
Synthesis of Current Literature
Reviewing five scholarly peer reviewed articles in regards to school, family, community
health leads to the conclusion that schools, families, and communities are all tied in together to
positively impact a childs life and health. All five articles discussed the importance a school,

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

family and or community has a childs ability to remain physically active and healthy.
Researchers have studied the correlation between schools, families, and communities and
conclude that all three in the triad support one another and bring one another closer for the
common goal of child/student, family, and community health.
The articles differ in the method the research was conducted, who in the triad participated
in the study. For example, there were some articles that tested the positive correlation between
schools and communities, some just on schools and families, and others on communities and
families. One of the articles tested the positive impact on extracurricular activity and the positive
impact such activities have on academic achievement, while other articles focused on the impact
of health such as body mass index, or diabetes. Some articles focused on children of younger
ages, while other articles focused on a group study of young adults. Furthermore, some of the
articles focused on communities within the U.S, while other studies were conducted in places
such as India.
The research and data collected through the literature review supports the implementation
of involving families through school and community organized events such as an Annual School
Walk-a-Thon. This event would be beneficial for schools, communities, and families; the triad
would all benefit from one another through the implementation of such an event. This would
allow families the opportunity to train together, the opportunity for schools to provide
newsletters to families and communities, and local community health providers, doctors,
restaurants to educate the community on health, but also promote their business. Additionally,
with the constant reminders to train for the walk-a-thon with families, schools would also benefit
from student academic achievement.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

