Classroom and Teaching Needs Assessment Project

Jamey Flaccavento
August 9, 2015
Dr. Lily Steiner
EDL 515 OL
Advanced Literacy Instruction
Monmouth University
Department of Education

Table of Context
Part I: Contextual Features.3-6
Community.3
District4
School.5
Classroom/Students6
Part II: Best Practices for Literacy Instruction7-22
Grouping Methods.7-10
Assessment11-13
Independent Reading14-16
Comprehension Strategies17-19
High Quality Literature/Culture20-22
References..23
Self Evaluation..24

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Part I: Contextual Description

Community
Monmouth Beach New Jersey is a small shore town made up
of only 3,290 people as of the 2013 US Census. The small red area on
the map to the right
represents its location
in New Jersey. Being
so close to the ocean
and only 9ft above
sea level, the area is prone to flooding, yet that does not deter wealthy
families from obtaining residence. Most citizens are considered Upper
Middle Class or above with Monmouth Beach residence median
household
income being $87,330 while the NJ average
is $69,667. There are slightly more females
then males in the town with an average age
being slightly higher than that of NJ as a
whole. The races in Monmouth Beach are
far from diverse with most residence being
white alone. All data listed above provided
by city-data.com.

Additional information regarding

Monmouth Beach Mayor, Susan Howard, and commissioners, James F. Cunniff, William J.
McBride, Jr, and other administrators, along with detailed budgets, contact and other town
information can be found at www.monmouthbeach.us.

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Part I: Contextual Description

District
Being such a small town, Monmouth Beach only has one school, educating about 300
students grades Pre-K through 8. The Principle also
serves as the superintendent and many administration
assets are shared throughout their and other small
surrounding districts (Ocean Port, Seabright, and West
Long Branch) whose students also attend the same
regional High School (Shore Regional High School).
There are many private/religious schools in the area as
well as competitive vocational schools that a portion of
Monmouth Beach students end up attending.
According to the Shore Regional website, it has
recently risen in the rankings and has been a nationally
recognized school. The Newsweek/Daily Beast 2014 Top High School rankings has announced
its rankings of more than 700 public, private, charter and magnet schools across the country, and
Shore Regional High School has come in at #288. Nearly 20,000 high schools of the
approximately 31,200 high schools in the United States submitted data to Newsweek looking to
be ranked.
Monmouth Beach School also
belongs to the Monmouth County
Vocational School District. The
following schools are available for the
students to attend should they be
accepted: Academy of Allied Health &
Science (AAHS) Biotechnology High
School (BTHS) Communications High School (CHS)High Technology High School (HTHS)
Marine Academy of Science & Technology (MAST). (MCVSD.org)

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Part I: Contextual Description

School
As stated previously, Monmouth Beach School is a small Pre-K-8th grade school housing
about 300 students. Mr. Michael Ettore serves as both the principle and superintendent, while the
Vice Principle, Mr. Peter Bruccolari is also the supervisor of special services. The board is
comprised of Mr. Denise Kotch, Business
Administrator, the President and Vice President of the
Board, and eight other members. All citizens are
invited to board meetings and their minutes are
located on the school webpage.
Every class has their own area for students
and teachers to access homework, grades etc. There
is also staff share used for the teachers and
administrators to share documents school wide.
All contact information for the staff, administration, and board is easily accessed on the
website as well as sports, PTO, clubs, and class activities. The community comes together on
various occasions to support the school as well as individual classes (mbschool.org).
The school utilizes various learning enhancing technology. Each class has access to
chrome books and the eighth graders use iPads. There are smart boards in each room and an
interconnected server that students can access from any computer in the building as well as
school based google accounts accessible from any computer.
The teachers collaborate more than most schools I have seen. Each grade keeps the
curriculum the same for each class. Older students come and read to the younger students and
involve all grades in interactive learning, especially regarding social issues. Since the school is
small, the entire student body can get together for assemblies and other events.

