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THE OHIO STATE UNIVERSITYCollege of Education and Human Ecology

School of Physical Activity and Educational ServicesCOUNSELOR EDUCATION PROGRAM

EDU PAES # 876Winter 2008

Thursday, 7:00 to 9:18 p.m., PAES Bldg room 103

Class: EDU PAES #876, Organization and Administration of Guidance Services, 3 credits

Catalog Description: The selection, organization, and presentation of guidance materials, including analysis of types of organization, methods of initiating a guidance program, and types of in-service programs.

Instructor: Dr. Colette T. Dollarhide, NCC, ACS, LPC (SC), Visiting Assistant Professor, Counselor Education. Office Location: PAES Building, room 446. Phone: 614-688-5938. Email: dollarhide.1@osu.edu, or ctdollarhi@aol.com. (Please note that I do not always check my emails on the weekends.) Office hours will be announced once supervision schedules are determined.

Required Texts:1. American School Counselor Association. (2003). The ASCA National Model: A framework for school counseling programs. Alexandria, VA: Author.

2. Dollarhide, C.T., & Saginak, K. A. (2007). Comprehensive school counseling programs: K-12 delivery systems in action. Boston: Pearson/Allyn & Bacon.

3. Class Reader: Available from Uniprint. Please use their on-line ordering process to order your course Packet at http://uniprint.osu.edu/coursepackets/. They will have the packet ready for you within 24 hours.

HIGHLY RECOMMENDED RESOURCES:McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2007). At-risk youth:A comprehensive response for counselors, teachers, psychologists, and human serviceprofessionals (4th ed.). Belmont, CA: Thomson.

WEBSITES TO CONSULT:http://www2.edtrust.org/edtrust/http://www2.edtrust.org/EdTrust/Transforming+School+Counseling/mainwww.schoolcounselor.org

Course Philosophy: A professional school counselor is a counselor who works in the schools – not a registrar, not a testing coordinator. Today’s school counselors must be change agents, creative collaborators, and active advocates for students’ healthy academic, career, and personal choices. In addition, professional school counselors must understand the school milieu in order to provide outcomes-based interventions at a whole-building level. The ASCA National Model and the Transforming School Counseling Initiative (TSCI) of the Ed Trust will inform a new vision of school counselors who work to improve students’ lives through empowerment and achievement, and who work to improve schools through systemic leadership.

Learning Objectives:The objectives of the course are to examine:1. The history, philosophy and trends in school counseling (CACREP 2001 School Counseling (SC) A1),

including the relationship of school counseling to the academic and student services program of the school (CACREP 2001 SC A2) through identification of academic, career, and personal/social competencies and the implementation of processes and activities to assist students to achieve these competencies (CACREP SC C1d)

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vis-a-vis the role/function of the school counselor coordinated with those of other school professionals (CACREP SC A3, B2; TSCI);

2. The school setting and environment, and pre-K-12 curriculum (CACREP SC A6; TSCI), including the three developmental foundations of academic development, personal/social development, and career development as articulated in the ASCA National Model, integrating the program into the total curriculum, and providing support, information, and training to assist students in maximizing their total development (CACREP SC B3). This is reflected in action planning and time management that are structured on professionally relevant priorities (CACREP SC C1e);

3. The current policies, laws, legislation, ethical and legal issues relevant to school counseling (CACREP SC A7, A11), including the need for continuous professional development and reflection (TSCI);

4. The role of diversity in terms of equity and access issues, development, and learning in schools (CACREP SC A8; TSCI);

5. Community, environmental, and institutional opportunities and barriers that influence student success and development (CACREP SC A9; TSCI), methods of prevention and crisis intervention strategies that create a safe, healthy school climate (CACREP SC B7; TSCI), and referral and advocacy for all children and adolescents (CACREP SC B1; TSCI);

6. Prevention and intervention strategies, consisting of individual and group counseling and classroom developmental curriculum, to address developmental assets, transitions, and negative issues that may effect student development in order to foster school success through holistic development for students (CACREP SC C2a, C2b, C2c, C2d, C2e; TSCI). This includes systems approaches to partnering with persons within the school (teachers, administrators, etc) and with persons outside the school (parents, guardians, community) in order to promote academic success for ALL students (CACREP SC C2f, C2g, C2h; TSCI);

