Running head: substance abuse and its effects on students 1

Substance Abuse in Schools and the Effects on Students

Signature Assignment
Breanna Madison and Michael Fromm
Course # 20737
PPE 310: Health Literacy for Schools
Professor McDonald
04/19/2015

substance abuse and its effects on students

Introduction
Camelback High School, home of the Spartans, is nestled in the heart of Downtown
Phoenix, with the main crossroads being 28 Street and Camelback Road. A part of the Phoenix
th

Union High School District, Camelback boasts a population 1,937 registered students, and
steadily maintains a C grade for its Arizona Report Card (Camelback High School, 2015).
Unfortunately, the surrounding community, home to many of these students and their families,
records a crime rate of 3.5 times that of the United States median (About This Neighborhood,
2014), causing a dangerous environment overall. Much of this criminal activity can be traced
directly to the possession, use, or the solicitation of illegal substances.
As the Phoenix Union High School district is labeled as Title-1 where drug use is a
prevalent problem, examining the topic in greater detail seems extremely relevant to the needs of
the school and its surrounding community. Though Camelback High School has not compiled the
data on its own students suspensions and absences specifically related to illegal substances, The
Arizona Department of Public Safety states that in Arizona there are more than 3,900 kids under
the age of 18 who are arrested for drug possession or intention to sell each year (Halliday, 2014,
pg 62). As future teachers, it is vital to stay informed what is popular with students, even if it
happens to be the drug fad of the week. Therefore, the signature assignment will focus on the
negative attributes of drug use, how it affects adolescent health, and an implementable program
that will keep future students away from illegal substances.
The current proposal for a Above the Influence Week attempts to openly combat these
statistics by educating students on substance abuse, and how it will affect their academics, health,
friendships, family life and ultimately their future. This health/education week will be a
combination of Monday-Thursday classroom presentations, similar to the long-disbanded

substance abuse and its effects on students

D.A.R.E. program, but with actual modern and relevant facts and teaching methods, so as to
succeed where D.A.R.E. failed in its pedagogy. The culmination of the weeks activities leads up
to a currently popular and acclaimed active teaching strategy known as Mix-It-Up Day, where
student learning reaches its peak by monitored shared experiences between students who may
otherwise either not know each other, or not feel like they may have much in common (Mix It
Up Day, 2014). The program emphasizes togetherness and solidarity through sharing analogous
concerns and experiences on the topic at hand, and attempts to thwart future instances to stop
furthering the damaging cycle of illegal substance abuse.
Review of Current Literature
The National Institute on Drug Abuse is an organization that is dedicated to observing
and reporting the facts and trends in American drug use/substance abuse each year. In their
Drug Facts on High School and Youth Trends, the NIH reported that there were over 2.8
million new illicit drug users in 2012, that means 7,898 new initiates a day- half of which were
under the age 18 (The National Institute on Drug Abuse, 2014). The article breaks down teen
drug use into the categories: alcohol, tobacco, cigarettes/e-cigarettes, illicit drugs, marijuana,
OTC/ prescriptions, MDMA/Molly, synthetic cannabinoids/Spice, synthetic
stimulants/Bath salts, and inhalants. Overall, illicit drug use seems to be on the decline.
Everything except marijuana, e-cigarettes and hookah has dropped in use with students age 1218, however, some extremely dangerous trends in regards to illegal substances are becoming
prevalent. While overall use has decreased, so has the percentage of youths who perceive the
drug as harmful, meaning that while fewer students are trying drugs, more students feel as if
there are less consequences of drug use, especially when compared to teenagers of the past (The
National Institute on Drug Abuse, 2014). As stated in the report, the attitudes and perceptions of