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Part I: Contextual Description

Classroom/Students
Mrs. Barbara Brown is one of two fourth grade teachers at Monmouth Beach School. Her
classroom is the last one before the end of the school, located next to the other fourth grade room
and the fifth grade classes. The class has 14 students, five boys and nine girls. Of the five boys,
three are classified special education. One boy is removed for language arts periods while two
boys require personal instructional aides for most periods. Of the nine girls, three have IEPs or
504s.
The students have been together (mixed with the other thirteen fourth graders) mostly
since Kindergarten, with some exceptions joining in the later grades. The students are close to
each other and seem to have gotten used to each others habits. For instance, one student has
stimulation issues and is usually fidgeting with something, however most of the students are not
fazed by it. The class is also used to being separated into different groups during and after
lessons. This makes it easier for teachers in some ways to accommodate for the needs of
exceptional students.
I worked as an instructional aide in this classroom throughout the 2014-15 year. The class
also has another aide and at times we are there at the same time. This allows for easier teacher
participation in differentiated groups. Although this summer I observed a few sessions of the
ESY Language Arts program and Monmouth Beach, I felt I had more of an insight on the
practices employed during the school year and therefore, chose to write the paper on Barbra
Browns classroom. Also, because I was able to participate in some aspects of teaching, the
analysis of practices and improvement plans will be aimed at both Mrs. Brown and myself.

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Part II: Best Practices

Grouping Methods
Defining the Practice
According to McCoach, OConnell and Levitt (2006), ability grouping, which, refers to
the process of teaching students in groups that are stratified by achievement, skill, or ability
levels is a strategy receiving attention for its potential success (339). The authors describe two
types of ability grouping: between-class grouping, also known as tracking, where students are
divided into separate classes based on skill level, and in-class grouping, where teachers group
their class of varying skills according to ability and work with each group separately catering to
eachs specific needs. Opponents of this strategy warn against lowered expectations for lower
groups, but the authors assure that most research shows benefits as long as the following four
features are able to positively affect the system, (a) extent of curricular differentiation that
occurs within groups, (b) flexibility of the grouping arrangement, (c) method by which students
are assigned to instructional groups, and (d) specificity of the grouping arrangement (340). For
the purpose of this paper, between-class grouping will not be discussed given that the school
being analyzed did not practice it.
According to Bates (2013), ability grouping is just the beginning for successful grouping
and centers. The author models a center rotation in which a teacher lead group is not a part of the
timed rotation. Instead of having ability groups move about the centers, eventually coming to
small group instruction, Bates suggests having heterogeneous teams complete varying tasks in
timed centers while the teacher pulls ability groups to the side and dedicates the appropriate
amount of time needed with each. In this model, teachers are not limited by the center timer and

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students are able to benefit from the varying abilities in each center team (31-2). By using
Batess model for grouping, all the benefits of ability grouping mentioned above are achieved
while illuminating the restriction of time per group and allowing for collaboration and peerteaching amongst varying ability levels.
Description of Usage in Classroom/ Strengths and Weaknesses
Grouping was used often in Mrs. Browns classroom. This was especially true when all
three teachers were in the room together, allowing for each of us to work with a small group of
children. According to McCoach, OConnell and Levitt (2006), ability grouping proved
successful when groups were flexible and assigned based on various interest and different
content areas (343). This was one of Mrs. Browns strengths. The students were not kept in the
same group based on their overall academic achievement but were rather changed based on
content area and/or compression of the topic at hand. On certain occasions, some of the highest
achieving students struggled with a concept and in turn worked with a group of students who
also struggled with that concept despite general ability.
According to Bates (2013), a structured routine for centers and groups is essential to
successful implementation (32). This was a weakness in Mrs. Browns class overall. This was in
part due to the extreme variations of ability and behaviors in the class but could have been
mediated with more structure and rule based instruction. During small group activities students
would occasionally interrupt the teachers in other groups to ask questions or lose focus and not
complete tasks. If the center process was explained, modeled, practiced, and maintained
throughout the year (as Bates suggests), the process would be much more successful.

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Improvement Plan
My main suggestion for improvement of grouping to Mrs. Brown, and a caution to my
future teaching practices, stems from the weakness discussed previously. Structure and
expectations must remain constant while all else varies. With this, the tecnique would have more
successful effects.
Bates (2013) described an exceptional model for grouping and centers explained above.
In my future classroom I plan on using her model which has the teacher outside of the center
rotation and groups students both heterogeneously and homogeneously. Another practice I took
away from this article was that of team captains. Given the heterogenous nature of the center
groups, some students will innately become leaders. Having a daily team captain responsible for
hanging in the groups work as well as keeping them on task, helps foster [all] childrens sense
of autonomy (32).
Another practice noted by Bates that I would suggest to Mrs. Brown and plan on
practicing in my future classroom is, using tools such as developmental checklists and anecdotal
records(30). As it will be discussed in the assessment section, most assessment during center
time is done by teacher observation. By keeping simple lists teachers can keep track of student
skills in an organized and simple fashion. This also keep the teacher on track with what they are
looking for as well as simplifies group making.
How Students Benefit
All in all, students benefit from grouping in many ways. To start, it allows for more
focused and personalized instruction as well as more one-on-one time with the teacher. By
grouping based on ability, students are able to focus on what needs improvement rather than the

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whole picture. By grouping heterogeneously, students can help one another improve and learn to
become leaders. With the correct implementation and dedicated planning, grouping students can
lead to great successes in literacy education.