With the deteriorating health of our children, elementary aged students are becoming
more susceptible to obesity and diseases such as diabetes. In the recent years there has been an
increase of concern with the lack of physical movement students participate in on a daily basis.
Additionally, there is a concern for the lack of health related curriculum being taught in our
schools.
An effective method to make students health a priority in schools is to encourage
families and communities involved. Districts and administrators should be encouraging teachers
to incorporate physical activity and health curriculum on a daily basis. There can be a push for
health education by placing as much emphasis on health curriculum and physical activity as in
Math and Writing.
School Context
Canyon Ridge School is an A school located in a suburban area on the West side of
Phoenix Arizona in the Dysart Unified District. The school is conveniently located in the middle
of a neighborhood where most students are able to walk to school. Canyon Ridge is located by
farms and is in a predominately White neighborhood. Canyon Ridge School is located in
Surprise, Arizona. This school is located in the middle of a small neighborhood, housing middle
class residents. Canyon Ridge School holds students from kindergarten through eighth grade.
There are nine hundred twenty three students, and the ratio in average class size is approximately
26 students to one teacher per classroom. Approximately 5 percent of the school body is made up
of African Americans, 3 percent of Asians, 20 percent Hispanic, .7 percent American Indian, .3
percent Pacific Islander, 3% who are two or more races, and 68% White. 27.8 percent of students
at Canyon Ridge School qualify for free and reduced lunch program. The proportion of English
Language Learners to native English speakers in unknown.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Practical Implications
Advertising
The way that the programs and activities are advertised is key to the
success of them all. The Fitness kick off in November will be where we begin to advertise our
other activities and programs. Flyers and posters will be made to advertise the Fitness kick off.
The flyers will be sent home, hung up in classrooms, hung up in the bathrooms, and the posters
will be put up in the hallways. During the Fitness kick off a calendar for the upcoming month will
be handed out, the calendar will have all the events for that month marked. Flyers and posters will
also be made for all other events. Flier and poster making will be open to staff, parents, and
students so that the community is involved in the advertising of the events.
Recognition
It does not require much to incorporate a healthy environment into a school, with
the support of families and the community it can be even easier. Canyon Ridge is recognized as a
+A school and is known as one of the best schools in the district. Working towards making
Canyon Ridge an active and healthy environment for kids through the help of families and the
community would make the school known for more than just their academics. Canyon ridge will
become a school that other schools look at as an example for how to incorporate families and their
communities to help developed a healthy environment for their schools.
Student Engagement
Not only will incorporating families and the community to help encourage
healthy choices and living bring attention from other schools and media but it will also engage the
students. Teachers will be given resources on how to incorporate physical activity in the
classroom, which will improve student engagement in the classroom and retention of information.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Students will be given daily health tips through the morning news, which is delivered by their
peers; students are more likely to listen to advice/tips from their peers than an adult. Community
members and leaders will be invited to speak on the topic of health, like local storeowners,
personal trainers from the local gym, doctors, etc. These community members and leaders are
people that the students know, have seen, and trust. Students are likely to want to hear what these
people have to say. Students and famines will also be given bi-weekly newsletters that contain
information on how to incorporate health at home, students will have greater buy in when they are
able to share and incorporate what thee they learn at school at home and vice versa. Also the
students will have the opportunity to participate in open gym after school along with their families
and community members. Students are able to come to a safe place (their school) and participate
in physical activity.
Funding
When it comes to the funding for these activities grants can be written, money can
be raised, and donated. The activities and programs that will be incorporated require very little
funding. For things such as open gym and walk-a-thons, the school can charge a small entrance
fee to help support future events. For these kinds of events the school can also collaborate with
the PTA for funding and organizing the events.
Another valuable resource to schools and families is what a community can provide and
assist with. Health curriculum and physical activity equipment can be a financial burden when
district and school funds are limited. A local community restaurant, local community grocery
store, or local boutique can sponsor much of what is needed to provide the health education that
students need to acquire healthy and academically successful lifestyles.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Committee
By collaborating with PTA we are able to expand our ideas and increase our
support. A wellness committee will also we formed to help plan the events, get the word out, and
etc. This committee would be in charge of providing parents, the community, and colleagues with
the information needed to make this initiative successful. The committee will provide support to
the staff so that the staff is not required to pile on more work to the load they already have.
Proposals to Administration and Other Colleagues
Based on research it has been proven that by incorporating wellness in schools,
like physical activity and healthy choices students perform better. As administrators and teachers,
students performance is an important part of the job. Administrators and teachers are always
trying to find ways to help students better retain information and perform better in school. A very
simple solution to those issues is incorporating wellness into our schools and communicating this
wellness information to families. Research has also proven that by involving families and the
community increases the impact on students. Admin and teachers already have a large workload
and this initiative is not meant to add onto it. Teachers will be provided with newsletters and
professional development opportunities on how to incorporate wellness into their classrooms. The
committee will work on involving families and community members. This initiative is meant to
make admin and teachers' jobs easier and involve health in and outside of student lives.
Scheduling
The newsletters will be given out bi-weekly and contain information that parents
and students can use at home to help live a healthy lifestyle, along with events happening at
school and in the community. The newsletters will be created by students and guided by teachers

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

10

on a rotation of grade levels. For example one week the newsletters will be created by 2nd grade,
and two weeks later the newsletter will be created by 3rd grade (Appendix A). The students and
staff will also be provided with a healthy tip of the day through the morning announcements,
which are watched daily. Students who participate in the morning announcements can share a
reason for engaging in physical activity provided from the list of 50 reasons to Exercise and
then provide a suggestion to get more movement in their day. For example the morning
announcements can share and show how to do an exercise move like a yoga pose to help decrease
stress (Appendix A). Open gym will be held twice a month, in the evening after school (Appendix
B). The open gym will be held bi-weekly from 6:30-7:30 PM so that families and students can
workout together when families will not be working (Appendix B). The walk-a-thons will be
organized at least three times a year, if the walk-a-thons do not work outside due to weather, plan
B will be to have the school hold an event where families, students, and community can come
together for a run-around-school. Students will have the opportunity to participate in something
forbidden like running in the hallways. The schools first organized family, community, and
student event will be a Fitness Kick Off The local community grocery stores and restaurants can
offer healthy meals and beverages, families can come and cheer on/run with their students and
teachers (Appendix C). Guest speakers will be planned for every two months, depending on
availability. For example, we can have a local dentist come and provide a seminar and free checks
to students and families. Another guest speaker can be Dr. Hesse from Arizona State University;
he can come on campus and provide tips for teachers and families for incorporating health into
their daily lives at home and in school (Appendix B).
Conclusions
The goal is to bring together and educate our students, families, and community

