Running head: SLEEP AND ACADEMIC PERFORMANCE

Sleep and Academic Performance

Signature Assignment
Nicole Olson
Marissa Aguilar
PPE 310: Health Literacy for Schools
Dr. Lineberry

SLEEP AND ACADEMIC PERFORMANCE

2
Introduction:
Sleep affects the health and well-being of children and plays a key role in
preventing disease and injury, stability of mood, and ability to learn, (Amschler &
McKenzie, 2005). This alone should alarm current and future educators of the important
relationship between how much sleep students receive and their ability to engage in their
learning. Schools often promote the importance of exercise and healthy eating habits, but
it is much less common to hear about the importance of sleep. Since good sleep is as
important as daily exercise and proper nutrition, it is critical that it be acknowledged and
promoted within the school. Students spend the majority of their time in school, making it
very important for their school environment to be sleep friendly. Schools must learn
how to properly implement sleep curriculum into the classroom, have knowledge of the
effects start times may have on students learning ability, create workshops for students
and parents to attend, and know how to promote sleep to colleagues, parents, and all
students. Sleep deprivation has a large affect on student learning; therefore personal and
school wide reflection on ways to improve this issue must take place frequently. For this
reason, many events must be planned and implemented at Whitman Elementary School
that lead up to a school wide sleep assembly. These events will include bi-weekly
newsletters, sleep challenge in the classrooms, morning pick me ups and sleep curriculum
and workshops. By implementing these sleep related initiatives schools will begin to
provide more opportunity for student success.
Literature Review
It is widely recognized that sleep is important for childrens health and that the
lack of sleep is associated with a wide range of negative health outcomes. Through the

SLEEP AND ACADEMIC PERFORMANCE

3
article Childrens Sleep Needs: Is There Sufficient Evidence to Recommend Optimal Sleep
for Children, a study was done to determine whether there is sufficient evidence to
support the claim. The article explores concepts related to childrens sleep need,
discussion of theory, rationale, and evidence for sleep recommendations (Matricciani,
2013).
The main purpose of this study was to determine and show the negative physical,
social, emotional, and cognitive outcomes of sleep deprivation, including but not limited
to poor concentration, impaired academic achievement, increased risk of obesity,
depression, and injuries (Matricciani, 2013). Using support from a different study, this
article determined that children are sleeping less than ever before. To determine this fact,
a meta-analysis was completed that surveyed 690,747 students from 20 different
countries. The results determined that childrens sleep has decreased by 0.75 minutes per
year over the past century, with the rate change being the greatest on school nights. Using
this data, this current study researched the importance of optimal sleep and sleep
recommendations.
In order to determine what optimal sleep is, the article suggested four different
methods. The first method is to observe how much children are sleeping and how they act
based on that amount. The second method involves unconstrained sleeping, where
students are given the opportunity to sleep as much as they want, representing optimal
sleep. The third method involves using cross-sectional data to derive a relationship
between sleep and production. Using this approach a study was conducted that explored
the relationship between sleep and student performance. The participants included
children 10-19 years old. The results showed that there was in fact a correlation between

SLEEP AND ACADEMIC PERFORMANCE

4
test scores and the amount of sleep students received. The final method that can be used
is sleep extension/restriction interventions that monitor outcome variables.
Based on the four research methods used, the research article determined that
there are not enough studies to determine the best approach to sleep deprivation in
students. It is known that there is a correlation between student performance and
quality/length of sleep, but more studies need to exist before research can be confident in
their findings.
The study found in the article Sleep Patterns and Sleep Disruptions in School-Age
Children assessed the sleep patterns; sleep disruptions, and sleepiness of school age
children (Sadeh, 2000). The purpose of this research was to determine the critical role of
sleep and sleep disturbances in child development. The study involved 140 children, 72
boys and 68 girls, from grades 2nd, 4th, and 6th. The majority of these students were
from two-parent families with middle-class or upper middle-class socioeconomic status.
They were evaluated with activity monitors and both the children and their parents were
asked to complete daily questionnaires and reports. The reliability and stability of the
sleep measures was relatively high, meaning that this study had very accurate results. The
results show that older children have more delayed sleep onset times and increased
reported daytime sleepiness. The results also showed that girls were found to spend more
time in sleep and have a higher amount of motionless sleep. It is also important to note
that fragmented sleep was only found in 18% of the children in this study. Overall, the
results of the questionnaires and reports showed that family stress, parental age, and
parental education were related to the childs sleep wake measures.

