Running Header: PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Briana Lambert
PPE 310: Health Literacy for Schools
Arizona State University
Signature Assignment
Professor Vance Miller
April 24th, 2016

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Introduction
Physical activity is defined as any bodily movement produced by skeletal
muscles that requires energy expenditure according to World Health Organization.
Students need energy to complete physical activities but it also increases their energy
levels as well. Physical activity is beneficial to individuals health as well as their
education. Academic performance is the students achievement in an educational setting.
Academic performance is important in every persons life because it teaches morals,
values, and is an excellent tunnel for success. Physical activity and academic
performance are directly correlated. Physical activity increases performance in education,
which is why it should be incorporated into every teachers daily routine. It enhances
their education skills as well as their every day abilities. Physical activity in a school
setting includes recess, physical education, and any walking or movement that takes place
during their transitions and lessons. Academic Performance is how a student performs
and what they are capable of achieving in an educational setting. The lifelong impact of
physical activity is huge. This is why schools should implement programs into their
schools that promote and encourage students to participate in physical activity. Working
Wildcats will be the club that Wilson Elementary School incorporates into their school
which will promote physical activity once a week after school. It keeps people mentally
strong, energized for performance, makes for a longer life span, and increases students
academic performance.
http://asubrianal.weebly.com/

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Review of Current Literature

The first article The Relationship Between Physical Fitness and Academic
Achievement that was researched was about a study done in the Northeastern part
of the United States. The researchers were trying to decide if there was a correlation
between physical activity and academic achievement. This study was done on students
grades four through eight. The results stated The students fitness was more strongly
associated with math achievement than with English achievement. (Ayers 2010) After
comparing the students English and math scores that is what the researches suggested.
The authors concluded by reiterating the positive effects of physical activity and fitness
on academics and healthy weight in their sample. (Ayers 2010) This supports my claim
of physical activity increasing academic achievement.
The next article, Classroom-based physical activity, cognition, and academic
achievement was about a research study that Donnelly and colleagues completed during
a 3-year cluster randomized, controlled trial of 24 elementary schools to compare
changes in fitness and fatness with changes in academic achievement in schools that
received PAAC or served as controls. (Donnelly 2011) The lessons were done in all
different environments but included physical activity. The research in that article proved
that incorporating physical activity in the classroom may be difficult but can be done in
all areas of the curriculum. This is important for teachers to think about when developing
lesson plans. They are more likely to have more engaged students retaining the
knowledge and wanting to be interactive in the lesson.

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

The third article Physical activity and academic achievement across the
curriculum states, Improving academic achievement and reducing the rates of obesity in
elementary school students are both of considerable interest. Increased physical activity
during academic instruction time during school offers a potential intervention to address
both issues. (Donnelly 2013) This article brings up very valid points. The youth
population is becoming so over weight that the more physical activity that students can
participate in at school, this will go down. That means teachers incorporating it in their
lessons, as well as principals and administration allowing for the most possible amount of
time for physical activity during each and every school day. Over all research states that
physical activity will have a positive effect on students cognitive development and
health.
The fourth article titled The History of Physical Activity and Academic
Performance Research: Informing the Future was comparing the two concepts and how
they affect children. It is well established that healthier children learn better, as
educators and scientists alike have come to recognize the vital role of physical, cognitive,
and brain health in education. (Hillman) This is important for educators to keep in mind
when keeping students active throughout the day. It will reflect on their schoolwork and
in the classroom. The more a student is physically active, the healthier they will be which
will result in the student learning to the best of their ability. Additionally, aerobically fit
children demonstrate enhanced academic performance over their inactive and unfit
peers. (Hillman) Research proves that physically active students perform better
academically which should be a sign to all teachers to incorporate brain break and
movement throughout their day as often as possible.