7. Methods of planning, developing, implementing, monitoring, and evaluating a comprehensive school counseling program utilizing technology and holding a systemic view of students (CACREP SC B6; TSCI), to implement and evaluate specific strategies designed to meet program goals and objectives (CACREP SC C1c) in terms of student competencies, and implementation of activities/processes to assist students in the achievement of those competencies (CACREP SC C1d);

8. Leadership and advocacy practices that result in improved overall school environment for students, including the use of research, needs assessments, student data, technology, and institutional assessments for improving comprehensive school counseling programs, recommending systemic changes that will improve learning and development for all students (CACREP SC A4, A10, B2, B4, B10, C1a, C1b, C1g; TSCI);

9. Leadership and advocacy for counseling, students, families, and schools, in collaboration and teaming with teachers, parents, support personnel, and community, to support school counseling and student development (CACREP SC A4, B1; TSCI); planning, presenting, and promoting counseling / educational programs for students, administrators, parents, teachers and the community (CACREP SC B4, B5), including strategies for exploring alternative funding (CACREP SC C1f).

Student Outcomes:Candidates preparing to work as professional counselors must know and demonstrate the content, pedagogical and professional knowledge, skills, and dispositions necessary to help all students learn. This course seeks to provide competencies for professional school counselor practice as outlined above, and knowledge and skills will be demonstrated through the following:

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LEARNING OBJECTIVE ASSIGNMENTPhilosophies, attitudes, leadership, activities of school counselors to address student needs

Evaluation of school counselor

Systemic issues, role of diversity, barriers to learning, collaboration

Evaluation of school environment

Systemic collaboration, student needs, program planning, leadership, advocacy

Program Brochure

Technology, needs assessment, programmatic intervention, outcomes assessment, advocacy, educating teachers, professional development, systemic issues, legal and ethical issues, barriers to learning, prevention and intervention

Research on School Counseling Issue

Leadership, evaluation of programs, planning of programs, use of data, assessments, program planning, systemic issues

Evaluation of school Counseling Program

Technology Carmen, powerpoint, word documents, emails, and internet researching tools

COURSE SCHEDULEThe following schedule is to be viewed as flexible. I reserve the right to alter this schedule as needed to provide time to explore topics of class-related interest. COURSE PACKET READINGS ON THE NEXT PAGE.

Week/Date

Readings Due that Night

Text ASCA

Topic of Discussion Homework Due that Night

11/3

1, 2, 14 Intro, 1 Syllabus, History, Philosophy of School Counseling

21/10

2, 15, 16 Appendix Schools as Systems, Emerging Issues & Problems in schools, Ethics

31/17

3, 4 Holistic, Systemic, Balanced, Proactive, Integrated, Reflective

Topic for rsch paperOption 2, 3, or 4

41/24 *

WORK ON RSCH PAPER

51/31

5, 6 2, 3 ASCA National Model, TSCI, DAP model

62/7

7 4 Counseling Rsch paper, 1-6

72/14 *

8 5 Educating; classroom management Rsch paper, 7-13

82/21

9 6 Consulting

92/28

10 Leadership, program evaluation Program Eval, 1-6

103/6

11, 12, 13 Elem, Middle and Secondary School Counseling; Course Evals

Program Eval, 7-13

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COURSE PACKET READINGS: TABLE OF CONTENTS

CLASS 1: Class notes, Myers, Sweeney, & Witmer

CLASS 2: Class notesProfessional Comprehensive School CounselingGlosoff & PateASCA Professional Position PapersStadlerProfessional Identity, Brott & MyersKeys, Bemak, & LockhartAdelman & Taylor

CLASS 3: Primary Partners are studentsSnyder, Feldman & RandWoblinSystemic View of Students (various graphs)Bilynsky & VernagliaGilesCaffery, Erdman & CookFlaherty, Garison, Waxman40 Developmental AssetsFoster, Young, & Hermann