SLEEP AND ACADEMIC PERFORMANCE

5
The article Sleep and Student Achievement explores the relationship between
sleep and student performance on standardized tests. In order to do this, test scores were
seen as a nonlinear function of sleep. This allowed researchers to compute the hours of
sleep associated with maximum test scores. Just as in previous studies, this was referred
to as optimal sleep. This study was focused on the relationship between the amount of
sleep adolescents receive and their scores on standardized test because there is evidence
that sleep has a direct correlation to student achievement. Participants included were
between the ages of 10 and 19 and the tests that were measured were standardized math
and reading. Using the results from this study, researchers are able to create an estimate
optimal amount of sleep for students to receive the highest test score. The results also
showed that the amount of sleep needed for children varies by age and that too much
sleep can affect test scores negatively. Based on the results of this article, nonoptimal
amounts of sleep during childhood can have very negative, lifelong implications.
The article How Students Sleepy Brains Fail Them is about how students are
faced with a difficult decision on whether or not to study longer or to go to sleep. Studies
show that nearly 40 percent of students in kindergarten through fourth grade have sleep
disturbances, and those poor sleep habits in children carry into adolescence (Willis).
Based on results of the sleep study students can increase their memory up to 25% just by
increasing their hours of sleep from six or less to eight. The study focused on how not
only is nightly sleep important for our students but also brain breaks is another way to
maintain healthy brains, learning and memory. The brain breaks are short and can simply
be placed into any lesson. They are also referred to as syn-naps. The syn-naps should take
place before the students reach fatigue, boredom and the inattention stage. By doing the

SLEEP AND ACADEMIC PERFORMANCE

6
brain breaks the material that your students are learning has the opportunity to move into
the working memory. The brain breaks can be used to wake students up and regain their
attention, but students remember best by creating their own study habits and stopping
their studying as soon as they feel drowsy. Overall the results of the study show that
students are able to retain information and better focus with a good nights sleep.
The article Elementary Students Sleep Habits and Teacher Observations of SleepRelated Problems was about how sleep affects the wellbeing of our children and how it
can affect much more than disease and mood. It also can affect the ability to learn. A
study was done with 199 fifth grade students and their sleep habits. The students that
were participating in the study showed that their behavior directly correlated with their
moods. Currently more than 70 million Americans including children do not get enough
sleep and studies show that elementary aged students should be receiving 10-11 hours of
sleep each night. According to the survey at least 69% of children experience sleep
problems at least one or more nights a week.
According to School Digger, Whitman Elementary has a 87.7% free and reduced
lunch ratio, which means it is considered a Title I school. The student teacher ratio at my
school is 15.9, which is the 5th best among all 55 elementary schools found in the Mesa
Public School District. Whitman Elementary School is an urban public school and has an
average class size of about 30 students. In the year 2014 Whitman Elementary was rated
as a B school but just recently has become an A+ school. In the year 2015, 32% of
students at Whitman passed the AZ Merit test with a proficient score, which is lower than
the state average. After discussing it with the Principal, it has been determined that