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

11

on how to live a healthy lifestyle. With the programs, events, and information provided it is
hoped that it will help decrease the obesity rate which continues to increase yearly. Through
educating students on wellness and providing them the opportunity to apply what they are taught
about wellness, they increase their ability to learn, function, and live a healthy lifestyle.
In one year the school should have adopted these programs and events, while applying them
with fidelity. This would result in increased learning and a healthier community. It is anticipated
that within a year or two Canyon Ridge will be looked at by other schools as a role model in
more than just academics and that they begin to adopt similar events and programs in their
schools. As the years go on it is expected that Canyon Ridge bring in more guest speakers, plan
more events that educate the community and families, and find new ways to keep everyone
engaged in the programs. In three years time, the program will begin to gain more recognition
throughout the community and will gain more excitement from teachers and students. For
example, more donations will be made for the gym equipment; more restaurants will be willing
to donate meals, money, etc. In five years time, the program will be advertised throughout the
district and the school will be able to raise funds to expand on the gym and hire fitness
instructors to give high-level intensity fitness classes such as tabata, zumba, spinning,
kickboxing, etc. Through the all these great accomplishments Canyon Ridge will be a school
where kids can get an education in academics and wellness with the help of the community and
families.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

12

References
Economos, C. D., Hyatt, R. R., Goldberg, J. P., Must, A., Naumova, E. N., Collins, J. J., &
Nelson, M. E. (2007). A community intervention reduces BMI zscore in children: Shape
Up Somerville first year results. Obesity, 15(5), 1325-1336.

Houser, J. H. W. (2014). Community- and school-sponsored program participation and academic

achievement in a full-service community school. Education and Urban Society,
doi:10.1177/0013124514533792

Rich, E. (2012). Beyond school boundaries: New health imperatives, families and schools.
Discourse: Studies in the Cultural Politics of Education, 33(5), 635.
doi:10.1080/01596306.2012.696498

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

13

Sheeladevi, S., Sagar, J., Pujari, S., & Rani, P. K. (2014). Impact of a district-wide diabetes
prevention programme involving health education for children and the
community. Health Education Journal, 73(4), 363-369. doi:10.1177/0017896913485471

Weaver, S. P., Kelley, L., Griggs, J., Weems, S., & Umstattd Meyer, M. R. (2014). Fit and
healthy family camp for engaging families in a child obesity intervention: A community
health center pilot project. Family & Community Health, 37(1), 31-44.
doi:10.1097/FCH.0000000000000013

APPENDIX A

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

APPENDIX B

14

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

15

Sunday

Sunday
No-excusevember

Sunday

Sunday

Monday

Tuesday

Sunday12

Its that time of year; the month of

November is among us. Be
proactive and stay active with
family and community at Canyon
Ridge School. Make November less
stressful and include some physical
activity with us in our gym.

Wednesday

Sunday23

Sunday34

Thursday

Friday

Sunday45

PLC- (Open to
Families and
Community) in
the libraryTurkey Trot
event posters

Saturday

Sunday56

Sunday67

Open
gym
6:30 7:30pm

1:15-4:30 PM

9
PLC (Open to
Families and
Community) in
the libraryTurkey Trot
preparations
1:15-4:30 PM

15

16

10

Veterans
Day
Assembly

11

12

13

14

19

20

21

No School

8:30-9:30
AM
17

18

Open
gym

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

16
6:30 7:30pm

22

23

24

25

Turkey
Trot
11-1 AM
28283
129

Guest
Speaker
29293130

30303126

0263127

26

Thanksgiving

27

28

No School

Day
No School
0273128

0283129

0293130

6-7 PM

0303131

0313131

Appendix C

Fitness Kick Off!

