Middle School Student Evaluation
New Garden Friends School
1128 New Garden Road Greensboro, NC 27410 - (336) 299-0964
Student Information
Student Name:
Middle School Teachers: Tanisha Patrick, Sherry Webster-Everette, Roland Heck, Melissa Kennedy
Contact Teacher: Sherry Webster-Everette
Grade Level: 7
School Year:
Period: Fall Semester
Attendance
January
June
# of
Academic
Days
Days
Absent
#of Tardies
78
7
O
#of Social
Curriculum
Days
5
Days Absent
from Social
Curriculum
1
Evaluation Key:
IM
Independent Mastery
D
M
Developing Independent
Mastery
AD
Adult Direction Needed for
Mastery
The student can perform the skill independently and at a
level which indicates mastery of the skill or concept.
The student is developing the ability to perform the skill
independently, but sometimes requires assistance with the
skill or concept.
The student is beginning to develop the ability to perform the
skill, but consistently requires adult assistance with the skill
or concept.
The student is not yet exhibiting the skill or concept.
Not Yet Developing
Independent Mastery
F
Failed To Meet Deadline
Failed to turn it in by the deadline.
New Garden Friends School seeks to be an inclusive, innovative educational community guided by Quaker
beliefs and committed to honoring and developing each person’s gifts.
NY
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Teacher: Tanisha Patrick
Mathematics Evaluation
Middle School Grade 7
J
Concepts and Procedures
Variables and Patterns: Introducing Algebra
IM Collects experimental data and organizes it in a table
IM Identifies patterns and relationships between variables using information in a table and in a graph
IM Creates a coordinate graph of data from a table and a table from data on a coordinate graph
IM Compares table and graph representation of the same data, along with patterns of change in a table
and graph
IM Interprets narrative notes to make a table and a graph
IM Uses tables and graphs to analyze data and make decisions
IM Predicts the pattern in the graph of a relationship between variables and tells the “story” shown in a
graph
IM Writes one-step equations to represent relationships between variables and describes how the
pattern of change shows up in a table, a graph, or an equation
IM Uses tables, graphs and equations to answer questions
IM Writes equations to represent situations
IM Makes and uses graphing calculator tables
IM Uses a graphing calculator to support problem solving
IM Practices equation writing and solving using paper-and-pencil and calculator methods
Stretching and Shrinking: Similarity (Will continue into next semester)
IM Expresses informal ideas about the mathematical meaning of similarity
IM Uses scale factors and ratios to describe relationships among the side lengths of similar figures
IM Uses percents as a way to describe size change
IM Makes accurate comparisons of measurements of similar figures
IM Uses algebraic rules to produce similar figures on a coordinate grid
IM Understands the role multiplication plays in similarity relationships
IM Understands the effect on the image if a number is added to the x- and y-coordinates
IM Understands the relationships of angles, side lengths, perimeters and areas of similar polygons
General Information
IM
IM
IM
DM
IM
35 Assignments from September 3rd – December 19th
Assignments were turned in on time, not late and earned no F’s
Assignments completed with care (initial problem written down first, work shown, legible penmanship)
Participated actively in full class discussions
Interacted appropriately when working in a small group or with a partner
Organization skills: (displayed care in class notes, came prepared to class)
1
Teacher: Tanisha Patrick
Mathematics Evaluation
Middle School Grade 7
J
Classwork, Tests, and Quizzes
75%
92%
85%
77%
100%
100%
81%
Skill: Tables and Graphs
Check-Up Investigation 1
Check-Up Investigation 2
Additional Practice
Investigation Notebook Check (1)
Skill: Variables, Tables & Graphs (1)
Skill: Variables, Tables & Graphs (2)
60%
79%
Absent
Absent
100%
IM
N/A
Partner Quiz Investigation 3
Unit Test Variables & Patterns
Skill Using Percent
Check-Up Investigation 1 (Similarity)
Investigation Notebook Check (2)
Completed Optional Enrichment
Completed Honors Assignments
Comments: It has been a joy to watch _____interact with his peers during whole group settings and
service learning. He has proved that he is able to work with a group to meet a common goal. As the year
progresses, I look forward to seeing him show his leadership skills as his peers have great respect for him.
He responds appropriately to constructive feedback, while making good decisions about next steps.
_____clearly communicates his ideas, while using a variety of strategies to solve problems. In his
strategies and representations, he looks for common ideas to help in reaching solutions, but he must
review his work for computation errors. As ______continues to understand his role as a student, he must
be able to control his interactions when working with a partner or group, so that he is not distracted. He
should continue to come prepared for class, maintain a well organized notebook with detailed notes, and try
to take on additional enrichment problems and projects. The optional opportunities will help to enhance his
higher order thinking skills even more by going beyond what is learned in class. _______is progressing at a
level that is acceptable to move forward in 7th grade math.
