Developing assessments within a program can create more useful measures of our students' language. This includes rating scales used in performance assessments such as writing or speaking tests. This article describes the process of development, use, and revision of a writing placement scale by teachers in an intensive English language program. To develop the scale, writing from students in the program was examined by instructors to create a data-driven scale. After piloting, the scale underwent years of use and continued study. This sustained investigation of the scale led to revisions, but also to confidence and program fit. Following the narrative of the scale reveals a process for programs to develop and evaluate measures locally with teacher involvement.