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

The last article researched was titled the associations among fundamental
movement skills; self reported physical activity and academic performance during junior
high school and Finland. Overall, research findings are rather consistent showing that
physical activity has a positive association with success at school. (Associations
among..) All five of the articles that were researched support physical activity in the
classroom, which results in an increase in their academic performance and their success.
As teachers, incorporating physical activity into lessons makes lessons more interactive
as well as enjoyable for students. Physical Education does not happen everyday at all
schools so the more teachers incorporate it, the more students get out of it. This is to the
benefit of students and teachers.
Synthesis of Information
All of the information researched suggests that physical activity increases
academic performance. The five articles explained different tests and research that was
done to support the claim of academic performance being boosted from physical activity.
There is increasing evidence for the association between physical activity,
cardiovascular fitness, fatness, and cognitive function during childhood and adolescence.
Evidence also suggests that these variables are linked to academic achievement.
(Donnelly 2011) If teachers can incorporate movement and physical activity throughout
their lessons, it is more likely that students will gain more knowledge. They are more
awake as well as being actively engaged. This means students are less likely to tune the
teacher out, or to doze off during instruction. Improving academic achievement and
reducing the rates of obesity in elementary school students are both of considerable
interest. Increased physical activity during academic instruction time during school offers

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

a potential intervention to address both issues. (Donnelly 2013) If teachers could

incorporate brain breaks as well as active lessons, they would not only be increasing their
students cognitive development. They would also be increasing their students mental
and physical health. Creating an after school club for students like the Workout Wildcat
would increase the students school performance as well as their physical health. The best
thing about brain breaks, active lessons, and Workout Wildcat would be that students are
having fun and enjoying being active with their peers. It makes working out fun and little
do the students know, they are actually helping their schooling. The authors concluded
by reiterating the positive effects of physical activity and fitness on academics and
healthy weight in their sample. (Ayers 2010) This study proved that physical activity
increased math test performance for those students. All in all, schools should incorporate
as much physical activity in the school day as possible to benefit their students academic
performance along with their health.

Practical Implications
Physical activity during the school day can have a huge impact on the students
academic performance. The authors proffered five possible mechanisms that may
influence why the more fit students in this study outperformed their less fit peers on
standardized math and English tests. (Ayers 2010) From a study that was done prior to
this article, it proved that physical education definitely increased students test scores.
Improved tests scores can result in improving their everyday educational ability. There
are a few things that can be incorporated into the school.

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Daily brain breaks in the classroom would be a requirement of all teachers, twice
daily. Once before lunch and another brain break after lunch. This would give the
students a break in their morning and their afternoon to get their wiggles out and give
their brain a much-needed break. These are fun for students based off of prior experience
in the classroom. The brain breaks will wake the students up and help them to be more
engaged in instruction.
Wilson Elementary School in Mesa started a Wildcat Walk/Run for Water. The
tradition will be carried on at Wilson and at future schools. Each grade level is outside for
30 minutes running or walking getting tallies based on their number of laps. This is
during their school day so they will have to go back to class after and finish their daily
instruction. This would help the students be more focused and engaged when they return.
The event will be continued because of the success that it brought to the school and the
students.
A positive association was found between physical activity and cognitive
function including perceptual skills, intelligence quotient, academic achievement, verbal
tests, mathematics tests, developmental level, and academic readiness in school-age
children. (Donnelly 2011) Similar facts would be brought up to the school principal
when reccomending the idea of school wide brain breaks and continuing the walk year
after year. The idea of having multiple recesses school-wide should be brought up. This
would include fourth through sixth grades having two recesses as well. The older students
need the same intellectual break that the younger ones in order to be actively engaged
instruction.

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Creating an after school club at the school that meets once a week after school
would be a great addition to any campus. The students would be participating in a
different physical activity each week for one hour. This club would be for students in
third grade through sixth. For example one week it could be Kick Ball and the next week
it could be Wiffle Ball. The club name would be Working Wildcats. The club would
promote physical activity in the students lives regularly and be an opportunity for the
students to be more active than they might have been prior. Incorporating as many
physical activities as possible at a school would improve the overall test scores and
grades school-wide.
Conclusion
Physical activity and academic achievement are directly related in a positive way
for all students. Schools administrators and staff should be promoting physical activity in
the classroom as often as they can. This will improve their students engagement as well
as their performance in the classroom. Daily brain breaks and Working Wildcats will be a
great addition to the school and the programs offered on campus. This will give parents
the opportunities to sign their kids up and or talk to their kids about being involved in the
fun physical activity club. The entire staff will be on board with incorporating physical
activity because the brain breaks will already be a requirement in their room and
hopefully the teachers will be able to see the difference from just that small addition. It
will benefit the students health and cognitive development, which is even better. The
Working Wildcats club will hopefully be one that continues year after year. Teachers will
also do the most they can to get involved in it and participate in the sporting events after
school with the students. This will show the students that all of their teachers support

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

them. Increased physical activity during academic instruction time during school offers
a potential intervention to address both issues. (Donnelly 2013) The workout club will
support both of the issues and leave a positive impact on the students that participate in it.
The students will be encouraged to be more physically active which will hopefully rub
off on their classmates in being more physically active. This would result in a healthier,
more intelligent, happier school environment.