SLEEP AND ACADEMIC PERFORMANCE

7
approximately 25% of the students at Whitman Elementary School are ELLs but only
about `5% are receiving language specific services.
Synthesis of Information
Overall the articles showed that the amount of sleep students receive directly
affects their academic performance while at school. The articles also concluded that
students who have disrupted sleep patterns or suffer from multiple disruptions throughout
their time asleep tend to do worse academically than someone who is not interrupted in
their sleep. These sleep patterns will follow the students into their adolescents if they
have disruptions when they are young. The articles and research that we found showed
that students can perform better when they create their own study habits and pay attention
to when they are tired so that they can retain the most information possible.
By increasing students sleep only by a few hours the students can improve students
achievement in the classroom, as well as their social skills, and concentration. There were
also studies that were involving sleep deprivations and different methods involving
students and their test scores based on the amount of sleep that they received. This
information is similar to all of the other articles but the study ruled that there was not
enough information to say for sure which method correlates with sleep deprivation. Not
only is it important for students to perform well in the classroom but it is also important
that students are aware of the amount of sleep that they are getting and how it affects their
academic performance.
Practical Implications
In order to promote the importance of sleep at Whitman Elementary School, there
are many implications that can be implemented. The first idea is to implement morning

SLEEP AND ACADEMIC PERFORMANCE

8
class called Morning Pick Me Up (See Appendix A). This is a class that will occur
every day 30 minutes before class starts. Students from all grade levels will be invited to
join this morning class. In this class, there will be different brain food options that will
help keep students energized throughout the day. Each day there will be a different
activity that students partake in such as Yoga or stretching exercises that are meant to
wake the body up and keep it energized. Teachers and PE staff will take turn leading this
morning classes and there will be monthly meetings to help develop the curriculum and
activities for these classes. (See Appendix F)
Another way to promote sleep at Whitman Elementary School is to sell t-shirts
that promote the importance of sleep (See Appendix B). T-shirts are always a great way to
promote ideas at schools and students love getting to wear something that has been
created by their school. These shirts will be promoted and implemented by student
council. To begin this t-shirt idea, student council members will wear one of these shirts
every Friday for a month before these t-shirts become available to the rest of the students.
Student Council will create a presentation to talk about these t-shirts and what they
represent. The t-shirts will be available for sale, as well as given out as prizes during the
third practical implication challenge, which is discussed below.
The third way the importance of sleep can be implemented throughout the school
is through a sleep challenge that each classroom implements individually. This challenge
will involve each class researching how many hours of sleep is needed every night, which
is dependent on grade level. Once this information is found, each class will partake in a
school wide challenge. This challenge will last 1 month, and will each class keeping track
of the average number of hours each student is receiving in comparison to what the

SLEEP AND ACADEMIC PERFORMANCE

9
needed amount of sleep is. The goal is to have the least amount of discrepancy between
needed sleep, and actual sleep. For example if Classroom A has a goal of 8 hours of sleep
tonight, and their classroom average is 6 hours a sleep tonight, their difference is 2 hours.
The winner of the challenge will be the class with the least amount of difference. The
winning class will each receive a t-shirt (See Appendix B).
Another practical implication would involve the school implementing sleep
curriculum to be taught in the classroom daily to the students. The idea behind
implementing the sleep curriculum into daily lesson plans is to show students the
importance of sleep in their lives and how it affects their daily performance in the
classroom. The sleep curriculum is also going to benefit students by giving them tips on
how they can get to sleep when they are having trouble at home falling asleep. In addition
to students learning healthy sleep tips in the classroom they will also be able to learn
about healthy sleep curriculum during their physical education classes.
To promote awareness of how students sleep affects their academic performance,
classrooms will have promotional materials available to them. The promotional materials
will be showing all the benefits that the appropriate amount of sleep offers to our
students. There will also be different parent workshops and newsletters that we
implement. The parent workshops will be monthly and available to any parents who are
interested in learning the benefits of sleep to their children. The workshops will provide
information about how parents can help their children get to bed on time and ensure that
they are getting an adequate amount of sleep so that they are performing well in the
classroom. The newsletters will be sent out bi-weekly to students and parents with