substance abuse and its effects on students

teens towards the its risks continues to shift, as most high school seniors no longer view
occasional marijuana smoking as harmful (The National Institute on Drug Abuse, 2014). Also,
for drugs like marijuana, cigarettes, Adderall and Ritalin, students continue to report that they are
most likely to get these drugs from friends, and even family members, as opposed to the street
dealer stereotype of old.
The California Department of Education helped to fund a study by WestEd to determine
whether certain factors of student health risks affected their academic performance. One of the
main determinants considered was the effect alcohol, tobacco, and drug use had on the test scores
of the students examined. Using data from Californias secondary school Academic Performance
Index, it was established that adolescent substance use is in fact closely associated with
individual academic success (Hanson, Austin, & Lee-Baya, 2013, pg 32), and displays a
significant negative correlation. When deleting the socioeconomic factors involved (which are
often generally blamed for poor test scores, regardless of substance abuse by students), the study
still indicates that students who partake in the illegal possession, use, or the solicitation of drugs
and/or alcohol have lower Academic Performance Index test scores than students who remain
outside of that lifestyle. Another interesting fact illuminated by the WestEd study is that the
correlation becomes more significant if the drug use or distribution occurs on the school
property, itself (Hanson, Austin, & Lee-Baya, 2013, pg 37).
An article written for the Journal of School Health contains a study conducted on
interpersonal violence in schools and the assertion of a directly correlating relationship with drug
use, highlighting the availability of illegal substances to students. Of the 10,904 students
surveyed, 32.1% (barring inaccurate self-reporting) reported to have been offered, sold, or given
illegal drugs at school within the past 12 months (Lowry et al., 2009, pg 348). It was further

substance abuse and its effects on students

established that students who had been offered, sold, or given these substances on campus tended
to also abuse the aforementioned substances more frequently off campus than other study
participants. The inquiry team concluded through their data that the availability of illegal
substances in the schools researched directly and significantly correlated with school violencerelated behaviors, thus elucidating the validity of the initial research claim (Lowry et al., 2009,
pg 350).
A research review was implemented in September of 2009 to observe how Washington
State students reacted to school-based health interventions, and if those interventions impacted
academic achievement. The study began by stating that students are, in the process of
completing their education, and in some cases are also initiating unhealthy behaviors, like
experimentation with drugs and alcohol (Dilley, 2009, pg 2). As substance abuse is widely
associated with academic failure/poor achievement and dropping out of high school, the study
looked to many previous programs which had been used to improve student health (Dilley, 2009,
pg 2). To combat those concerning behaviors, the study researched what (if any) school-based
interventions have aided in preventing student health issues and substance abuse. The research
insisted that one-on-one, individual counseling programs did not have an effect on the student
population as a whole, because they reached only a minimal amount of students (Dilley, 2009, pg
12). Instead, the Research Review concluded that school and district wide programs were more
efficient as they touched all students and faculty, were less costly, and reinforced more targeted
interventions (Dilley, 2009, pg 9). Universal health promotions that target the areas of
curriculum, instruction, and training have a wider range of lessons and activities that engage
students in far greater number than any other school-based health interventions (Dilley, 2009, pg

substance abuse and its effects on students

10). Another benefit of this type of intervention is that it allows the school/district to get parents
and the community more involved with student health education.
An article written on the psychological effects of substance abuse titled What are the
Physical and Psychological Effects of Drug abuse and Addiction? states that depending on the
drug in question, results can vary in anything from euphoria, to paranoia, to severe depression
or suicidal thoughts (Dryden-Edwards, 2014, pg 3). The physical effects on the body also have a
large range depending on the drug addiction of choice. Using drugs may cause sleepiness,
slowed breathing, and/or other sedative traits, or the adverse effects of increased heart rate,
tremors and seizures (Dryden-Edwards, 2014, pg 3). However, the most dangerous aspect of
drug use and addiction is that virtually every drug that is abused has an effect on what
professionals often call the executive functioning areas of the brain (Dryden-Edwards, 2014, pg
5). Executive Functions depend upon three types of brain function: working memory, mental
flexibility, and self-control, (see Appendix A) and are necessary to plan, focus attention,
remember instructions, and juggle multiple tasks successfully (Executive Function, 2015).
Harming of these brain processes has long lasting and damaging repercussions, especially on the
adolescent brain. As student brains are in the act of vigorously and rapidly developing, and are
not fully mature, any drug use has devastating effects (Dryden-Edwards, 2014, pg 5). Loss of
such inhibitory brain functions in young minds leads to bad decision making, such as dropping
out of school, drunk driving, or even a higher engagement in violent/criminal acts and/or sexual
promiscuity.
The Mix-It-Up Day proposed derives itself from a program of the same name,
originated by the Teaching Tolerance group over a decade ago. Though the content changes
depending on need, the comprehensive effect of the activity is to encourage students to identify,