Parent Letter

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

10

Wilson Parents,
Wilson Elementary School will be starting a new club called Working
Wildcats! This club will be every Wednesday after school from 2:153:15. Transportation needs to be in place prior to your child coming to
the club. Working Wildcats will be a club that promotes physical
activity in your childs life. We will play different sports and participate
in different activities each week. If this is something your son or
daughter is interested in please fill out this form. If you have any
questions, dont hesitate to call or e-mail me.
Miss Lambert

Student Name: __________________________ Grade: ________________

_____ Yes my child can participate in Working Wildcats Wednesdays

after school
Transportation method: _________________________________________

Emergency Contact

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

11

Name: _________________________________________________
Relationship: ____________________________________________
Cell: ___________________________________________________

Parent Signature: _________________________________________

NEW CLUB:

WORKING

WILDCATS!

QuickTime and a
decompressor
are needed to see this picture.

Every Wednesday after school from 2:15-3:15

Come on out to the intermediate field after school
every Wednesday to get active and have fun! We
will be playing games weekly such as:
-Football
-Kickball

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

12

-Wiffle Ball
-Soccer
-Basketball
-Volleyball

and SO MUCH MORE!!

**Parents will need to provide transportation home.
References
Ayers, S. F. (2010). The Relationship Between Physical Fitness and Academic
Achievement. Journal of Physical Education, Recreation & Dance, 81(6), 12-12.

Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition,

and academic achievement. Preventive Medicine, 52.

Donnelly, J. E., Greene, J. L., Gibson, C. A., Sullivan, D. K., Hansen, D. M., Hillman, C.
H., Washburn, R. A. (2013). Physical activity and academic achievement across
the curriculum (A PAAC): Rationale and design of a 3-year, cluster-randomized
trial. BMC Public Health, 13(1), 307.

Hillman, C. H., Castelli, D. M., Chaddock-Heyman, L., Cohen, N. J., Kruz, K. D.,
Donovan, S. M., . . . Cheatham, C. L. (n.d.). The relation of childhood physical
activity to brain health, cognition, and scholastic achievement.

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

13

The associations among fundamental movement skills, self-reported physical activity and
academic performance during junior high school in Finland. (n.d.). Retrieved
April 16, 2016, from
http://www.tandfonline.com/doi/full/10.1080/02640414.2015.1004640

Criteria
with
Professio
nal
Standard
s
Referenc
ed
Outline
Outline
Turned
In(Alrea
dy
submitte
d for
points)

Rubric
Signature Assignment Rubric
(5)
(4) Highly
(3)
(2)
Exemplary
Proficient
Proficient
Approaching
(97 100%)
(93 96%)
(83 92%)
Proficient
(73 82%)

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

5 x 2=10
points
Introduction
10 Points
Introduc Introduction Introduction

(1)
Unsatisfacto
ry
(72%
and below)

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

Introduction

Introduction

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
with
Professio
nal
Standard
s
Referenc
ed
tion to
the topic
and
overview
(In your
purpose
statemen
t also
introduc
e all
subtopics
)
InTASC
1c,k; 5k;
9f; 10h
NAEYC
6b
NETS-T
3a,d;
4a,c
CEC
EC2S1;
CC7K1;
EC7K1;
CC9K4;
CC9S8

14

(5)
Exemplary
(97 100%)

(4) Highly
Proficient
(93 96%)

(3)
Proficient
(83 92%)

(2)
Approaching
Proficient
(73 82%)

(1)
Unsatisfacto
ry
(72%
and below)

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

is fully
developed
with all
topics
introduced.

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

is addressed
adequately.

