In Episode 30 of Fires in Grading, Don, Becky, and Garth tackle one of the most overlooked challenges in grading reform: onboarding new teachers. While many districts invest significant time and effort into developing standards-based grading systems, far fewer create intentional processes to help new staff understand and sustain that work. The team explores how relying on mentors, assumptions, or “learning as you go” can lead to inconsistency, system drift, and the gradual erosion of a district’s grading philosophy. They discuss what effective onboarding should include, how leaders can preserve their grading culture through staff turnover, and why sustainability requires more than just a well-written handbook. If your district has been “doing the work” for several years, this episode will help you ensure that progress continues rather than slowly slipping away.

One of the biggest concerns schools raise during grading reform is:

“What about special education?”

In Episode 29 of Fires in Grading, Becky, Don, and Garth are joined by special guest Danica Lewis to unpack the complicated and often misunderstood relationship between special education and standards-based grading.

Together, the team explores common misconceptions around IEPs, accommodations, modified expectations, grading practices, and student support systems. The conversation focuses on how standards-based learning can actually create greater clarity and communication for students, teachers, and families when implemented thoughtfully.

Whether you are a classroom teacher, interventionist, administrator, or special education teacher, this episode provides a practical perspective on ensuring grades communicate learning while still honoring student needs and supports.

Learn more about our sponsors:

Otus: ⁠⁠⁠⁠⁠⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠⁠⁠⁠⁠⁠

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

If feedback is one of the highest-impact instructional practices in education, why is it often missing from the grading process? Together, we explore the difference between grades and meaningful feedback, why students frequently ignore feedback, how traditional grading practices can unintentionally stop learning, and what schools can do to shift students from asking “What did I get?” to “What do I need next?” The conversation also highlights practical classroom strategies educators can use immediately to make feedback more impactful and learning-centered.

Learn more about our sponsors:

Otus: ⁠⁠⁠⁠⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠⁠⁠⁠⁠

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