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Part II: Best Practices

Variety of Assessment
Defining the Practice
According to Pressley and Allington (2015), assessment has not been that visible in the
excellent classroomsstudied, with one exception: excellent teachers are always informally
assessing their students, monitoring where each student is and what each student needs. The
excellent teacher acts on that monitoring, providing appropriate instruction or direction to each
and every student in the room (454). Therefore, just because assessments were not physically
witnessed constantly, does not mean that they were not taking place. In order to properly assess
student learning, educators must use a myriad of both formative and summative assessments in a
nearly constant manner taking into consideration each individual students needs and skill set.
Vogt and Shearer (2011) define assessment as, the act or process of gathering data in order to
better understand the strengths and weaknesses of student learning by observation, testing,
interviews etc (91). An excellent teacher is constantly doing so and has an endless list of how to
do so.
According to Kelley and Clausen-Grace (2009), getting to know students strengths and
weaknesses is essential to successful differentiated instruction (313). Therefore, in order to
properly teach students, educators must assess them. As mentioned previously, Bates (2013)
suggests turning observational assessment into something tangible (30) while Kelley and
Clausen-Grace (2009) suggest recording student behavior while reading in order to better
understand student engagement (315). No matter what subject is being taught, teachers must
continue to be creative, well-read, and responsive in terms of assessment.

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Description of Usage in Classroom/ Strengths and Weaknesses

Given that I was not the primary teacher for this classroom, I had little to do with the
actual grading process. On occasion I would grade some math work or be asked to share my
opinion regarding student reading difficulties. Overall, I would say that Mrs. Brown provided
students with varying types of assessments. A strong strength of hers lies in her ability to read
student needs and assess accordingly.
One of Mrs. Browns weaknesses regarding assessment I discovered while grading math
packets. The packets were meant as review before a long week of standardized testing. As I was
grading them, I noticed many children making the same mistakes. I ended up going over a few of
the concepts with the students, however, not all of the mistakes were able to be fixed. Mrs.
Brown had me hand them back and have students re-do the problems but not all of the concepts
were reviewed.
Improvement Plan
In order to insure that my future assessments vary, I plan on staying up to date on current
literature and practices as well as using my imagination and creativity while producing
assessments. One possibility would be to get students ideas on how they would like to be
assessed. Suggestions I would offer to Mrs. Brown in regards to the weakness expressed above
would be to take more note in trends of student work and incorporate correcting mistakes and
working on trouble concepts together.
How Students Benefit
Students benefit from varying assessment practices in a number of ways. To me, the most
important is that it shows them that they are capable of doing anything. With the high pressure on

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standardized tests, some students consider themselves dumb if they cannot test well. By
incorporating multi-dimensional assessments into a classroom, students will realize that they can
express their knowledge in many different ways and in fact are not dumb because of their
testing abilities.

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Part II: Best Practices

Independent Reading
Defining the Practice
According to Pressley and Allington (2015), the Independent Reading approach, also
referred to as the meaning-emphasis approach, was first made relevant in literacy curriculum in
the late 1950s advocated by Veatch. This method allows students to pick an individual text
based on personal interest and relevance to the literacy program. It requires teachers to have a
multitude of level appropriate text as well as the ability to infer student needs quickly. Done
correctly, Independent Reading allows for individualized instruction and promotes intrinsic
motivation due to the ability to chose (28).
According to Hall, Hedrick and Williams (2014), the ability to choose text and the
manner in which it is read is not just exciting for students but is also proven beneficial to
learning. Research shoes that when students are allowed opportunities for choice, they become
more involved in their reading and read more. Increased reading volume positively affects
reading achievement (92). The authors explain that, as adult readers, not only are we able to
chose text that we enjoy but also the method of which we take it in (place or reading, type of
chair, with music, and what we discuss about it). They suggest that choice in as many of these
areas as possible for students allows them to engage with text in the fashion most appropriate for
them and promotes life long reading skills.
According to Kelley and Clausen-Grace (2009), students engagement while reading is
essential to comprehension. Engagement is the level of cognitive involvement that a person
invests in a process. At the highest levels, the learner submerges in the taskmentally,

