Grading Policy
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 city-wide 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.