2
MS Reading/Writing
7th Grade
January 2013
Summary of First Semester
The Middle School Reading/Writing program for this semester provided students with
many challenges. Their introduction to the yearlong nature portfolio encouraged them to write
in a variety of formats and to deepen the connection between observation and creativity. They
participated in several cross-curricular activities including our exploration of The Book Thief, the
nature portfolio, Asian art/writing forms, and technology used specifically to strengthen critical
thinking skills. The Sadlier-Oxford vocabulary program enhanced student writing and addressed
the development of crucial study skills. With an emphasis on the Six Traits of effective writing,
they performed a variety of writing assignments, including original poetry, personal narratives,
graphic journaling, literary analysis, and responses in online discussion forums. Classroom and
Socratic discussions fostered listening, speaking, and thinking skills while prompts on our online
platform, Moodle, challenged students to write thoughtful, clear responses and to engage their
peers in discussions that extended beyond classroom walls.
Assignment Record
Number of required assignments
Number of assignments turned in by deadline
Number of assignments turned in past deadline
Number of assignments receiving an F
Followed assignment directions consistently
Viewed assignments as opportunities to extend learning
Classroom Participation
Participated consistently in teacher-led and Socratic discussions
Demonstrated a deep understanding of course material through rich discussion
Communicated ideas with clarity and conciseness
Made relevant and meaningful contributions to classroom discussions
When given the opportunity, used classroom time provided to complete work
Practiced active listening, responding to directions and cues without further
prompting
Long-Term Projects
Summer Project
Graphic Journal for The Book Thief
Average for Long-Term Projects
Relied on rubric/guidelines to direct completion of project
Exercised effective time management skills, devoting ample time to long-term
projects
Demonstrated higher order thinking skills
16
16
0
0
IM
IM
IM
IM
IM
IM
DM
IM
100
100
100
IM
IM
IM
Objective Assessments/Preparation (Tests and Quizzes)
Vocabulary Test Unit 1
100
Vocabulary Test Unit 2
Vocabulary Test Unit 3
64
Vocabulary Review Test Units 1-3
Average for Objective Assessments
Demonstrated strong study skills
Grade level student chose for Sadlier-Oxford Vocabulary Workshop
76
92
83
AD
8
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Quality of Written Assessments, Including Vocabulary Sentences and Moodle Posts
Introductory Vocabulary
95
Vocabulary Sentences Unit 1
Sentences (Level C)
Vocabulary Sentences Unit 2
95
Vocabulary Sentences Unit 3
Vocabulary Sentences Unit 4
97
Average for Vocabulary
Sentences
Poem of Direct Address – voice
voice 3/6
Two-Line Poem – ideas
and word choice
wc 4/6
Defining Moment Essay – ideas
ideas 5/6
I Am Poem – voice and word
choice
Average of Moodle Posts
5/5
Book Thief essay (assessed for
(assessed for clarity, evidence of
Ideas,
critical thinking, and Conventions)
Organization, and Conventions)
Consistently adhered to requirements for vocabulary sentences – incorporating clear
context clues, using words as correct parts of speech, spelling vocabulary words
correctly
Developed clear, manageable focus for essays
Incorporated only rich, significant details in personal writing
Included specific supporting information from text in written responses to reading
Created openings that drew the reader’s attention
Maintained an appropriate voice for the assignment
Selected words that created accurate, specific, and natural sounding pieces
Participation in Reading Workshop Requirement for Middle School Students
Read consistently
Showed growth by choosing a variety of materials with varying degrees of difficulty
95
95
95
ideas 4/
6
voice 5/6
wc 3/6
ideas 6/
6
org 6/6
con 4/
6
IM
IM
IM
IM
IM
IM
DM
IM
IM
Comments: I have thoroughly enjoyed getting to know---. He has the perfect balance of goodnatured humor and a serious commitment to his education. It’s obvious that his peers respect
and admire him; consequently, he was a perfect choice for the leadership conference at
Greensboro Day School. Academically, ------- has navigated the transition from Galaxy to Middle
School smoothly. He completes his assignments capably and without any public grumbling.