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emotionally and even physically. At the lowest levels, the learner is barely aware of the task.
Without engagement, learning is difficult (313). In order to facilitate this engagement, the
authors suggest getting to know how each student interacts with text and apply motivation
strategies accordingly.
Description of Usage in Classroom/ Strengths and Weaknesses
According to Hall, Hedrick and Williams (2014), Teachers send a powerful message
when they intentionally fill their classrooms with books that match their students interests,
provide support to develop concentration skills, and schedule time to read and discuss
books (96). Mrs. Brown showed extreme strengths regarding most of this message. In the start
of the year, Mrs. Brown allowed students to get to know the classroom library by giving them a
chance to explore the books and then develop their own system of organizing the library. At one
point mid school year, a large amount of books were donated to the classroom. At this time, Mrs.
Brown took a break from the lesson and had students work together to sort the books. First she
had them decide wether they should be included in the library at all. Where they interesting?
Where they outdated? If a student believed a book would not be read it went in a pile and was
voted on by the class. Then the class worked together to organize the remaining books into their
existing library. The students loved doing this. They felt involved in building their classroom and
modeled it to their needs. In some instances, students held on to books for their individual
reading. Both activities were empowering and notable.
While Mrs. Brown provided time to read independently, had many comfortable areas and
chairs which rotated each day and allowed for head phones, much of this reading time was
dedicated to classroom assigned text. Given the above importance placed on choice, a weakness

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here would be not allowing for independent choice reading. Students were always reading a book
chosen by themselves at appropriate levels (working towards book reports) however not much
time was allotted during class to read these. Another weakness noticed while researching this
strategy was the lack of discussion on books. Students truly enjoyed book report presentations
and usually ended up reading the books others explained, however there was no time to discuss
exciting parts, questions, or predictions along the way as Hall and colleagues suggested.
Improvement Plan
According to Kelley and Clausen-Grace (2009), two suggestions for facilitating engaged
independent reading are, build written or oral response into your independent reading
structure[and] model your love for reading by enthusiastically sharing what you are currently
reading, giving book-talks, and reading aloud (318). While Mrs. Brown had students keep a
reading log on book reports and present their final reactions to the class, it would be beneficial to
add discussion groups throughout the reading process. The later suggestion is one I must keep in
mind in my future classroom. I personally struggle with reading and rarely read for pleasure. As
a professional development goal I plan to read more in my spare time, even if it is books meant
for children, in order to model healthy reading practices to students.
How Students Benefit
All in all, students benefit from independent reading when it is executed properly in the
classroom. Students strive on the power of choice and are encouraged to become life long
readers. No one falls in love with reading while studying a text book. Independent reading in the
classroom gives students the change to involve themselves in text interesting and pertinent to
their lives that has potential of instilling a positive relationship with print.

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Part II: Best Practices

Direct Instruction of Comprehension Strategies
Defining the Practice
According to Pressley and Allington (2015), Direct Instruction of Comprehension
Strategies requires teachers to not only model and promote positive comprehension skills but
teach mental modeling. In this, educators depict the mental processes that good readers employ
in order to properly comprehend written material.After a strategy is taught, teacher will cue
students on when to use them and guide them through the mental steps. Students are then asked
to do so independently while reading in hope that the techniques become a natural part of reading
(335).
According to Antrum, Genest and Belcastro (2014), during literacy instruction,
knowledge is mediated through the teacher, who gradually transfers control of the concepts to the
students (41). The authors refer to this gradual transfer of control as verbal scaffolding.
Scaffolding is a term used often in the Education field, however verbal scaffolding is less often
touched upon. Here, teachers use, spoken interactions to guide and extend student
learning (41). Direct instruction of comprehension strategies, as explained previously, is one
method of this strategy; as the title of the article explains, this technique is showing readers
how to use reading strategies (39).
According to Prado and Plourdre (2011) comprehension strategies instruction is one of
the, five specific practices that teachers should be using in their classrooms to help children
become better readers (32). It has been found that comprehension skills do not come naturally
as students are learning to read and therefore must be taught explicitly focussing on the
following seven areas, (a) creating mental picture of what they are reading, (b) using

