In this episode we explore a foundational question: What’s the purpose of assessment? Too often, assessment is viewed as a way to generate grades, but what if its true purpose is to gather evidence of learning? This episode challenges common practices, reframes assessment as a tool to reveal learning, and offers practical insights for shifting mindsets in classrooms and schools.

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Otus: ⁠⁠⁠⁠⁠https://hubs.li/Q03StGb_0⁠⁠⁠⁠⁠

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

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.

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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.

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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.

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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.

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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