substance abuse and its effects on students

question and cross social boundaries (Mix It Up Day, 2014), while discussing subject matters
both relevant and necessary for student awareness. Helping students to move out of their comfort
zones in the process, the program was originally created to help students interact across group
lines (Mix It Up Day, 2014), thus reducing biases and misperceptions, which helps the
students to build a further understanding of themselves, their peers, and the overall topic at hand.
Synthesis of Current Literature
All of the research sources focusing on aspects of illegal drug abuse agree that these addictive
substances are harmful and dangerous to the human body in general, and especially damaging to
students. According to the related articles, the effects range from poor academic performance, to
excessive violent and criminal activity, with a broad range in between. Dryden-Edwards piece
also reports that the effects these abused substances have on students are both physical and
psychological, rather than being mutually exclusive to either. These findings all present the
current need for some form of formal education on the subject matter, explaining the negative
effects to students in all aspects.
Though The National Institute on Drug Abuse reported that hard drug use is down currently
from that of many previous years, The Journal of School Health still found 32.1% of students to
be either offered, sold, or given illegal substances on school campuses alone, which is a
disturbing percentage, as they also found these students to be more likely to continually and
more frequently use. Coupled with the fact that the decrease in hard drug use directly
correlates with an increase in lack of drug fear on the part of these students, it is possible to
theorize very little would be necessary for a deadly resurgence of these most dangerous
substances to begin surfacing in schools at anytime without the proper education otherwise.

substance abuse and its effects on students

As several sources specifically identify the negative correlation between illegal substance use
and academics, it is quite fitting to combat this matter by use of a scholastic education program
focusing on the facts about drugs use in a contemporary way so as to promote student
engagement with the material in hopes for a greater impact. Since the article on Mix-it-Up Day
states its proven ability to reduce student bias and misperception on applied topics by use of
contemporary peer-involved activity, the approach of a Above the Influence Week involving
formal active learning on the effects of substance abuse on students, culminating with a Mix-itUp Day for the students to bounce the ideas off of each other in a way devoid of peer pressure
from their typical social circles, seems most effective and appropriate. Unlike the D.A.R.E.
programs failure due to outdated lecture materials provided in an extremely formal matter by an
untrustworthy authority figure, Mix-it-Up Day provides credible resources and approaches on
all of these matters.
Practical Implications
The first practical implication chosen is the proposal of Above the Influence Week to
the Camelback High School administration, as the staff and faculty will be involved in various
sessions needed to host it properly. In order to convince administration that Above the
Influence Week is a proper investment of resources, strong data will be presented by way of the
statistics referred to in the previous Review of Current Literature section. As this data is both
valid and current, it would be illogical to deny its relevance to the students, if not the school as a
whole. Another added assurance to quash any faculty doubt for program implementation due to
funding allocation is the evidence of outside grant options available from The National Institute
on Drug Abuse (Funding, n.d.). The plethora of outside money available to the school/district
from this source directly counters any funding reservations administration may harbor for the