SLEEP AND ACADEMIC PERFORMANCE

10
additional information about how sleep and academic performance go hand and hand
(See Appendix D).
In order to support teachers and staff, another implication that will be
implemented is monthly sleep workshops (See Appendix C). These workshops would be
similar to any other staff meeting that occurs but the main focus would be sleep
curriculum, and other ways to implement sleep importance. These workshops will allow
the staff to collaborate and create curriculum that can be implemented into the classroom.
These workshops will also give teachers the opportunity to learn more about the effect
sleep has on student ability. Overall, these workshops are meant to serve as an extra
opportunity for teachers to communicate with one another and share ideas.
Lastly, the final event that will be implemented at Whitman Elementary School is
a final Sleep Assembly. This assembly is meant to be a fun and engaging event where all
students and teachers get to celebrate all of their hard work and dedication to sleep
education (See Appendix E) This event will include videos of sleep curriculum that has
been implanted, as well as the class winner of the sleep challenge. Students will be given
t-shirts and brain food that they can take home to share with their parents. This is an
event that parents are also encouraged to attend. Overall, the main purpose of this event is
to celebrate and remind students the importance of sleep.
Calendar of Events
Appendix F shows one months worth of implementing this idea of importance of
sleep into the school. It includes all of the practical implications and when they will take
place. This calendar of events will be placed in each classroom and will also be sent
home as a way to communicate these implications to parents. This calendar serves as an

SLEEP AND ACADEMIC PERFORMANCE

11
extra form of communication between parents, teachers, staff members, and students.
Each student will receive a paper copy of the calendar to put in his or her student binder
each month.
Conclusion
It is important as educators to bring awareness to our school and community
about the importance of sleep in our students lives. By doing this we must first educate
ourselves and our faculty on what sleep can do for our students. Our school will
implement a school wide goal, of getting our students to not only sleep well but also
perform better in the classroom.
The school will of course go through a learning phase that will take some time
to implement and finalize. We will focus on first getting participation from our students,
their families and our staff. Our school will provide plenty of workshops in the first year
of implementation to our students, their parents and also to our staff, to ensure they know
all of the important information and how to deliver it to their students.
The first year is to educate everyone involved on the importance of sleep and
student performance. The school will also participate in across the school sleep
curriculum in each classroom. This will ensure our students are receiving the appropriate
tools to be successful. Our school envisions parents and students working together with
their teacher to ensure that their student is successful at home and in the classroom. By
the third year sleep curriculum would be a regularly taught subject in every classroom,
also there would be more schools in our district participating in the sleep curriculum. The
other schools would also would be participating in the school wide sleep assemblies and
wake up sessions before school.

SLEEP AND ACADEMIC PERFORMANCE

12
By the fifth year we would like to see multiple districts involved and
implementing the school wide sleep curriculum as well as some competition between
districts. In addition to this we would like to see school wake up sessions between
multiple schools in the area. This shows that not only is your school getting involved but
so is the rest of the community.
This school wide program is a chance to better student achievement in the
classroom as well as improve their sleep schedules in their homes. Students who sleep for
the recommended daily amount also live all around healthier lifestyles. These students
would be seeing a change not only in themselves but also their peers and community.
These students would benefit academically and in their own personal health.

SLEEP AND ACADEMIC PERFORMANCE

13
Appendix A

SLEEP AND ACADEMIC PERFORMANCE

14
Appendix B

SLEEP AND ACADEMIC PERFORMANCE

15

Appendix C

SLEEP AND ACADEMIC PERFORMANCE

16

Appendix D

SLEEP AND ACADEMIC PERFORMANCE

17
Appendix E

SLEEP AND ACADEMIC PERFORMANCE

18
Appendix F

May 2016
Monday

Tuesday

Wednesday

Thursday

Friday

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Bi-weekly
Newsletter sent out

Sleep Challenge
Begins

Student Council
wears t-shirts

10

11

12

13

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Sleep Workshop at
3PM

All About Sleep

Assembly at 11AM

Monthly Sleep
Curriculum Meeting
for Staff @3PM

Student Council
wears t-shirts

16

17

18

19

20

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Bi-weekly
Newsletter sent out