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background knowledge to make connections, (c) asking questions before, during, and after
reading, (d) making inferences during and after reading, (e) determining the most important ideas
or themes, (f) synthesizing information, and (g) using fix-up strategies when something doesn't
make sense (33). By actively explaining how and when to use these comprehension skills,
students begin to use them on their own and become better readers.
Description of Usage in Classroom/ Strengths and Weaknesses
Mrs. Brown used this strategy consistently and well throughout her instruction. There
was a poster on the wall representing What Good Readers Do and the strategies were
constantly explained, modeled, and implemented during group reading. Another strength
witnessed lies in Mrs. Browns ability to interpret students needs and change instruction in order
to accommodate them. This, however sometimes morphed into a weakness. As previously
explained, the structure of the classroom was rather loose. This allowed for the change in
instruction, which innately was good practice, to run overtime and interrupt the planned lessons.
Improvement Plan
As mentioned in other improvement plans, I would suggest a more rigid outline of the
lessons throughout the day. I have seen other teacher effectively use timers as to remind students,
as well as themselves, when to move on or get back on track. All classes will have strong
personalities with varying interests and it is wonderful to have students who want to talk about
what they are learning, however it must be limited in order to use class time efficiently.
In order to monitor this in my future classroom I plan on using a technique taught to me
by Dr. Bazler while studying for my masters and Monmouth University. For each lesson plan she
required a break down of activities based on five minute intervals. While this seems excessive, it

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assisted in my planning tremendously. It forced me to think of time realistically and plan

accordingly. She suggested that after a lesson was taught to note the differences in the planned
time and executed time. After doing so for a while, teachers can monitor their own habits
regarding time as well as their students and be able to plan more effectively.
I noticed Mrs. Browns tendency to let the students ideas and stories delay lessons will
most likely be an issue for me as well considering I also have a hard time telling students not to
share and also like to tell related stories myself. To mediate this, I plan on having some sort of
method that allows students to write down their thoughts in letters to me. Although the plan will
need further investigation, I would start by having students keep a post it on their desk and every
time they want to share something that there isn't time for they can write a key word to remind
them of it on the post it. At the end of the day students can write a letter to me telling their story
or even make a time to talk in person. If when I read them, I find that the input could assist in
whole class learning I will have the student share the next day.

How Students Benefit

Summing up, students benefit from direct instruction of comprehension strategies
because those skills do not develop innately while learning to read. When a teach models and
explains the mental process of being a good reader, students develop the habits of a good reader
and hopefully become one.

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Part II: Best Practices

High Quality Literature and Incorporating Culture
Defining the Practice
According to Pressley and Allington (2015), the culture that surrounds each students
home life vary considerably based on socioeconomic status, languages spoken, and family
relationships with literature as well as many other factors. Given these differences, students
entering schools show an, enormous gap of literacy understanding(145).
According to Hall, Hedrick and Williams (2014), for many students, school is the only
place with access to high-quality, appropriate, and interesting books to read without interruption
(91). In order to accommodate student diversity and fully utilize students time in this one
place with appropriate text, educators must educate themselves as well as their students on
various cultures as well as their relationship with print and use high-quality text to instill a love
of reading as well as the ability to do so successfully for academic success.
Rupley, Dee Nichois and Blair (2008) also touch upon the gap wedged between literacy
at home and in school for culturally diverse students and note that, this cultural disconnect often
results in a misunderstanding between teachers and students in the classroom (241). Literature,
especially academically based literature, is filled with words and phrases that are seemingly
simple to the native ear yet are extremely complex to those of different language backgrounds.
This disconnect does not only apply to English Language Learners but to all students. For
example, if a book mentions pork roll in a New Jersey classroom, most students will
understand that it is a delicious breakfast meet. However, if read in another state, this could be a

