3.5 Evaluation-2 (see also Part 3)

Indicates a student who is exceptionally Ýstrong in many areas.Ý Jamar (the student) may need to be challenged throughout the school year with intentionally designed educational activities which give him Ýthe opportunity to reach his true potential Ýin his areas of strength.	Indicates an area of personal strength Ýfor a studentÖ. It may indicate strength relative to other students in class.
Indicates a student who is exceptionally weak in many areas.Ý Cherisse 2 and Chreisse 3 may need help and encouragement throughout the school year with intentionally designed educational activities which give each of them opportunities to improve precisely within those areas in which they now indicate weaknesses.	Indicates an area of personal weakness Ýfor a studentÖ. It may indicate a weakness Ýrelative to other students in class.
NOTICE:Ý Ý 1. By charting September grades and observations as above, the Teacher begins to organize student data in a manner which allows for measurement, interpretation, clustering, pattern recognition, and a certain amount of prediction.Ý These are elements which distinguish evaluation from bookkeeping.Ý 2. Such an evaluation process should be followed up with diagnostic-prescriptive creation and distribution of educational experiences and with informative and interpretive progress reports to students, to parents, to guidance counselors, to special education teachers, to administration. (see also Part 3)

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