substance abuse and its effects on students

program. The teachers and staff will be the crucial elements to reach as many high school
students as possible. They will all be informed on the most recent and up to date developments
covering substance abuse, and its links to academic performance and student health. These
teachers and faculty members will be the ones to teach the students in the daily substance abuse
lessons M-TH.
At Camelback High School, most of the surrounding community is comprised of the
students families (as public schools communities generally are). Therefore, to incite the support
of the community for our school-wide activity, student family involvement is all that is
essentially required. To achieve this level of participation, the families of the students must first
be informed of the event, when/how it takes place, and what we as the facilitators are hoping to
accomplish. Therefore, a newsletter will be sent home with each student describing the activity
in a way that will hopefully inspire family/community involvement (or support, if nothing more).
Parents with an email address on file will also be sent out a copy electronically, in order to make
sure they are made aware, in case for some reason the newsletter does not quite make it to them.
The newsletters final page will have a portion to be signed and returned by the student,
expressing that the parents are on board with the activity. An invitation will also be sent out in
this newsletter, welcoming the students to participate in the weeks activities, and specifically the
Mix-it-Up Day (see Appendix B). Unfortunately, due to a tightening of school security over
the past several years, it will be impossible to ask any sort of parental volunteering for Above
the Influence Week or its Mix-It-Up Day events, as their being on campus without the
necessary (and somewhat excessive) amount of clearance would violate district policies
pertaining to school visitors. Therefore, the most that can be asked of the families and/or

substance abuse and its effects on students

10

community of Camelback High School is support and positive reinforcement of the endeavor as
a whole.
The substance abuse education component of this proposal will be integrated into the
classrooms throughout the week leading to the Mix-It-Up Friday, where students will all be
excused from classes for the last half of the day. The teaching of healthy behaviors in the
classroom will be the culmination of the teacher, administration, and parent preparation through
mandatory lectures, seminars and conferences. At these conferences teachers and staff will be
taught the signs and symptoms of substance abuse, as well as the physical/psychological effects
of substance abuse and addiction on the adolescent brain (Blume & Zembar, 2007, pg 252).
Though the entire week is technically Above the Influence Week, the substance abuse
education is distributed throughout Monday-Thursday, culminating into a Mix-It-Up day on
Friday (Mix It Up Day, 2014). This fundamentally new, yet effective, school-wide activity
derives its name from the concept of students being grouped into eclectic circles differing from
their general social cliques, and sharing their ideas and experiences on the subject at hand (in this
particular case, substance abuse) after receiving the week-long extra content education. Students
will be encouraged to discuss this topic, either giving opinions or personal experiences, all in a
safe environment, as the students will be in different crowds than they are normally associated
with, and therefore, will theoretically have little fear of peer pressure backlash. This activity
becomes physical due to the constant movement of the students between groups, and around the
different venues in which it takes place. Students will have to get up, walk around, and
participate in different activities that require bodily motion.
The entire point of the Above the Influence Week is to inform students about the myths
surrounding illegal drug and substance abuse. A need exists for our students to be educated on

substance abuse and its effects on students

11

the real facts surrounding addiction, and have an open line of communication with the adults in
their lives. The goal is that students will no longer think drugs or drinking are cool, and will
actively avoid situations in which drug use is common. The belief is that in addition to the
Monday-Thursday lessons of the negative aspects of drugs, the Mix-It-Up day will have a huge
emotional influence on students.
Asking the students to share their personal drug histories regarding family or friends who
were/are addicted, imprisoned, or dead because of drugs, will hopefully leave a greater
impression upon the students than just facts alone. If Above the Influence Week is approved
and successful, we hope to test it at other Phoenix Union High Schools with Camelback, once
again, as the pioneer.
Conclusion
Given that all sources on the subject matter of substance abuse and its effects on students
state the dangers of illegal drug use, as well as the easy access to it for students, the
implementation of the proposed Above the Influence Week can be clearly seen as a necessity
to not only thwart the current problems related to the matter, but to also deter an excess of future
incidents from occurring. This program would require the participation of not only the teachers
and faculty in providing the proper education and environment necessary for it to work, but also
the involvement of the parents and community in order to help support and solidify the teachings
and enforce the negative perception of drugs and alcohol for the students as a whole.
The importance of the teaching already being established, it would be easy for Camelback
High School to find time during the school day for the lecture/activity portions of the program
during the Monday-Thursday schedules. The school has what is considered an Advisory period
every day during what would be considered their 4th hour class, where the students report to a

