Purpose of Achievement Records

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From the dashboard, hover over “Reporting”, and click on “Achievement Record” from the drop-down.  The Achievement Record landing page will appear with an expandable menu containing several filters appearing on the left.  Select from the Achievement Record template (English or Math), school, grade, teacher, and status filters.  Click “Apply” to view the Achievement Record report.


When and why is this feature used?

The Standards of Accreditation Regulation requires that Virginia schools maintain early skills and knowledge achievement recorded for both reading and mathematics for each student in kindergarten through third grade.  This record allows for monitoring of student progress and promotes successful achievement on third grade SOL tests.  This record must be included with the student’s records if the student transfers to a new school within Virginia.


The “Achievement Records” module will enable users to create, edit, and save an interactive digital version of the record for each student to facilitate record keeping and information sharing. 

Who has access to the “Achievement Record” module in “Reporting?”

  • A user with the appropriate permissions and/or students in grades K-3.


Associated communication

Note:  Student Achievement records can only be edited by a teacher for the student’s current grade level.  Previous grade levels may only be viewed.


Note:  All students appearing in a teacher’s active schedule in “Classroom Manager” will appear in Achievement Record.  The students do not have to be in a teacher’s math or reading courses to appear in Achievement Record.


Any additional information

The K-3 English Standards of Learning are organized by strand to provide alignment across the grades. For Math, the Standards of Learning are organized by the mathematics strands. To enhance communication between the grade levels about student achievement, the strands are further delineated into the "Big Ideas" of the mathematics strands. This format would enhance a second-grade teacher’s ability to note that a child had difficulty in prior grades with place value but not counting in the Number and Number Sense strand. When the Standards of Learning are not delineated within strands, it may be more difficult for teachers to quickly identify specific problems within a mathematics strand and between grade levels.