Grading is a "technical process," but how deeply do we consider the mechanics of a grade? On the current 100 point grading scale, there are 60 degrees of failure, and only 40 degrees of passing. In the words of Dr. Thomas Guskey, "A grading scale in which two-thirds of the designated levels describe failure also implies that degrees of failure can be more finely distinguished than degrees of success" (On Your Mark, 28). Does this make intuitive sense, let alone, is it a fair assessment of learning? Join us for Part 2 of our discussion with Dr. Chris Lund (Assistant Superintendent of Research and School Improvement, LBUSD) as we unpack the mechanics of a scaled grading, as an alternative to the traditional grading scale. Could we be on the threshold of better representing student learning in a grade?