His vocabulary test scores indicate that he has not yet mastered study skills or determined
how he learns new material best. On the other hand, his original sentences reveal his ability
to use higher order thinking skills. Learning a word’s definition is important, but knowing how
to apply that meaning and to use the word with syntactical correctness demonstrates mastery
even more definitively. _______’s original sentences serve as evidence that he does understand
exactly how the Sadlier-Oxford vocabulary words should be used in writing. As we move into
the second semester, I’d like to see ______ concentrate on two particular things. First, he has
struggled with word choice, particularly in his original poetry. One of the reasons I require
my students to write poetry is because of its emphasis on word choice. Because it’s such a
condensed form of writing, students should learn to express their thoughts in fewer words
by choosing the most precise words. ______ tends to overwrite his lines; during the revision
process, he should ask himself what each word adds to his point or to the image he wants to
create. Doing so will force him to examine the impact of each choice and encourage him to
write only what he needs to convey his meaning or to create a mood. In addition, I’d like to see
______ consistently make good, thoughtful use of time he’s given in class to complete work. He
did make noticeable improvements in that area as the semester closed, but during the first half
of the semester, he often had to be redirected. I am hopeful that he saw how advantageous
it was to use his time wisely and that he comes back ready to continue doing so. I’m so glad
_____’s a member of the MS community. Thanks for giving me the opportunity to teach him.
Teacher: Melissa Kennedy
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Middle School
7th Grade
January 2013
Skills
Science laboratory investigations and activities were utilized in order for
students to encounter real life examples of the living things and processes that
were studied in this half of the year. Various tools such as stains, slides,
coverslips, glassware and several types of microscopes were used as students
examined microscopic plant and animal cells. Students gained practice making
slides, utilizing various measurement techniques and focusing a microscope.
During all aspects of lab investigations, students practiced their inquiry,
observation and analytical skills.
Cell Biology
In this unit, study focused on the fundamental unit of life, the cell.
Students studied the historical works of various scientists that led to the proposal
of the Cell Theory. Microscopes were used to observe living plant and animal
cells and the organelles within them. The study of how materials move into and
out of the cell was demonstrated through many classroom investigations
including a week long observation of an egg placed in various substances.
Transport methods such as diffusion and osmosis were observed. The cell unit
concluded with a study of photosynthesis and respiration. The connections
between these processes were explored through discussions, diagrams, activities
and labs. Fermentation as a form of energy production was discussed and
students observed the process in yeast cells.
Page 1 of 3
Middle School
7th Grade
January 2013
Curriculum Concepts
Evaluation reflects understanding of each topic demonstrated through in-class participation,
homework, quizzes, tests and laboratory investigations.
Cell Biology
IM
Historical discoveries leading to proposal of the cell theory
IM
Identification and function of cell organelles
IM
Cellular transport
IM
Photosynthesis
IM
Respiration and fermentation
Skills
DM
IM
IM
Safe and effective use of lab equipment: microscope, glassware
Preparation of slides for microscope examination
Preparation of petri dishes for bacteria growth
Lab Components
IM
Introduction
IM
Hypothesis
IM
Methods
IM
Data
IM
Discussion
IM
Conclusion
IM
Works Cited
Quizzes
100
96
100
68
100
86
85
Cell theory
Cell vocabulary
Microscope
Bacteria
Cellular transport
Photosynthesis (average of original and retake)
Respiration and fermentation
91
Quiz Average
Page 2 of 3
Middle School
January 2013
7th
Tests
96
70
95
87
Grade
Cells
Cells Lab Skills
Photosynthesis and Respiration
Test Average
Study skills, homework and in-class work
IM
Maintained thorough and organized notebook
IM
Turned in homework on time, demonstrated a strong effort
IM
Came prepared for class in mindset and materials
IM
Followed assignment instructions carefully
IM
Contributed and accepted ideas appropriately
28
Number of homework assignments submitted on time
2
Number of homework assignments late
0
Number of homework assignments that received F
Comments
_____is a consistent and hardworking student who regardless of the type of assignment, will turn in his
best work. He does equally well on written work, projects and labs. He volunteers often in class and
adds much to class discussions. As the semester progressed _____’s attention to detail has increased
and he provides more thorough answers and makes deeper connections in analyzing data and labs. An
area for _____to focus on in the upcoming semester is lab techniques; he should work on his ability to
produce high quality slides and to properly focus the microscope to observe specimens. Additionally, he
should continue to focus on drawing realistic fields of view rather than representations of what he sees.
There will be many labs that will require him to utilize these skills, he may benefit from attending office
hours to brush up on these techniques when the opportunity arises.
He is a good natured and well-mannered young man who enjoys having fun. Although at times he is
shy, he comes to life when surrounded by his closest friends. He almost always is found enjoying a
game during break and enjoying the company of his peers. A particularly wonderful characteristic of
________ is his willingness to laugh at himself and not take things too seriously.
Page 3 of 3
Middle School 7th Grade
Jan 2013
American Civil Rights and the Holocaust Fall Summation 2012
Content and Course of Study
The goal of the Middle School Social Science Program is to learn many skills that include,
and are not limited to, reading, writing, research, public discussion, debate, critical thinking, and
understanding through the use of historical topics, events, and concepts. Thus the curriculum is
designed to not only further historical knowledge, but also provide skills that promote active learning
and nurture the whole student.
