Part 5 (with links to the other four parts) of a great list of suggestions for standards based grading. As you can see, everyone has their own take on how to do SBG.
Please read this. We've been focusing our assessment efforts on grading, and vice versa. Is grading really how we want to show that we value 'responsible action'?
It's funny, because this is pretty much exactly the order than I stumbled into SBG. They're all math and science teachers, but they have some great general insights.
The science department has communication as one of its grading categories. The overlap with the humanities is too big to ignore. Can we do some work to tie our standards/rubrics together more cohesively?