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contest involving the rolling of pigs. When the readers cultural and texts cultural content are
mismatched, the reader constructs different meaning(242).
Description of Usage in Classroom/ Strengths and Weaknesses
According to Rupley, Dee Nichois and Blair (2008), multiethnic literature helps students
discover the intricacies of a language, as well as the peoples history and culture. In addition,
when students read literature they encounter a multitude of characters who are both similar to
and different from themselves (243). Mrs. Browns class was no stranger to ethnically diverse
literature. In one unit, four different stories were read aloud throughout the week all concerning
rights of passage between a father and son. Each story came from a different culture and
different time periods. Students made connections and noted differences but ultimately saw that,
although every culture is different, certain aspects of life and growing up remain the same
throughout the human race.
Rupley, Dee Nichois and Blair (2008), however, note the difference between low levels
and high levels of cultural integration in literacy instruction. Mrs. Browns classroom showed
some of the higher levels by using multicultural literature which incorporates cultural diversity
into the curriculum as a whole instead of as a separate entity. The weakness here stems from the
homogenous culture of Monmouth Beach rather than Mrs. Browns instruction. While learning
about different cultures is imperative, most of the students here only build relationships with
people of the same culture. Having a more diverse community would allow for the inter-cultural
relationships necessary to fully respect and understand other people.
Improvement Plan

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According to Rupley, Dee Nichois and Blair (2008), providing classroom teachers with
the means to individualize their reading instruction for all children is neither easy nor well
understood (245). This is especially true regarding cultural differences. In order to do my best in
regards to this topic I plan on staying up to date on current research and attempting to integrate
cultures of all kinds into all parts of the curriculum. In regards to the weakness seen in
Monmouth Beach, I would consider having a pen pal program or volunteering in a place with
more diversity as a class. This way students can build the personal relationships necessary to
truly understand another culture and respect that we are all part of the human race.

How Students Benefit

Altogether, students benefit from intercultural literacy in a very different way than the
other strategies explored. In learning about other ways of life students begin to understand the
difference and similarities in humans. If done correctly, this type of education could promote
greater tolerance between people and create a brighter future for the world.

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References
Ankrum, J., Genest, M., & Belcastro, E. (2014). The Power of Verbal Scaffolding: "Showing"
Beginning Readers How to Use Reading Strategies. Early Childhood Education Journal, 23,
39-47.
Bates, C. (2013). Flexible Grouping During Literacy Centers: A Model for Differentiating
Instruction. Young Children, May 2013, 30-33.
Hall, K., Hedrick, W., & Williams, L. (2014). Every Day We're Shufflin': Empowering Students
During In-School Independent Reading. Childhood Education, March/April 2014, 91-98.
Kelley, M., & Clausen-Grace, N. (2009). Facilitating Engagement by Differentiating
Independent Reading. The Reading Teacher, 63(4), 313-318.
McCoach, D., O'Connell, A., & Levitt, H. (2006). Ability Grouping Across Kindergarten Using
an Early Childhood Longitudinal Study. The Journal of Educational Research, 99(6), 339-350.
Prado, L., & Ploudre, L. (2011). Increasing Reading Comprehension Through The Explicit
Teaching of Reading Strategies: Is There a Difference Among the Genders? Reading
Improvement, 32-43.
Pressley, M., & Allington, R. (2015). Reading Instruction the WorksL The Case for Balanced
Teaching (Fourth ed.). New York, New York: The Guilford Press.
Rupley, W., Dee Nichols, W., & Blair, T. (2008). Language and Culture in Literacy Instruction:
Where Have They Gone? The Teacher Educator, 43, 238-248.
Vogt, M., & Shearer, B. (2011). Reading Specialists and Literacy Coaches in the Real World
(Third ed.). Boston, Mass: Pearson.

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Self Evaluation
Element

SelfAssessed
Score

Rational

Contextual
Factors

6/6

Provided detailed contextual factors of community, district,

school, classroom, and students in paragraph form and own
words.

Best Practice 1

18/18

Practice explained, rich description of use in the classroom,

strengths and weaknesses highlighted, detailed improvement
plan, benefit to students analyzed, and used two or more
scholarly articles.

Best Practice 2

18/18

Practice explained, rich description of use in the classroom,

strengths and weaknesses highlighted, detailed improvement
plan, benefit to students analyzed, and used two or more
scholarly articles.

Best Practice 3

18/18

Practice explained, rich description of use in the classroom,

strengths and weaknesses highlighted, detailed improvement
plan, benefit to students analyzed, and used two or more
scholarly articles.

Best Practice 4

18/18

Practice explained, rich description of use in the classroom,

strengths and weaknesses highlighted, detailed improvement
plan, benefit to students analyzed, and used two or more
scholarly articles.

Best Practice 5

18/18

Practice explained, rich description of use in the classroom,

strengths and weaknesses highlighted, detailed improvement
plan, benefit to students analyzed, and used two or more
scholarly articles.

Submission

10/18

Well organized, struggle with spelling and APA format.