The first unit of study in 2012 was “From Slavery to Freedom,” a time period that changed
America. Students examined the major issues and struggles (slavery, sharecropping, segregation)
that led up to the Civil Rights Movement and the key figures and events that followed which would
lead to integration, as well as enhanced rights, freedoms, and voting rights for the African American
people. Students were asked to demonstrate their understanding of this unit through common
assessments, creatively through a journal project that looked at specific movements/moments, and
through a research paper that looked specifically at a key figure in the movement. Overall, students
developed a broad understanding of the plight of the African Americans in American history. Moving
forward, the goal is to use this knowledge to draw comparisons with the situation of the Jews in the
Holocaust.
The following unit of study, the Holocaust, will teach students about basic morality, human
behavior, and what it means to be a responsible citizen through the lens of the Holocaust. Students
will explore the causes of World War II, how the Jewish population was affected by the rise of the
Nazi Party, and how the Holocaust was not an accident in history, but occurred because individuals
chose to act (or not to act) in ways that allowed the ignorance of prejudice, racism, and, ultimately,
hatred to reign. Students will have many opportunities to discuss these topics, hear stories, write
poems, watch videos and clips, and do research and a presentation that will further their
understanding of the aforementioned topics. Ultimately the goal of this unit is to teach that silence to
the infringement of civil rights only perpetuates the problem, and that there needs to be a respect for
diversity and plurality — so that something like this never happens again.
Number of homework assignments
Number of homework assignments turned in on time
Number of homework assignments turned in late
Number of homework assignments that received an F
General Information
22
22
0
0
Participation and Classwork
Demonstrated respect for other classmates and students during class discussions
IM
Showed enthusiasm for the academic environment and the learning process
DM
Was capable of following directions, began work promptly, and stayed on task
IM
Used provided classroom time wisely to work on assignments and to study material
IM
Demonstrated the ability to function as an independent learner
IM
Completed Assignments in a neat, thorough, and creative manner
IM
Civil Rights Quiz 1
Civil Rights Exam
31/30
60/65
Assessments (Tests and Quizzes)
Civil Rights Quiz 2
34/35
Holocaust Quiz 1
34/35
Assessments Percentage
96%
Page 1 of 2
Middle School 7 th Grade
Jan 2013
Critical Thinking and Understanding of Material
Demonstrated a strong understanding of the course material through assessments,
IM
assignments, projects, and classroom discussions
Demonstrated strong study skills and the ability to integrate new material into their
IM
own understanding
Demonstrated the ability to comprehend abstract concepts
IM
Oral Communications and Presentations
Holocaust Museum Online Exhibit Research and Presentation
46/50
Demonstrated the ability to construct well thought-out questions and responses, and
IM
took in new knowledge and understanding through classroom discussions
Was engaged during classroom discussions and on task throughout the class period
IM
Constructed well thought-out, clear, and logical presentations, using clear and
IM
historically accurate information
Maintained eye contact throughout presentation, and spoke clearly and concisely
DM
Written Communications and Projects
Corresponded using email and technology to ensure understanding of assignments
DM
and content; applied technology effectively
In papers, essay assignments, and assessments, demonstrated the ability to
IM
strongly support arguments made in writing
In regards to the research papers demonstrated strong research skills and the ability
IM
to take gathered knowledge and present it in a clear and cohesive manner
Demonstrated a strong understanding of content through historically accurate
IM
writings (journals, papers, and research assignments), as well as emails.
Used correct grammar and sentence structure in writing
IM
Civil Rights Key Figure Paper
34/35
Civil Rights Journal Scrapbook
90/100
Papers
and
Projects
Percentage
96%
Holocaust Food Research
40/50
Comments – ______ is a highly capable student, has a strong grasp of the content, and gets
his work done in a timely and thorough fashion. His assignments often go above and beyond
what is expected, are creative, and well-written. He is respectful of the academic environment,
works hard, is engaged during class, and contributes to classroom discussions (although not as
frequently as he should). _____is a delight to have in class as he understands what is expected,
follows directions, and takes responsibility for his work and his actions. He is also, outside
of class, very outgoing and is well liked and appreciated by his peers – and a quiet leader. I
would like to see _____step up, be it during social curriculum time or in class, and become a
more vocal contributor and leader. _____ does what is expected of him, and goes with the flow,
but he has the potential and capability to be a stronger contributor/leader to the New Garden
community and it is within his grasp. I look forward to seeing the growth _____makes socially,
as well as academically, and I know he can be highly successful at whatever he puts his mind
to.
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