Balbina Garza Jasso — Expediente Escolar
Escuela: ASFM (American School Foundation of Monterrey) Grado: 4to (2025-2026) Homeroom: 4B Maestra: Miriam Campas Student Number: 9313 Fecha de nacimiento: 21 febrero 2016
Escala de Calificaciones
- C = Connected (Excede expectativas)
- M = Meeting (Cumple expectativas)
- A = Approaching (Se acerca)
- B = Beginning (Inicio)
Trimestre 1 (Diciembre 2025)
Committed Learner
| Área | Calificación |
|---|---|
| I am prepared | M |
| I show effort | M |
| I am independent | M |
| I respect myself | C ⭐ |
| I respect others | C ⭐ |
| I respect the environment | C ⭐ |
Asistencia
- Tardanzas: 0
- Ausencias: 0
- Rating: Excellent
Académico
Reading
| Learning Outcome | Cal |
|---|---|
| Refers to details and examples when explaining/drawing inferences | M |
| Determines main idea, explain with key details, summarize | A |
| Describes structure of events, ideas, concepts in text | M |
| Compares/contrasts firsthand and secondhand account | M |
Writing
| Learning Outcome | Cal |
|---|---|
| Structures and develops narrative writing effectively | M |
| Uses writing process to develop and revise personal narrative | M |
| Demonstrates understanding of conventions of standard English grammar | A |
Word Study
| Learning Outcome | Cal |
|---|---|
| Uses and applies phonics and word analysis to decode | M |
| Reads with sufficient accuracy and fluency | M |
Math
| Learning Outcome | Cal |
|---|---|
| Apply understanding of multiplication and area to factors/multiples | M |
| Generate and reason about equivalent fractions, compare/order | M |
Science
| Learning Outcome | Cal |
|---|---|
| Observe structures of organisms to learn how they survive | M |
| Make claims about organisms using structures as evidence | M |
| Different structures work together as system to maximize survival | M |
Spanish
| Learning Outcome | Cal |
|---|---|
| Analizan tema central y parafrasean contenido | M |
| Redactan textos claros y coherentes | M |
| Demuestran dominio de normas ortográficas y acentuación | M |
Especiales
| Materia | Cal |
|---|---|
| Music | M |
| Art | M |
| PE | M |
| Technology | M |
Trimestre 2 — Progress Report (30 enero 2026)
Committed Learner
| Área | T1 | T2 | Cambio |
|---|---|---|---|
| I am prepared | M | M | = |
| I show effort | M | C | ⬆️ |
| I am independent | M | C | ⬆️ |
| I respect myself | C | C | = |
| I respect others | C | C | = |
| I respect the environment | C | C | = |
Math
| Learning Outcome | Cal |
|---|---|
| Recognize that n x a/b = n x a/b | A |
| Represent that fraction a/b is multiple of 1/b | M |
| Represent and solve problems with multiplication of fraction by whole number | M |
| Create and analyze line plots with fractions (1/8, 1/4, 1/2) | A |
| Represent and solve problems with addition/subtraction of fractions and mixed numbers | M |
| Use various strategies to add/subtract fractions and mixed numbers | M |
| Reason about equivalence to add tenths and hundredths | M |
| Reason about equivalence for fraction/mixed number problems | M |
Reading
| Learning Outcome | Cal |
|---|---|
| Draw inferences from nonfiction text | A |
| Identify main idea of nonfiction text | M |
| Identify key details that support main idea | M |
| Summarize information within nonfiction texts | M |
| Explain what happened and why in nonfiction text | A |
| Use context clues to determine meaning of unfamiliar words | M |
Writing
| Learning Outcome | Cal |
|---|---|
| Write about nonfiction topic using facts, details, explanations | M |
| Describe and plan for writing nonfiction pieces | M |
| Organize related information into sequenced sections/paragraphs | M |
| Write introduction and conclusion for nonfiction piece | M |
| Use paraphrased notes to draft informational piece | M |
| Edit writing for grade-appropriate spelling, grammar, punctuation | M |
Word Study
| Learning Outcome | Cal |
|---|---|
| Explain meaning of suffixes in words | M |
| Write words with appropriate suffixes | A |
| Explain meaning of prefixes in words | A |
| Write words with appropriate prefixes | M |
| Break apart multisyllabic words to infer meaning | A |
| Read accurately | M |
| Read fluently | M |
Science
| Learning Outcome | Cal |
|---|---|
| Identify examples of weathering and erosion, explain how they affected landscape | M |
| Control variables and use fair tests for weathering/erosion | M |
| Collect qualitative and quantitative data about weathering/erosion | M |
| Connect investigation to weathering/erosion in environment | M |
Spanish
| Learning Outcome | Cal |
|---|---|
| Explicar lo que el texto dice explícitamente, citando detalles | M |
| Hacer inferencias sobre personas, eventos, ideas de la Edad Media | M |
| Comparar y contrastar cómo diferentes textos presentan mismo evento | M |
| Escribir oración temática que presente claramente idea principal | M |
| Incluir razones que apoyen idea principal con detalles | M |
| Cerrar párrafo con oración de conclusión | M |
| Reconocer las partes de una oración | M |
Resumen de Progreso
Fortalezas
- ⭐ Committed Learner excepcional (5 de 6 en C)
- ✅ Writing mejoró significativamente (grammar A → M)
- ✅ Science todo M
- ✅ Spanish todo M
- ✅ Asistencia perfecta
Áreas de Oportunidad
- ⚠️ Math: Multiplicación de fracciones y line plots (A)
- ⚠️ Reading: Inferencias y explicar "por qué" (A)
- ⚠️ Word Study: Sufijos, prefijos, palabras multisilábicas (A)
Tendencia T1 → T2
- Writing grammar: A → M ✅ (mejoró)
- Effort/Independent: M → C ✅ (mejoró)
- Reading main idea: A → M ✅ (mejoró)
- Nuevas áreas A en Word Study (prefijos/sufijos son contenido nuevo)
MAP Growth Test — Winter 2026
Test: NWEA MAP Growth | Comparación: National US norms | Printed: 10 Feb 2026
| Subject | RIT Score | Percentile | Achievement Level | Growth %ile | Growth Level |
|---|---|---|---|---|---|
| Mathematics | 223 | 86th | High | 61st | High Average |
| Reading | 200 | 51st | Average | 22nd | Low Average ⚠️ |
| Language Usage | 205 | 65th | High Average | 8th | Low ⚠️ |
Trayectoria de Scores (RIT)
| Subject | Fall '24 | Winter '25 | Spring '25 | Fall '25 | Winter '26 |
|---|---|---|---|---|---|
| Math | 196 | — | 213 | — | 223 |
| Reading | 195 | — | 196 | — | 200 |
| Language Usage | 202 | — | 197 | — | 205 |
Análisis
- 🏆 Math es su área más fuerte — top 14% nacional (86th percentile)
- ⚠️ Reading growth preocupante (22nd) — está avanzando más lento que 78% de sus pares
- ⚠️ Language Usage growth muy bajo (8th) — área de atención urgente
- 📖 Reading subió solo de 196 → 200 en casi un año (4 puntos vs Paulina que subió 15)
- ❌ Proyección: Below Proficient en Reading & Mathematics para Spring 2026
Última actualización: 14 febrero 2026