CLASS 6: Ray, Perkins, & OdenPryor & TollerudLambieOverview of Effective Violence Prevention Programs, DollarhideWhen Victims Turn Aggressors, Hazler & CarneyWylieRoberts & CoursolExpelage, Bosworth, & SimonMayer & LeoneSandhuWarning Signs of Student Suicide, NotesHow you can Educate Others, NelsonAbout School

CLASS 7: Reflective Judgment, King & KitchenerCarmondAkos, Cockman & Strickland

CLASS 8: Fitch, Newby, Ballestero, & MarshallWalsh, Howard & BuckleyCrisis Plan, Elmwood School

CLASS 9: Why Leadership?School Counselor Leadership, DollarhideExemplary Principals: Dollarhide, Smith, & LembergerScruggs, Wasielewski, & Ash

CLASS 10: Levels of Schools/School CounselingStarkman, Scales, & Roberts“Good teachers”, P. Palmer

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ASSIGNMENTS and COURSE REQUIREMENTS:1. Attendance and participation in all class sessions is expected and will be weighted into the final grade.

(S/U, 10 pts). Note: Announcements about assignments will be discussed at the beginning of class; please do not be late to class! If you must miss class, be sure to obtain notes from someone in the class.

SELECT ONE OF THE FOLLOWING THREE ASSIGNMENTS:

2. Describe the most recent school counselor you knew as a student (not using any names). What did that school counselor do and how would you evaluate that person’s work? Which philosophy of school counseling do you see evidence of? As a professional school counselor, what will you do differently and what will you do similarly to what you saw that person do? (APA, 3 pages maximum, 20 pts).

3. Evaluate your current school setting (or most recent school environment if you are not currently employed in a school) in terms of whether the degree to which each of the following communicated RESPECT for students: People, Places, Procedures, and Programs. You will evaluate each in terms of the extent to which 3-5 elements of each area are inviting (respectful) or disinviting (disrespectful) to the people in the school in terms of diversity. Address in a chart format. (APA, 3 pages max, 20 pts)

4. Brochure of Programs. You will design a brochure FOR ADULTS (parents, teachers, administrators) describing your comprehensive school counseling program, with a section for what your program offers for each of the following: students, families, colleagues in the schools, colleagues in the community. You must provide evidence of the 6 QUALITIES OF A CSCP. In a summary paper, outline where each of the six qualities is evident in your brochure. (APA, 4 pages max, 20 pts)

EVERYONE WILL COMPLETE BOTH OF THE FOLLOWING ASSIGNMENTS; DUE DATES WILL BE STAGGERED.

5. Research Synopsis of An Educational Issue: Select a problem or issue that you believe is important in today’s schools relative to STUDENTS. You will provide that topic to the instructor for approval before you begin your research. Examples might include Child Abuse, Depression, Conflict Resolution, Bullying, Drug abuse, Suicide, ADHD, School failure. You will read 3 articles from professional, peer-reviewed literature (from The Professional School Counselor, Journal of Counseling & Development, other ACA or APA journals, or journals from education), then: a) Summarize each article (1/2 page each),USING ALL RESOURCES AND ADDITIONAL RESOURCES AS NEEDED:b) Discuss how you would conduct a student needs assessment for that topic (1/2 page),c) Present one prevention activity and one intervention activity you would recommend, and

outline how you would conduct an outcomes assessment for each of the activities you just identified (1 page),

d) Discuss the school-wide implications, including presenting a school-wide advocacy plan and a plan for a teacher in-service (1/2 page each)

e) Evaluate the legal and ethical issues of that topic (1/2 page),f) Discuss the insights you have gained in terms of systemic issues relative to that topic (in terms of

families, schools, & communities) (1 page). (APA, 6-7 pages maximum; 35 pts)

6. Evaluation Plan (7-9 pages): You will interview a school counselor to learn about the comprehensive school counseling program for that school – YOU DO NOT NEED TO IDENTIFY THE SCHOOL IN YOUR REPORT. (APA, 7-9 pages, 35 pts)a. Summarize the context of the school in terms of all of the following: grade levels, # of students, # of

counselors, SES of students. Which students do well there and which students do not do well in that school? What are the state test scores at the school? What are the academic, career, and personal/social issues of the students? (paragraph form, 2 pages).