substance abuse and its effects on students

12

homeroom-esque setting, and receive extra help from a teacher, and/or travel to other classrooms
where they may need to make up tests or other work. The Advisory period could be
commandeered for the purposes of the Above the Influence Week material, so as it would
minimize the time away from actual class content, which would make the program as a whole
more feasible, and certainly more palatable to the teachers and faculty who understand the
importance of not reducing content-specific classes, when possible. Mix-it-Up Friday would
require a half-day schedule for academics, using the second half of the day for the activity itself.
Given the nature of the project, the week prior to Spring Break would likely be the best time of
year to place Above the Influence Week, as the facilitated groups may lend to being outdoors
in some instances, and the weather is generally mild and pleasant during the middle-end of
March in Arizona. It is also an academically sound move to place a fun week/day directly
before a longer break, as the students tend to exhibit a lower attention span when encountering
what they perceive to be regular course content at these points in the year, therefore lending to
the necessity for an adapted, more active curriculum. An example of the Camelback High School
Calendar for the month of March with the added Above the Influence Week has been provided
(see Appendix C).
As an added bonus to the students, if funding is available to do so (depending on grants
available for the program), Mix-it-Up Day t-shirts can be awarded for certain levels of
participation and/or students going above and beyond expectations for the project (the awarding
process would be left entirely up to the facilitating teachers and faculty in most cases, though it is
possible to have students vote for who they feel accomplished the most in their groups). Though
the topic matter is quite serious and somewhat off-putting, the t-shirts can be designed in a way
to promote the enjoyable and eclectic nature of the program (see Appendix D).

substance abuse and its effects on students

13

Overall, with the help of the teachers and other faculty members at Camelback High
School, the Above the Influence Week focusing on teaching the content involving illegal
substances and their effects on students would be a very feasible program to implement. The
program is cost effective (relatively free, outside of possible educating tools left up to the
discretion of the school, and potential rewards for outstanding student participation), and easy to
implement into the schools curriculum for the week. The learning experience coupled with the
Mix-it-Up Day activity are invaluable resources that any school in any district can and should
have access to during their school year. Given the nature of the students and community involved
with Camelback High School and the Phoenix Union High School District as a whole, the
projected possible long term effects of this program will be a significant reduction in drug use
overall. Though the actual time table for these changes is impossible to know, the hypothesis that
these outcomes are evident over a 3-5 year period of time with the proper education and shared
experiences attributed to Above the Influence Week is quite probable with a positive outlook.

substance abuse and its effects on students

Appendix A: Executive Brain Functions

14

substance abuse and its effects on students

Appendix B: Invitations

15

substance abuse and its effects on students

16

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17

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18

Appendix C: Calendar
March 2015
Monday

Tuesday

Wednesday

Thursday

Friday

10

11

12

13
Grading Period
Ends

16
Above the
Influence Week

17
Above the
Influence Week

18
Above the
Influence Week

19
Above the
Influence Week

20
Above the
Influence Week

Advisory Hour
Activity

Advisory Hour
Activity

Advisory Hour
Activity

Advisory Hour
Activity

MIX-IT-UP
DAY!!!

