Secondary Parent & Family Engagement

Welcome to the Secondary Parent & Family Engagement site! This page is designed to provide information about standards-referenced grading that can be shared with parents, families, and community members.


The timeline for implementation of standards-referenced grading was updated November 13, 2019.

Middle school will begin implementation during the 2020-2021 school year for 6th grade. Progress reports will reflect the new grading system for students in 6th grade during the first year of implementation. Progress reports will reflect the new grading system for students in 7th and 8th grade during the second year of implementation which is the 2021-2022 school year.

High school will begin implementing the new grading system during the 2022-2023 school year in entry level courses.

What is this new system?

This video provides an overview of the system. *USD259 will be using Standards-Referenced, not Standards-Based.

Click here to view the difference:

Standards-Referenced vs. Standards-Based

Resources for Middle School Families

Resources shown below are available for order from the Print Shop with translated versions as well to be shared with parents, families, and community members.

SRG Poster with TL-SECD_v1.pdf


SRG Brochure_SECD_v1.pdf



Frequently Asked Questions

SRG Conversion to Letter Grades - SECD_v1.pdf

Conversion Chart

SRG Employability Skills_SECD_v1.pdf

Employability Skills

SRG Eligibility - SECD_v1.pdf


Parent Grading Questions - English.pdf

Parent Grading Questions

Navigating ParentVue in an SRG System

Resources for High School Families

Each secondary school will receive copies of the following resources to share with parents, families, and community members. Translated copies are available on our website and may be ordered from print shop.

SRG HS Conversion to Letter Grades - SECD.pdf
SRG Eligibility High School.pdf

SRG vs. Pass/Fail Courses

Not all courses have the components necessary for standards-referenced grading.

Secondary SRG Progress Report and Traditional Progress Report

6th Grade Progress Report (2).PDF
7_8 Report Card Example Modified (2).PDF

Sample Middle School Transcript


Secondary Grading Practices

We Are Excited!

Below are videos of USD259 staff and students using standards-referenced grading tools and resources.

Frequently Asked Questions

Parent Q&A for 259 Website.docx

Questions & Answers from Parent Q&A Sessions

What are standards?

Standards are statements about what students should know and be able to do within each content area, at each grade level. Our Kansas Curricular Standards can be found online HERE.

How is standards-referenced grading different than what we're currently doing?

Traditionally, many elements are combined to determine your child’s grade – test scores, quizzes, completed homework, classroom participation, coming to school on time, extra credit – then, the average of the quarter or semester’s work equates into a percentage for a grade.

Standards-referenced grading separates those elements. Parents will be able to see specifically if their child needs help with an academic concept, or if he or she can’t remember to turn in homework.

Standards-referenced grading measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance.

What are the benefits of using standards-referenced grading?

For Students:

  • Learning targets are clearly defined and aligned with state standards.

  • Students are offered multiple opportunities and ways through which to demonstrate proficiency

  • Students monitor their own progress toward the achievement of specified targets

  • Specific feedback on progress helps build self-esteem, pride, and motivation

For Parents:

  • Progress reports are less mysterious and have more meaning

  • Parents are aware of exactly what their child knows, is able to do, and next steps for progress

  • Parents know in what areas their child needs more support

  • Parents are empowered to increase their child's confidence and help their student set goals

For Teachers:

  • Teachers know exactly where students stand in their progress toward learning targets and what support needs to be provided

  • Teachers of the same courses have aligned expectations and standards

  • Assessment results help teachers determine when students need extra help and when they need more challenging work

How will this affect students with special needs?

Students with an IEP, 504, or English Language Learning needs will continue to receive the accommodations they are eligible to receive and they will continue to receive appropriate support and/or interventions. Students will continue to work on identified goals just as they have in the past. All teachers involved in a child's education will work collaboratively to report student progress.