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b. Conduct an ABBREVIATED Program Audit from the National Model in which you will evaluate each of the major headings (NOT the Criteria) in your report. Based on your observations of that school and what has been discussed in this class, identify way(s) to improve the program in each major heading (chart format; Use headings: Major Category, Status of Existing Program; Improvement Needed).

c. In your conclusions, imagine you are hired at this school. Outline a 1-year plan using systemic strategies for change to address the top 3 tasks you identify from your chart in part B.

General Grading Rubric: See attached Rubric. As a standard, A papers (full points) contain ALL OF THE FOLLOWING:

Class material and/or lecture and/or outside reading is referenced in each part of question. Thoughtful, reflective; clear evidence of contemplation of question or assignment. On time. Correct grammar, punctuation, spelling. APA format is used correctly. All parts of all questions are addressed completely.

Grading:A = 94+ S = 83-100%A- = 90-93% U = Less than 82%B+ = 87-89%B = 84-86%B- = 80-83%C = 70-79%D = 60-69%F = 59% or less

Professional Development and Identity:As a graduate student in counselor education, you are required to develop competencies in professional skills such as writing, presenting, counseling, and conducting research. The standards for this class are compatible with professional guidelines set forth by the American Counseling Association. Therefore, you will be evaluated on these specified areas as well as other pertinent skills related to mental health or school counseling. As a graduate student at The Ohio State University, you are expected to uphold the highest level of professionalism. Your grade in this course can be negatively impacted by poor academic performance, professional judgment, and professional conduct. The instructor reserves the right to deduct points on any individual assignment and on the final course grade, based on the following: (a) poor collaboration with peers; (b) arriving late to class; (c) missing classes; (d) turning assignments in late; (e) inappropriate or unprofessional class performance; and (f) disrespecting instructors, teaching associates, peers, and/or staff.

Attendance Policies: Learning takes place in conversation with me and with your fellow students. If you are not present, you will not be able to participate in the evening’s conversation. Attendance (physical presence) and attention (no cell phones) will be critical as you attempt to learn all that this class has to offer. It is for this reason that full attendance and full participation only will merit the 10% attendance points. If you are unable to attend the class, you are expected to obtain all the notes for the class from one of your colleagues. Please do not ask me “Did I miss anything important?”, as my reply will always be “Of course you missed something important!” Furthermore, announcements about upcoming assignments will take place in the first 10 minutes of the class. If you are late, you are expected to obtain that information from someone in the class.

Inclement Weather: If the university is officially closed, class will not convene. Log onto the University’s homepage for announcements about the University’s status. For our individual class, the instructor reserves the right to cancel or reschedule the class out of concern for the safety of the students and travel conditions. Please watch your email for messages about our individual class. If you are unable to travel to campus and class is not

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cancelled, please email the instructor as soon as possible; you are responsible for obtaining class notes and materials from a colleague in the class.

Help for Students: A recent American College Health Survey found stress, sleep problems, anxiety, depression, interpersonal concerns, death of a significant other and alcohol use among the top ten health impediments to academic performance. Students experiencing personal problems or situational crises during the quarter are encouraged to contact the OSU Counseling and Consultation Services (614-292-5766; http://www.ccs.ohio-state.edu) for assistance, support and advocacy. This service is free and confidential.

Academic Misconduct: The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as “Any activity that tends to compromise the academic integrity of the University, or subvert the educational process.” Examples of academic misconduct include (but are not limited to) plagiarism (from printed or electronic sources), collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University’s Code of Student Conduct is never considered an excuse for academic misconduct.

If I suspect that a student has committed academic misconduct in this course, I am obligated by University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have violated the University’s Code of Student Conduct (i.e., committed academic misconduct), the sanctions for this behavior could include a failing grade in this course and suspension or dismissal from the University. For additional information, see the Code of Student Conduct(http://studentaffairs.osu.edu/info_for_students/csc.asp).

PAES Diversity Statement: The School of PAES is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the School seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. The School of PAES prohibits discrimination against any member of the schools’ community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status.