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

17

Please join us for the Fitness Kick Off.

We will have activities such as
Bean bag toss
Dance party
Musical chairs
Basketball
Etc.

The Fitness Kick Off is open to all of

our Canyon Ridge families and
community members from 6pm - 7:30pm

This is just the beginning, more events

to come!

It is necessary to pass the Signature Assignment with a C or better in all categories to pass this course.
*A passing grade is a total score of 72.5 points or higher, which includes your 10 point outline score. See Appendix
B for description of Signature Assignment
Rubric for Signature Assignment

Criteria
with

5
Exempl

4
High

3
Profici

2
Appro

1
Unsati

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Professional
Standards
Referenced
Outline
Outline Turned
In(Already
submitted for
points)

ary
(97
100%)

ly Proficient
(93
96%)

ent
(83
92%)

18
aching
Proficient
(73
82%)

sfactory
(72%
and
below)

10
Points
Logical, detailed
outline with at
least 5 original
peer reviewed
references written
in APA format is
submitted with a
technology choice
selected to embed
the assignment.

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

2. Includes 3
references.

5 x 2=10 points

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

10
Points
Introduction is
fully developed,
well organized,
introduces all
topics, created a
plan for the paper
and invites the
reader to read
further.
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

2. Includes less
than 2
references.

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

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

important studies
establishes
context for the
reader.

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

3. Includes
descriptions of
important
studies to
provide
context for the
reader.

additional
references may
have
strengthened the
paper.
3. Includes 4
references.

4. Includes 5
or more
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 and
Technology
infusion
Practical

19

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

1. Pratical

1. Pratical

1. Practical

1. Practical

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

Implications
(Discuss how
the findings can
or will later be
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

implications of
your event details
including your
teaching level and
in a particular
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

implications
are discussed
but not related
to a particular
teaching
setting or topic
or certain
details are
missing.

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

20
implications are
not thoroughly
discussed and
only a few
details of the
event are present

implications are
not discussed
and no 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

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

21

health behavior
highlighted by
the event

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

8. Specific target
grade level was
not identified
and/or not
appropriate for
students of that
age

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

8. Embeding
Technology as a
platform to
enhance your
proposal was used
with an approved
application from
your instructor

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

5 x 6=30 points

9. Technology
infusion was not
used.

9. Technology
infusion was
used but it did
not enhance the
proposal

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

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 of the
paper with
appropriate
content, headers,
writing style, a
choice of
technology to
embed the
assignment and
references in APA
6.0 style.

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

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.

All comments
from instructor

Most
comments

Some comments
from instructor

Very few
comments from

No comments
from instructor

5 x 2=10 points

10 Points

SCHOOLS, COMMUNITIES, FAMILIES, AND HEALTH

comments from
first draft

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
was appropriate
length (at least 5
pages)
2. The file
document name
contains
Lastname.firstna
me.assignment#.c
ourse#
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

from instructor
integrated into
final version.
All were
highlighted in
yellow
1. Cover page
included, few
grammatical
errors and
misspellings,
all references
in APA 6.0
style.

integrated into
final version.
Most were
highlighted in
yellow

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

2. Paper was too

short for the
topic (3-4 pages)

1. Cover page
included, some
grammatical
errors and
misspellings,
some errors in
referencing style
APA 6.0.

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

22
instructor
integrated into
final version.
Most were
highlighted in
yellow
1. Cover page
not included,
many
grammatical
errors and
misspellings,
some errors in
referencing style
APA 6.0.

integrated into
final version.
The changes
were not
highlighted

2. Paper was too

short for the
topic (1-2 pages)

2. Paper was too

short for the
topic (1-2 pages)

1. Cover page
not included,
major
grammatical
errors and
misspellings,
many errors in
referencing style
APA 6.0.

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