In Episode 21 of the Fires in Grading Podcast, Garth Larson, Becky Peppler, and Don Smith sit down with renowned researcher Thomas Guskey to explore the history of grading reform and why the same conversations continue to resurface generation after generation. Drawing on decades of scholarship, Dr. Guskey unpacks the origins of traditional grading practices, the evolution of standards-based grading practices, and the common reasons reform efforts stall. This episode offers historical perspective and practical guidance for leaders committed to building grading systems that are accurate, meaningful, and truly focused on learning rather than ranking and sorting.

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In this episode of Fires in Grading, we are joined by Ben Wopat, Principal of West Salem Middle School, to explore what grading reform looks like from the principal’s seat. Ben shares real-world insights on leading implementation, navigating resistance, and building systems that support consistent, learning-focused grading practices. This practical conversation highlights the leadership moves, challenges, and mindset shifts necessary to turn grading reform from theory into sustainable practice. 

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When should schools start communicating grading changes? Who should lead the message? And how do you communicate in a way that builds trust instead of resistance? In this episode, Becky, Don, and Garth break down practical communication strategies that support grading reform and help bring stakeholders along.

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In this episode of Fires in Grading, Don, Becky and Garth are joined by special guests Kelly Barkovich and Shelly Daun, to tackle how grading works in a co-taught classroom. As co-teaching becomes more common, it is surfacing deeper issues around ownership of grades, accommodations versus modifications, and whether grades truly communicate learning. The team explores why co-teaching does not create grading problems but instead exposes unclear systems and inconsistent practices. Listeners will hear practical strategies that work, key leadership moves that bring alignment, and essential mindset shifts that help schools ensure grades reflect learning rather than services. The takeaway is clear: when grading is anchored in shared learning targets and a unified purpose, co-teaching becomes a catalyst for clarity, not confusion.

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This episode brings hosts Garth Larson, Becky Peppler, and Don Smith together with special guest Jimmy Casas to unpack why grading reform so often stalls—not because of policies or systems, but because of adult behavior and school culture. Drawing from Jimmy’s work in Culturize, Recalibrate the Culture, and Words on the Wall, the group explores the four core principles of Culturize as a behavior framework for adults and connects them directly to real grading changes Becky and Don have supported in schools and districts. The conversation offers practical insights for leaders facing cultural resistance, highlights why culture is inseparable from sustainable grading reform

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Schools often use multiple levels to describe student learning—but how many is too many, and what happens when we add one above the standard? In this episode, Becky, Garth, and Don unpack the purpose of proficiency scales, explore the impact of different level structures, and discuss why the words we choose—like “exceeds”—can shape how students, teachers, and families interpret success.

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If we switch to this system, won’t everyone get an “A”? In this episode, we tackle the myth of grade inflation in standards-based grading. We unpack the true role of grades when they are connected to learning, not compliance, and explore what actually changes—and what doesn’t—when schools shift away from traditional averaging and point systems. You’ll hear why SBG doesn’t lower expectations, how proficiency is determined, and what evidence really says about rigor and credibility.

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This episode is a candid conversation with bestselling author and international speaker Myron Dueck, author of Grading Smarter, Not Harder. Myron shares stories from his own classroom, challenges long-standing grading myths, and offers practical, low-lift strategies educators can use immediately to make grading more efficient, accurate, and fair. Join the discussion on how Myron became comfortable with being uncomfortable.

In this episode of Fires in Grading, we tackle a phrase every educator has heard (or said): “My current assessments work just fine.” Don, Becky, and Garth unpack why “fine” often just means familiar, and why familiar doesn’t always equal effective. We explore what traditional assessments miss, how aligning assessments to standards brings real clarity to student learning, and practical steps teachers can take to move from comfortable to truly impactful. A great episode for anyone rethinking assessment design and wanting to make student learning more visible.

In this episode of Fires in Grading, we answer real questions from teachers currently navigating standards-based grading. We dig into final exams and what “end-of-term evidence” can look like, how to stay committed when your teaching partner isn’t on board, and how subjects like PE handle separating effort from learning.