Different Ability Statement: Any student who feels that s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. The Office of Disability Services provides assistance in verifying the need for accommodations and developing accommodation strategies. Please contact the Office for Disability Services at 614-292-3307 (V) or 614-292-0901 (TDD) to coordinate accommodations, and visit them on the web at http://www.ods.ohio-state.edu/.

Grievances and Solving Problems: According to University policies available from the Division of Student Affairs, if you have a problem with this class, you should seek to resolve a grievance concerning a grade or academic practice by speaking first with your instructor or professor. Then, if necessary, speak with the department chairperson, college dean, and provost, in that order. Specific procedures are outline in Faculty Rule 3335-7-23, which is available from the Office of Student Life.

References:

Adelman, H.S. & Taylor, L. (1994). On understanding intervention in psychology and education. Westport, CT: Prager.

Adelman, H.S. & Taylor, L. (1998). Reframing mental health in schools and expanding school reform. Educational Psychologist, 33, 135-152.

American Counseling Association. (1995). Code of ethics and standards of practice. Alexandria, VA: Author.

American School Counselor Association. (1998). Code of Ethics and Position Papers. Alexandria, VA: Author.

EDU PAES 876, Winter 08Pg. 8 of 10

Bilynsky, N.S. & Vernaglia, E.R. (1999). Identifying and working with dysfunctional families. Professional School Counseling, 2, 305-313.

Caffery, T., Erdman, P., & Cook, D. (2000). Two systems/one client: Bringing families and schools together. The Family Journal: Counseling and Therapy for Couples and Families, 8, 154-160.

Casey-Cannon, S., Hayward, C., & Gowen, K. (2001). Middle school girls’ reports of peer victimization: Concerns, consequences, & implications. Professional School Counseling, 5, 138-147.

Daniels, J. A. (2002). Assessing the threats of school violence: Implications for counselors. Journal of Counseling & Development, 80, 215-218.

Elliott, D. S. (1998). Prevention programs that work for youth: Violence prevention. Boulder, CO: Center for the Study and Prevention of Violence.

Espelage, D., Bosworth, K., & Simon, T. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling and Development, 78, 326-333.

Fitch, T. Newby, E., Ballestero, V., & Marshall, J. L. (2001). Future school administrators’ perceptions of the school counselor’s role. Counselor Education and Supervision, 41, 89-99.

Flaherty, L. T., Garison, E. G., & Waxman, R. (1998). Optimizing the roles of school mental health professionals. Journal of School Health, 68, 420-424.

Guerra, N. G. & Williams, K. R. (1996). A program planning guide for youth violence prevention: A risk-focused approach. Boulder, CO: Center for the Study and Prevention of Violence.

Hatch, T. & Bowers, J. (2000, May/June). The block to build on. School Counselor, 39(5), 12-19.

Hawkins, J.D. & Catalano, R.F. (1992). Communities that care: Action for drug abuse prevention. Jossey-Bass.

Hazler, R. J. & Carney, J. V. (2000). When victims turn aggressors: Factors in the development of deadly school violence. Professional School Counseling, 4, 105-112.

Higgins, G. O. (1994). Resilient adults: Overcoming a cruel past. San Francisco: CA: Jossey-Bass.

Keys, S., Bemak, F., & Lockhart E.J. (1998). Transforming school counseling to serve the mental health needs of at-risk youth. Journal of Counseling and Development, 76, 381-388.

King, P.M. & Kitchener, K.S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.

Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2001). Helping 7th graders be safe and successful: A statewide study of the impace of comprehensive guidance and counseling programs. Journal of Counseling & Development, 79, 320-330.

Litterst, J. & Eyo, B. (1993). Developing classroom imagination: Shaping and energizing a suitable climate for growth, discovery, and vision. Journal of Creative Behavior, 27, 270-282.

Mayer, M. J., Leone, P. E. (1999). A structural analysis of school violence and disruption. Education & Treatment of Children, 22, 333.

Milsom, A. S. (2002). Students with disabilities: School counselor involvement and preparation. Professional School Counseling, 5, 331-338.