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

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

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

5 x 2=10
points

Literature Review
15 Points
Adequac 1. Literature 1. Literature
y of
review
review
Knowled highlights
addresses
ge
major issues major issues
(includes in the area.
in the area.
5 peer
2. Thorough 2. Thorough
reviewed use of a
use of a
original
range of
range of
research references to references to
articles
support key
support key

2. Includes

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
(5)
(4) Highly
(3)
(2)
with
Exemplary
Proficient
Proficient
Approaching
Professio (97 100%)
(93 96%)
(83 92%)
Proficient
nal
(73 82%)
Standard
s
Referenc
ed
reference issues.
issues.
2. Good use
adequate.
s)
of
3.
3. Includes
references,
2. Includes 3
InTASC
Description
descriptions but
references.
1c,k; 5k; of important of important additional
9f; 10h
studies
studies to
references
NAEYC
establishes
provide
may have
6b
context for
context for
strengthened
NETS-T
the reader.
the reader.
the paper.
3a,d;
4a,c
4. Includes
4. Includes 5 3. Includes 4
CEC
more than 5 or more
references.
EC2S1;
informative
references.
CC7K1;
references.
EC7K1;
CC9K4;
5 x 3=15
CC9S8
points
Practical Implications and Technology infusion
30 Points
Practical 1. Practical
1. Practical
1. Pratical
1.
Implicati implications implications implications Practical
ons
of your event are
are
implications
(Discuss details
discussed
discussed
are not
how the
including
but not
but not at a
thoroughly
findings your
related to a
particularly
discussed
can or
teaching
particular
level or in a
and only a
will later level and in
teaching
particular
few details
be
a particular
setting or
setting and
of the event
applied
setting are
topic or
many details are present.
to your
discussed
certain
of your event
teaching thoroughly.
details are
are missing.
setting)
A minimum
missing.
InTASC
of 6 topics
2. Contained
1c,k; 5k; are applied
at least 3-4
9f; 10h
including
components
NAEYC
the creation
of a
6b
of at least 3
comprehensi
NETS-T
visual
ve school
3a,d;
support of
program;

15
(1)
Unsatisfacto
ry
(72%
and below)

less than 2
references.

1. Practical
implications
are not
discussed
and no
details of the
event are
present.
2. Contained
3 or fewer
components
of a
comprehensi
ve school
program
(0-1 visual
supports are
created).

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
with
Professio
nal
Standard
s
Referenc
ed
4a,c
CEC
EC2S1;
CC7K1;
EC7K1;
CC9K4;
CC9S8

(5)
Exemplary
(97 100%)

topics are
used and
listed as
appendices.
2. Contains
thorough
discussion
on how each
of the 6
program/co
mponents
that are in
place are
organized,
conducted,
and
overseen or
a detailed
plan about
how each
component
can be
added.
3. All
programs/co
mponents
implemented
include
discussion
on
modification
s for those
with
disabilities.
4. Contained

(4) Highly
Proficient
(93 96%)

(3)
Proficient
(83 92%)

however,
some of the
needed
detail is
missing. (At
least 1-2
visual
supports are
used).
3. Contains
thorough
discussion
on how most
of the
program/co
mponent
that are in
place are
organized,
conducted,
and
overseen or
a detailed
plan about
how the
components
can be
added.
4. Most
programs/co
mponents
implemented
include
discussion
on
modification

(2)
Approaching
Proficient
(73 82%)

16
(1)
Unsatisfacto
ry
(72%
and below)

3. Contains
little
discussion
on which
programs/co
mponents
are currently
in place.
4. Contains
little
discussion
on how each
program/co
mponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be
added.
5. Few
programs/co
mponents
implemented
include
discussion
on
modification
s for those
with
disabilities.
6. Contained

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
with
Professio
nal
Standard
s
Referenc
ed

(5)
Exemplary
(97 100%)

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
entire school
in the event.

(4) Highly
Proficient
(93 96%)

(3)
Proficient
(83 92%)

s 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.
7. Specific
target grade
level was
somewhat
identified
and was
appropriate
for students
of that age.
8.
Contained
some

(2)
Approaching
Proficient
(73 82%)

17
(1)
Unsatisfacto
ry
(72%
and below)

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

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
with
Professio
nal
Standard
s
Referenc
ed

(5)
Exemplary
(97 100%)

(4) Highly
Proficient
(93 96%)

8. An
approved
technology
platform (EPortfolio
was used to
enhance
your
proposal.
This
platform was
visually
appealing
and well
organized
with the
appropriate
categories as
listed in the
assignment
details on
BB.
5 x 6=30
points
Conclusion
Conclusi
on
ITASC
1c,k; 5k;
9f; 10h
NAEYC
6b
NETS-T
3a,d;
4a,c

10 Points
Major issues The major
support and issues are
establish
summarized
conclusions
under
and your
conclusions.
conclusion
contained a
detailed
summary of
what your

(3)
Proficient
(83 92%)

(2)
Approaching
Proficient
(73 82%)

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

18
(1)
Unsatisfacto
ry
(72%
and below)

infusion and
your EPortfolio
was not
used.