23
Spring Break

24
Spring Break

25
Spring Break

26
Spring Break

27
Spring Break

30

31

substance abuse and its effects on students

19

Appendix D: Mix-it-Up Day T-shirt Design Example

substance abuse and its effects on students

20
References

About This Neighborhood. (2014). Retrieved February 1, 2015, from

http://www.neighborhoodscout.com/reports/14450568/#crime
Blume, L., & Zembar, M. (2007). Middle childhood to middle adolescence: Development from
ages 8 to 18. Upper Saddle River, New Jersey: Pearson Merrill/Prentice Hall.
Camelback High School. (2015). Retrieved April 29, 2015, from
http://www.azreportcards.org/ReportCard
Dilley, J. (2009, September). Research Review: School-based Health Interventions and
Academic Achievement. Retrieved from http://here.doh.wa.gov/materials/researchreview-school-based-health-interventions-and-academicachievement/12_HealthAcademic_E09L.pdf
DrugFacts: High School and Youth Trends. (2014). The National Institute on Drug Abuse.
Retrieved from http://www.drugabuse.gov/publications/drugfacts/high-school-youthtrends
Dryden-Edwards, R. (2014, October 10). Drug Abuse Symptoms, Causes, Treatment - What are
the physical and psychological effects of drug abuse and addiction? - MedicineNet.
Retrieved February 17, 2015, from http://www.medicinenet.com/drug_abuse/page3.html
Executive Function. (2015). Center on the Developing Child. Harvard University. Retrieved
from http://developingchild.harvard.edu/key_concepts/executive_function/
Funding. (n.d.). Retrieved April 19, 2015, from http://www.drugabuse.gov/funding
Halliday, R. (2014). 2013 Crime in Arizona Report. Retrieved from
http://www.azdps.gov/About/Reports/docs/Crime_In_Arizona_Report_2013.pdf

substance abuse and its effects on students

21

Hanson, T., Austin, G., & Lee-Bayha, J. (2013, April 11). Student Health Risks, Resilience, and
Academic Performance. Retrieved February 17, 2015, from
http://chks.wested.org/resources/APIreportY1.pdf
Lowry, R., Cohen, L., Modzeleski, W., Kann, L., Collins, J., & Kolbe, L. (2009). School
Violence, Substance Use, and Availability of Illegal Drugs On School Property Among
US High School Students. Journal of School Health, 69(9), 347-355.
Mix It Up Day. (2014). Teaching Tolerance. Retrieved from http://www.tolerance.org/mix-itup/what-is-mix

substance abuse and its effects on students

22

Rubric for Signature Assignment

It is necessary to pass the Signature Assignment 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
Criteria with
Professional
Standards
Referenced

Outline
Outline Turned
In(Already
submitted for
points)

5
Exemplary
(97 100%)

4
Highly
Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

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
No outline
with one or no was
references
submitted.
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.

1. Literature
review may
address major
issues, but
issues may

1. Literature
review does
not address
the major
issues in the

1. Literature
review does
not have the
depth of
knowledge

10 Points

Logical,
detailed outline
with at least 5
original peer
reviewed
references
written in APA
format is
submitted.
5 x 2=10
points

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.

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

5 x 2=10
points
15 Points
1. Literature
review
highlights
major issues in
the area.

substance abuse and its effects on students

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

2. Through use
of a range of
references to
support key
issues.
3. Description
of important
studies
establishes
context for the
reader.
4. Includes
more than 5
informative
references.

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

23

2. Thorough
use of a
range of
references
to support
key issues.
3. Includes
descriptions
of important
studies to
provide
context for
the reader.

not be
supported
with expert
knowledge.
2. Good use
of references,
but additional
references
may have
strengthened
the paper.

area; the level

of support for
the issues is
not adequate.
2. Includes 3
references.

appropriate to
this upper
level course.
2. Includes
less than 2
references.

3. Includes 4
references.

4. Includes
5 or more
references.

5 x 3=15
points
15 Points
1. Studies
covering the
same topic
synthesize
related
research.
2. Described
similar or
differing and
detailed
themes
throughout the
articles
3. Demonstrate
thoroughly
how your
research and
the data
collected
supports your
stance on why
your healthy

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

Information is
presented
study-bystudy rather
than
summarized
by topic.
2. Described
similar or
differing
themes
throughout
the articles
which were
not detailed
3. Somewhat
emonstrated
how your
research and
the data
collected
supports your

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

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. Did not
demonstrate
how your

substance abuse and its effects on students

24

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.