Monthly Parent
Workshop @6PM

Student Council
wears t-shirts

23

24

25

26

27

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

Morning Pick me up
@7:15AM

SLEEP AND ACADEMIC PERFORMANCE

19
References
Amschler, D. H., & McKenzie, J. F. (2005). Elementary students' sleep habits and teacher
observations of sleep-related problems. Journal of School Health, 75(2), 50.
Retrieved from http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/62149579?accountid=4485
Eide, E. R., & Showalter, M. H. (2012). Sleep and Student Achievement. Eastern
Economic Journal Eastern Econ J, 38 (4), 512-524. Retrieved from
http://www.palgrave-journals.com/eej/journal/v38/n4/full/eej201133a.html
Matricciani, L., Blunden, S., Rigney, G., Williams, M. T., & Olds, T. S. (2013).
Childrens Sleep Needs: Is There Sufficient Evidence to Recommend Optimal
Sleep for Children? Sleep, 36 (4), 527-534. Retrieved from
https://www.researchgate.net/profile/Sarah_Blunden/publication/236129599_Chil
dren's_Sleep_Needs_Is_There_Sufficient_Evidence_to_Recommend_Optimal_Sl
eep_for_Children/links/558a9d8308ae50d602c9005a.pdf
Sadeh, A., Raviv, A., & Gruber, R. (2000). Sleep patterns and sleep disruptions in schoolage children. Developmental Psychology, 36(3), 291-301. Retrieved from
http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/62426968?accountid=4485
Willis, J. (2009). How students' sleepy brains fail them. Kappa Delta Pi Record, 45(4),
158-162. Retrieved from http://login.ezproxy1.lib.asu.edu/login?
url=http://search.proquest.com/docview/61819951?accountid=4485

Criteria with
Professional Standards
Referenced

5
Exemplary
(97 100%)

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

SLEEP AND ACADEMIC PERFORMANCE

20
Outline
Outline Turned
In(Already submitted
for points)

Introduction
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;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

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.
5 x 2=10 points
10 Points
Introduction is fully
developed, well
organized, introduces
all topics, created a
plan for the paper and
invites the reader to
read further.

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.

5 x 2=10 points

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.
3. Description of
important studies
establishes context for
the reader.
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;CC9S
8

Brief outline with

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

3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

2. Good use of
references, but
additional references
may have
strengthened the
paper.

2. Includes 3
references.

2. Includes less than

2 references.

3. Includes 4
references.

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

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 stance
on why your healthy

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 research and the
data collected

SLEEP AND ACADEMIC PERFORMANCE

21
hope and engagement
at your school and in
your community, but
ties to academic
success in your
classroom as well.

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 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;CC9S
8

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/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.
3. All
programs/components
implemented include
discussion on
modifications for those
with disabilities.
4. Contained a detailed
description of a special
event that promotes a
healthy and active
school environment
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how to
involve the entire
school in the event
8. An approved
technology platform
was used to enhance
your signature

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
comprehensive
school program;
however, some of the
needed detail is
missing.
3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized,
conducted, and
overseen or a detailed
plan about how the
components can be
added.
4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment
6. Contained some
discussion on a
specific health
behavior highlighted
by the event
7. Specific target
grade level was
somewhat identified
and was appropriate
for students of that

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

SLEEP AND ACADEMIC PERFORMANCE

22
assignment

age

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
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment
Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
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 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.

Integration of
instructor comments
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

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

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)

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)

5 x 2=10 points

10 Points

2. The file document

name contains
Lastname.firstname.as
signment#.course#
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

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

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

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 are

clear and well
developed
6. Proposals and
events are mostly

5. Many sentences
are not clear and
underdeveloped
6. Proposals and
events are not of

SLEEP AND ACADEMIC PERFORMANCE

23
appropriate length
with standard
margins, font, and
size of text

appropriate length
with larger than
standard margins,
font and size of text