Myers, J. E., Sweeney, T. J. & Witmer, J. M. (2000). The Wheel of Wellness counseling for wellness: A holistic model for treatment planning. Journal of Counseling & Development, 78, 251-266.

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National Institute of Justice, Office of Justice Programs. (1998). Preventing crime: What works, what doesn’t, what’s promising. Washington, DC: U.S. Department of Justice.

Nelson, R. E., & Galas, J. C. (1994). The power to prevent suicide. Minneapolis, MN: Free Spirit.

Nichols, M. P. & Schwartz, R. C. (1991). Family therapy concepts and methods (2nd ed.). Boston, MA: Allyn and Bacon.

Roberts Jr., W.B. & Coursol, D. H. (1996). Strategies for intervention with childhood and adolescent victims of bullying, teasing, and intimidation in school settings. Elementary School Guidance & Counseling, 30, 204-213.

Sandhu, D. S. (2000). Alienated students: Counseling strategies to curb school violence. Professional School Counseling, 4, 81-85.

Sandhu, D.S. & Aspy, C.B. (2000). Violence in American schools. Counseling Today, 21.

Scruggs, M., Wasielewski, R., & Ash, M. (1999). Comprehensive evaluation of a K-12 counseling program. Professional School Counseling, 2, 244-247.

Smith, K. (2000). The impossible child. Networker, 24, 46-57.

Snyder, C. R., Feldman, D. B., Shorey, H. S., & Rand, K. L. (2002). Hopeful choices: A school counselor’s guide to hope theory. Professional School Counseling, 5, 298-307.

Sue, D. W., & Sue, D. (1990). Counseling the culturally different (2nd ed.). Somerset, NJ: John Wiley and Sons.

Sykes Wylie, M. (2000). Teaching kids to care. Networker, 24, 26-35.

Teicher, M. H. (2002). Scars that won’t heal: The neurobiology of child abuse. Scientific American, 286(3), 68-75.

Tolan, P. & Guerra, N. (1998). What works in reducing adolescent violence: An empirical review of the field. Boulder, CO: Center for the Study and Prevention of Violence.

United States Department of Education. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: Author.

Walsh, M.E. & Buckley, M.A. (1999). School counselors in school-community partnerships: Opportunities and challenges. Professional School Counseling, 2, 349-355.

Wolin, S. (1999). A mindset of hope. Reaching Today’s Youth, 38-42.

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GRADING RUBRIC

TO THE STUDENT: Fill out the top of this form, with your grade and comments, and attach to your assignment.

Student name: _____________________________________________________ Class: _________________

Assignment: _____________________________________________________________________________________

CRITERIA A B CEvidence of Bloom’s

Taxonomy LevelsEvaluate/Create using class

materials and conceptsApply/Analyze using class

materials and conceptsRemember / Understand using class

materials and concepts

Class material is referenced in each part of question

Class material (inc extra readings) used to support

ideas; ideas well cited

Class material loosely/ infrequently used to

support ideas; terms cited

Not connected to class material or terms used w/out cites

Writing Level Advanced, well organized, complex expression

Good, organized Basic expression, loose organization, no extension

On time On time Late with notification Late

Correct grammar No errors 1-2 errors 3+ errors

APA FORMAT

No errors 1-2 errors 3+ errors

Content All topics addressed 1 missing topic Multiple missing topics

Overall Grade: ______Comments:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

INSTRUCTOR’S FEEDBACK:

CRITERIA A B CEvidence of Bloom’s

Taxonomy LevelsEvaluate/Create using class

materials and conceptsApply/Analyze using class

materials and conceptsRemember / Understand using class

materials and concepts

Class material is referenced in each part of question

Class material (inc extra readings) used to support

ideas; ideas well cited

Class material loosely /infrequently used to

support ideas; terms cited

Not connected to class material or terms used w/out cites

Writing Level Advanced, well organized, complex expression

Good, organized Basic expression, loose organization, no extension

On time On time Late with notification Late

Correct grammar No errors 1-2 errors 3+ errors

APA FORMAT

No errors 1-2 errors 3+ errors

Content All topics addressed 1 missing topic Multiple missing topics

Overall Grade: ______Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________