The Fires in Grading

In this episode we explore why standards-based learning is never a “set it and forget it” process. Many schools assume that once standards are prioritized and learning targets are created, the work is complete—but in reality, this is where the real work begins. The team discusses the importance of regularly reviewing standards, proficiency scales, assessments, and gradebooks to ensure they remain aligned and meaningful. They also highlight common pitfalls schools encounter when they treat these tools as static documents rather than living parts of instruction. This episode offers practical guidance on building a sustainable review cycle that keeps clarity and student learning at the center. If your system is sitting in a binder instead of driving daily practice, this conversation is for you.

Learn more about our sponsors:

Otus: ⁠⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠⁠

STAGR Center: ⁠⁠⁠⁠https://firsteducation-us.com/stagr⁠⁠

It is one of the most common questions we hear in grading reform work. In Episode 23, Becky, Don, and Garth explore why educators naturally look for examples before moving forward — and how that instinct can either support progress or unintentionally slow it down. They discuss how to structure school visits and cross district conversations so they inspire action, not comparison, and how to shift from waiting for a perfect match to building clarity in your own context.

Learn more about our sponsors:

Otus: ⁠⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠⁠

STAGR Center: ⁠⁠⁠⁠https://firsteducation-us.com/stagr⁠⁠

Episode 22 of Fires in Grading features Larry Ainsworth in a practical conversation about why prioritizing standards is essential for meaningful grading reform. Don, Becky, and Garth examine what happens when schools try to teach everything with equal emphasis and why that approach often leads to shallow learning and limited feedback. Larry shares the research behind prioritization, explains the REAL process, and discusses how schools can identify what is truly essential for student success. The episode also highlights why textbooks are not designed to serve as prioritization tools and why clarity must come before alignment in grading systems. For schools working through the STAGR roadmap, this episode offers a clear look at why Step 02 shapes everything that follows.

Learn more about our sponsors: Otus: ⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠

STAGR Center: ⁠⁠⁠https://firsteducation-us.com/stagr⁠

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.

Learn more about our sponsors:

Otus: ⁠⁠https://hubs.li/Q03StGb_0⁠⁠

STAGR Center: ⁠⁠https://firsteducation-us.com/stagr

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. 

Learn more about our sponsors:

Otus: ⁠https://hubs.li/Q03StGb_0⁠

STAGR Center: ⁠https://firsteducation-us.com/stagr

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.

Learn more about our sponsors:

Otus: https://hubs.li/Q03StGb_0

STAGR Center: https://firsteducation-us.com/stagr

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.

Learn more about our sponsor, Otus, here: https://hubs.li/Q03StGb_0 

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

Learn more about our host, Otus, here: https://hubs.li/Q03StGb_0

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.

Check out our sponsor, Otus, here: https://hubs.li/Q03StGb_0

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.

Learn more about our sponsor, Otus: https://hubs.li/Q03StGb_0