9.
Technology
infusion was
used but it
did not
enhance the
proposal and
was
somewhat
appealing
and
organized.
Your EPortfolio
was used but
not all
subject areas
were
complete.

The
conclusions
are not
complete
and your
conclusion
contained a
brief
description
of what your

Provides
opinions, but
not a
summary of
findings for
both the
conclusion
and what
your
Healthy and

No
conclusions
are included
nor did this
section
contain a
description
of what your
Healthy and
Active

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
with
Professio
nal
Standard
s
Referenc
ed
CEC
EC2S1;
CC7K1;
EC7K1;
CC9K4;
CC9S8

(5)
Exemplary
(97 100%)

(4) Highly
Proficient
(93 96%)

Healthy and
Active
School Plan
will look like
in 1, 3 and 5
years.

5 x 2=10
points
Writing and Referencing Style
10 Points
First
Detailed
Draft of
draft of all
all
sections of
sections
the paper
Detailed
submitted with
draft of ALL
with
appropriate
sections with
changes
content,
some errors
made
headers,
in content
integratin writing style, covered,
g
a choice of
headings,
instructor technology
writing style
comment to embed the and/or
s from
assignment
references in
the
and
APA 6.0
outline
references in style.
APA 6.0
style.
Integratio
n of
instructor
comment
s from
first draft

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

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

(3)
Proficient
(83 92%)

(2)
Approaching
Proficient
(73 82%)

19
(1)
Unsatisfacto
ry
(72%
and below)

Healthy and
Active
School Plan
will look like
in 1, 3 and 5
years.

School Plan
will look like
in 1, 3 and 5
years.

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

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

Incomplete
(missing half
of the
requirement
s) 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.

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

School Plan
will look like
in 1, 3 and 5
years.

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

20

Criteria
with
Professio
nal
Standard
s
Referenc
ed

(5)
Exemplary
(97 100%)

(4) Highly
Proficient
(93 96%)

(3)
Proficient
(83 92%)

(2)
Approaching
Proficient
(73 82%)

(1)
Unsatisfacto
ry
(72%
and below)

Writing
and
referenci
ng style

1. Cover
page
included,
proper
spelling and
grammar, all
references in
APA 6.0
style. Paper
was
appropriate
length (at
least 5
pages).

1. Cover
page
included,
few
grammatical
errors and
misspellings,
all
references in
APA 6.0
style.

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

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

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

2. Paper was
too short for
the topic (34 pages).

2. Paper was
too short for
the topic (12 pages).

2. Paper was
too short for
the topic (12 pages) .

2. The file
document
name
contains
Lastname.fir
stname.assig
nment#.cour
se#
3. This
rubric was
added to the
last page of
the
document
submitted
except on
the final
copy you will
submit to
TK20.

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

3. The file
name
somewhat
contains the
Lastname.fir
stname.assig
nment#.cour
se#

3. The file
document
name does
not contain
the
Lastname.fir
stname.assig
nment#.cour
se#

4. This
rubric was
added but
not at the
end of the
document
submitted.

4. This
rubric was
not added to
the
document
submitted.

5. Most
sentences

5. Many
sentences

PHYSICAL ACTIVITY AND ACADEMIC PERFORMANCE

Criteria
with
Professio
nal
Standard
s
Referenc
ed

(5)
Exemplary
(97 100%)

4. All
sentences
are clear
and well
developed
5. Proposals
and events
are
appropriate
length with
standard
margins,
font, and
size of text.
Total
Score
Grade

(4) Highly
Proficient
(93 96%)

(3)
Proficient
(83 92%)

are clear
and well
developed.
6. Proposals
and events
are mostly
appropriate
length with
standard
margins,
font, and
size of text.

(2)
Approaching
Proficient
(73 82%)

21
(1)
Unsatisfacto
ry
(72%
and below)

are not clear

and
underdevelo
ped.
6. Proposals
and events
are not of
appropriate
length with
larger than
standard
margins,
font and size
of text.