TCPS Grading Policy Updates 2026-2027

Over the past year, TCPS has conducted a comprehensive review of its grading practices in collaboration with teachers, administrators, and families. Informed by district data, research, community feedback, and grading simulations, TCPS will implement the following new grading practices for the 2026-2027 school year to make grading more accurate, consistent, and transparent.

Key Shifts in Elementary (PreK-5th Grade)

Competency-based standards (SP / DP / AP / EM / NM) will be used for ALL grades PreK-5. Previously, grades 3-5 received traditional letter grades.
Why: Competency standards are clusters of related skills within a subject that are assessed together and reported using a four-level scale instead of a single letter grade. This model creates one consistent reporting model across every elementary grade. A proficiency scale shows what a student can actually do, rather than compressing that into a single letter — giving a clearer, more accurate picture of learning and growth for young learners.

Parents/guardians will be able to see progress on individual assignments and observations throughout the marking period, not just at report card time.
Why: Increases transparency and keeps families informed in real time, so concerns can be addressed early rather than coming as a surprise at the end of the marking period.

Progress is evaluated as both academic and developmental, using work samples, performance-based tasks, observational data, and classroom curriculum assessments.
Why: Reflects that early learning includes developmental growth alongside academics, and ensures grading is based on multiple, well-rounded sources of evidence rather than a single test or assignment.

Competency Standards Proficiency Scale (PreK-5)
SP — Surpassing Proficiency: skills and understanding exceed grade-level expectations in this area.
DP — Demonstrating Proficiency: skills and understanding meet grade-level expectations in this area.
AP — Approaching Proficiency: skills and understanding are approaching grade-level expectations.
EM — Emerging: skills and understanding are just beginning to develop in this area.
NM — Not Measured: this skill has not yet been taught or assessed in this marking period.

Key Shifts in Grades 6-12

Grading Weight
- Formative weight: previously 30% of the reported grade, now 40% of the reported grade.
- Summative weight: previously 70% of the reported grade, now 60% of the reported grade.

Grading Scale (6-12)

Grades 6-12 use a hybrid model: traditional letter grades (A+ through F, including I and M for incomplete or missing), paired with a 4-point quality scale, with no artificial floor on individual assignment scores (minimum “50% as the floor grading” is eliminated).

Other Key Changes

Every unit must include formative assessment(s) before the related summative, covering all the same learning outcomes, with adequate time for feedback and reteaching first.
Why: Ensures students have practiced and received feedback on a skill before being formally evaluated on a summative assessment.

Teachers must keep gradebooks current, entering grades within 5 school days of submission (up to 8 school days for lengthy summatives like major projects, labs, or essays, if communicated in advance).
Why: Keeps grade information current so students and families can respond quickly, and sets a consistent, predictable timeline for feedback across all teachers and schools.

Grades cannot be disproportionately entered near the end of a marking period in a way that significantly changes a student's grade, without prior documentation and communication with the family.
Why: Avoids last-minute grade surprises and keeps families informed early enough to provide support.

Missing or incomplete formative work can be submitted for full credit if completed before the related summative. Students present on a summative's due date must complete it that day or within 5 school days, unless the teacher approves an exception. However, tests must be completed on the day of administration if the student is present.
Why: Encourages students to complete practice while still holding a firm, fair line on summative timeliness so grades reflect actual mastery.

Reteaching/reassessment applies to formative work only: mandatory for a D+ or below, available upon request for a C- or above. It must happen before the related summative, within the same marking period. Summative assessments and final exams are not eligible for reassessment, except for verified extenuating circumstances or principal approval.
Why: Gives every student a path to mastery while a skill is still being built, without opening the door to endless retakes on final assessments — preserving the integrity of summative grades.