Progress reports are a communication tool that informs students and families about student progress toward content/standards mastery and student achievement.  Elementary progress reports are provided quarterly and summarize progress in each subject area using a 4,3,2,1 scale. (provided below). 

We believe that progress reporting should:

  • reflect the student’s current level of achievement for intended learner outcomes;
  • provide students and their parents with useful, timely, actionable information;
  • support student motivation to learn by providing feedback that assists the student in knowing the next steps in the achievement of learning outcomes; and
  • reflect student growth over the duration of the learning process.

With these goals in mind, the Salem City School Division recently revised its elementary progress reports to include additional content-specific feedback to further inform the learning process. While progress reports will continue to provide an overall grade using a 4, 3, 2, 1 grade scale for each subject, the report will also include information related to student progress in predefined content-specific categories.  For example, in mathematics, in addition to the overall grade, the progress report will include feedback on how the student is performing in the following categories: number sense, computation, problem solving, geometry, measurement, charts & graphs, probability, and patterns & algebra. Each category in a subject area will be reported as an area of concern (the student may need additional assistance), developing area (the student is making progress toward mastery as expected), or an area of strength (the student consistently demonstrates mastery).

4 Exceeding/Above Grade Level Standards
3 Meeting Grade Level Standards
2 Developing Grade Level Standards
1 Experiencing Difficulty Meeting Grade Level Standards


Comment Marks: STR = Area of Strength; DEV = Developing; CON = Area of Concern

In addition, Social & Emotional Learning Skills (see below)  will replace the work habits and Pillars of Character sections of the progress report. These skills are identified in the Profile of a Virginia Graduate as skills that our students should continue to develop as they become lifelong learners and will be assessed in all grade levels.

Social and Emotional Learning Skills

  • Makes appropriate choices to complete classwork and other learning tasks
  • Recognizes that personal actions affect others & modifies behavior as needed
  • Engages willingly in new experiences
  • Persists when faced with challenges & tries new approaches
  • Demonstrates active listening
  • Engages appropriately in conversations
  • Follows classroom routines & procedures
  • Forms & maintains positive relationships with classmates
  • Recognizes ways to support classmates & includes others in activities
  • Contributes to group tasks through cooperation & compromise
  • Shows initiative to complete tasks independently
  • Respects the rights, feelings, & property of self and others

DRAFT Progress Report

Draft Progress Report

ILO Levels

For more information , please contact Jennifer Dean, Director of Instructional Technology and Accountability at or 389-0130.