
Grading Policy
2025-2026
Grades are the common language through which students, teachers, families, and school leaders communicate about student learning throughout the school year. Grades provide:
Feedback to students and families about academic progress
Motivation and engagement for students in their learning
Guidance for instructional and programmatic decisions
The NYCDOE citywide grading policy promotes equity, flexibility, and empathy. At PS 261, our priority is that grades accurately reflect student progress.
Marking Periods & Key Dates
1st Marking Period:
September 4, 2025 – December 12, 2025
Report Cards available via NYCSA: Friday, Dec 12
Parent-Teacher Conferences: Thursday, Nov 6
2nd Marking Period:
December 15, 2025 – March 5, 2026
Report Cards available via NYCSA: Wednesday, Mar 4
Parent-Teacher Conferences: Thursday, Mar 5
3rd Marking Period:
March 6, 2026 – June 26, 2026
Report Cards available via NYCSA: Friday, Jun 26
Purpose of Grades
Grades reflect a student’s:
Understanding and command of content
Progress through a subject
Mastery of skills at a given point in time
Expectations and benchmarks increase over the year. For example, meeting a benchmark in December does not mean that same level meets the benchmark in March. Maintaining the same grade across marking periods often indicates growth.
Course Mark | Performance Level Scale | Scale for Social-Emotional Development and Academic and Personal Behaviors: |
---|---|---|
4 | Exceeds grade standards | Consistently meets expectations with independence |
3 | Meeting grade standards | Meets expectations |
2 | Approaching grade standards | Meets expectations when reminded/Meets expectations occasionally |
1 | Below grade standards | Difficulty meeting expectations |
Grades are based on a student’s entire body of work, including:
Classwork (independent, partner, and group)
Classroom discussions
On-demand assignments
Unit assessments
Small group work
Student-teacher conferences
Students with Disabilities
All students—including those with IEPs—should be working toward grade-level standards. Grades for students with IEPs are based on:
Progress toward individualized goals
How well the student comprehends content and skills
Not solely on grade-level standards
Accommodations do not lower a student’s grade. Report cards reflect:
Progress in the general education curriculum
Likelihood of meeting annual IEP goals
The comment section is critical—it highlights strengths, areas of focus, and year-end goals.
Our Commitments
Accuracy
Grades should reflect what students have actually learned—not just task completion.
Example: Grading based on mastery of concepts instead of simply turning in work provides clear, useful feedback.
⚖️ Equity
Grades should minimize bias and avoid penalizing students based on race, culture, language, or ability.
Example: Offering multiple ways to show understanding (e.g. visual, oral, written) ensures more equitable assessment.
Social-Emotional Well-Being
Grades should support a culture of learning and risk-taking—not competition or compliance.
Example: Feedback is tied to specific learning goals. Recognizing excellence can include progress, contributions, or acts of integrity—not just high scores.