Paulina Garza Jasso — Expediente Escolar
Escuela: ASFM (American School Foundation of Monterrey) Grado: 4to (2025-2026) Homeroom: 4C Maestra: Alice McLeod Student Number: 9314 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 | M |
| I respect others | M |
| I respect the environment | M |
Asistencia
- Tardanzas: 0
- Ausencias: 1
- 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 | A |
| Uses writing process to develop and revise personal narrative | A |
| 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 | B ⚠️ |
| Generate and reason about equivalent fractions, compare/order | A |
Science
| Learning Outcome | Cal |
|---|---|
| Observe structures of organisms to learn how they survive | M |
| Make claims about organisms using structures as evidence | A |
| Different structures work together as system to maximize survival | A |
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 | M | C | ⬆️ |
| I respect others | M | C | ⬆️ |
| I respect the environment | M | C | ⬆️ |
Math
| Learning Outcome | Cal |
|---|---|
| Recognize that n x a/b = n x a/b | M |
| 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) | M |
| 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 | A |
Reading
| Learning Outcome | Cal |
|---|---|
| Draw inferences from nonfiction text | A |
| Identify main idea of nonfiction text | A |
| Identify key details that support main idea | M |
| Summarize information within nonfiction texts | M |
| Explain what happened and why in nonfiction text | M |
| Use context clues to determine meaning of unfamiliar words | M |
Writing
| Learning Outcome | Cal |
|---|---|
| Write about nonfiction topic using facts, details, explanations | A |
| Describe and plan for writing nonfiction pieces | M |
| Organize related information into sequenced sections/paragraphs | M |
| Write introduction and conclusion for nonfiction piece | A |
| Use paraphrased notes to draft informational piece | A |
| Edit writing for grade-appropriate spelling, grammar, punctuation | A |
Word Study
| Learning Outcome | Cal |
|---|---|
| Explain meaning of suffixes in words | M |
| Write words with appropriate suffixes | M |
| Explain meaning of prefixes in words | M |
| Write words with appropriate prefixes | M |
| Break apart multisyllabic words to infer meaning | M |
| 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 | A |
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 | A |
Resumen de Progreso
Fortalezas
- ⭐ Committed Learner GRAN mejora (0 C en T1 → 5 C en T2!)
- ✅ Math mejoró significativamente (B → M, A → M en varios)
- ✅ Word Study todo M (antes no evaluado específicamente)
- ✅ Science mejoró (2 A → 1 A)
Áreas de Oportunidad
- ⚠️ Writing — Área principal de enfoque (4 de 6 en A)
- Escribir sobre nonfiction con hechos/detalles
- Intro y conclusión
- Usar notas parafraseadas para drafting
- Edición (spelling, grammar, punctuation)
- ⚠️ Reading: Inferencias e idea principal (A)
- ⚠️ Spanish: Reconocer partes de oración (A)
Tendencia T1 → T2
- Math: B → M ✅ (GRAN mejora en multiplicación/área)
- Math: A → M ✅ (mejoró en fracciones equivalentes)
- Science: 2A → 1A ✅ (mejoró)
- Committed Learner: 0C → 5C ✅ (transformación notable)
- Writing: Sigue siendo área de oportunidad (contenido diferente pero misma tendencia)
Comparación con Hermana (Balbina)
- Paulina tiene más áreas de oportunidad en Writing
- Balbina destaca más en Word Study
- Ambas mejoraron significativamente en Committed Learner
- Paulina tuvo una transformación más notable en actitud/esfuerzo
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 | 213 | 69th | High Average | 36th | Low Average |
| Reading | 211 | 74th | High Average | 51st | Average |
| Language Usage | 203 | 61st | High Average | 69th | High Average |
Trayectoria de Scores (RIT)
| Subject | Fall '24 | Winter '25 | Spring '25 | Fall '25 | Winter '26 |
|---|---|---|---|---|---|
| Math | 197 | — | 209 | — | 213 |
| Reading | 187 | — | 196 | — | 211 |
| Language Usage | 199 | — | 210 | — | 203 |
Análisis
- ⭐ Reading es su área más fuerte (74th percentile, growth 51st)
- ⭐ Language Usage tiene el mejor crecimiento (69th growth percentile)
- ⚠️ Math growth bajo (36th) — aunque achievement sigue arriba del promedio
- 📉 Language Usage RIT bajó de 210 → 203 (pero growth dice 69th — diferente periodo de medición)
- ✅ Proyección: Proficient en Reading & Mathematics para Spring 2026
Última actualización: 14 febrero 2026