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
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

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
setting are
discussed
thoroughly. A
minimum of 6
topics are
applied.
2. Contains
thorough
discussion on
how each of
the 6
program/comp
onents that are
in place are

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

1. Pratical
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
comprehensiv
e school
program;
however,
some of the
needed detail
is missing.

1. Practical
implications
are not
thoroughly
discussed and
only a few
details of the
event are
present

1. Practical
implications
are not
discussed and
no details of
the event are
present.
2. Contained 3
or fewer
components
of a
comprehensiv
e school
program
3. Contains
little
discussion on
which
programs/com
ponents are
currently in

substance abuse and its effects on students

organized,
conducted, and
overseen or a
detailed plan
about how
each
component can
be added.
3. All
programs/com
ponents
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

25
place
3. Contains
thorough
discussion on
how most of
the
program/com
ponent that
are in place
are organized,
conducted,
and overseen
or a detailed
plan about
how the
components
can be added.
4. Most
programs/com
ponents
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

4. Contains
little
discussion on
how each
program/com
ponent is
organized,
conducted,
and overseen
and little
detail about
how the
components
can be added.
5. Few
programs/com
ponents
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

substance abuse and its effects on students

26

discussion on
how to involve
the entire
school in the
event

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

5 x 6=30
points

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.

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.

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.

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.

substance abuse and its effects on students

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
was
appropriate
length (at least
5 pages)

27

Most
comments
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.

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

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 (1-2
pages)

2. Paper was
too short for
the topic (1-2
pages)

2. Paper was
too short for
2. The file
2. Paper was the topic (3-4
document
appropriate pages)
name
length (at
contains
least 5
3. The file
Lastname.first pages)
name
name.assignme
somewhat
nt#.course#
contains the
Lastname.first
3. This rubric
name.assignm
was added to
ent#.course#
the last page of
the document
4. This rubric
submitted
was added but
not at the end
4. All
of the
sentences are
document
clear and well
submitted
developed
5. Most
5. Proposals
sentences are
and events are
clear and well
appropriate
developed
length with
standard
6. Proposals

3. The file
document
name does not
contain the
Lastname.first
name.assignm
ent#.course#
4. This rubric
was not added
to the
document
submitted
5. Many
sentences are
not clear and
underdevelop
ed
6. Proposals

substance abuse and its effects on students

margins, font,
and size of text

28
and events are
mostly
appropriate
length with
standard
margins, font,
and size of
text

and events are

not of
appropriate
length with
larger than
standard
margins, font
and size of
text

Signature Assignment:
A signature assignment is an assignment that is submitted electronically in Tk20 providing direct
evidence of student achievement and progress towards a specific outcome, or group of outcomes.
The electronic submission of the signature assignment in Tk20 serves two purposes; the
signature assignment is intended to assess important skills, abilities, and identifies areas of
strength and challenge, which instructors use to evaluate student progress. It also serves as a
college accreditation data collection and storage site that is required by the Department of
Education. All students seeking certification are REQUIRED to upload and submit their
signature assignment in Tk20 for evaluation. For information, please see
http://mytc.asu.edu/tk20-userguides
You will need to submit your final copy of this assignment into Tk20 at the end of the semester.
You will NOT receive your final grade until all of your documents for this assignment are
uploaded into Tk20 and you cannot pass this course unless you successfully pass the signature
assignment with a score of 3 or higher on each component. These assignments help the
Arizona State Board of Education evaluate Arizona State Universitys teacher preparation
programs. Your cooperation and effort are most appreciated by this professor and other members
of the faculty and staff of this university.