The Clark County School District (CCSD) is committed to student success by embodying the core values of equity, accountability, and high expectations for all students.
In an effort to reach goals in Focus: 2024, CCSD’s five-year strategic plan, the Grading Reform Committee, composed of principals and members of various CCSD departments, in partnership with the Assessment, Accountability, Research, and School Improvement Division (AARSI) have led the grading reform initiative. Families and educators are partners in this work and provide ongoing feedback. The goal of these efforts is to ensure students’ grades accurately reflect their knowledge and skills by minimizing the impact of non-academic factors by reporting these factors separately.
Students are still expected to meet deadlines and demonstrate appropriate behaviors. These behavior expectations will not be reflected in academic grades. Students will also have the opportunity to revise and/or retake tests to encourage continued academic growth in areas they may not have fully understood the first time. These changes will allow students to learn from mistakes and demonstrate mastery of the content throughout the school year.
Throughout the process, five key priority areas have been identified to ensure equity, accuracy, and consistency in CCSD grading policies across all schools.
Implement a consistent reassessment policy to include opportunities for reflection, revision, and reassessment to ensure mastery of the Nevada Academic Content Standards (NVACS) and District curriculum for all students.
Implement consistent weighting and categories in the Infinite Campus Grade Book for recording formative and summative assessments.
Implement standards-based reporting using proficiency levels at the secondary level.
July 8, 2021: Regulation revisions approved by the Board of School Trustees.
August 2021: New grading regulation takes effect.
2021–2022 School Year:
2022–2023 School Year:
Question: Why is CCSD making this change?
Answer: Students, educators, families, and administrators have been struggling with inconsistent grading policies when transitioning from school to school. The students of CCSD deserve an equitable grading system that accurately reports student achievement on the NVACS and supports all students being successful.
Question: What factors are being removed from students’ grades?
Answer: Students’ grades will be based solely on their attainment of academic standards. Learner behaviors, such as late work, missing work, and disrupting the classroom, will be removed from the academic grade and reported separately.
Question: How will schools report behavior on report cards?
Answer: Teachers will report academic grades and learner behavior grades separately on the report card. Learner behavior grades will be reported in the Successful Learner Behaviors section for elementary students and the Citizenship section for secondary students. Learner behavior grades will be shared throughout the term just as academic grades are shared regularly.
Question: Do the changes make courses easier for students to pass?
Answer: No, the grading regulation changes actually hold students more accountable for their learning. The traditional grading system allowed students to focus on accumulating points rather than having to demonstrate mastery of standards. In the past, students had the option to accept an “F” for missing work rather than being held to the high expectation of having to do the missing work. Educators will explicitly teach and model college and career readiness expectations and elicit other forms of evidence to show a student’s current level of mastery in lieu of assigning low academic grades for behavioral missteps. Teachers who are unable to elicit evidence of learning will communicate progress as an “M” for no evidence.
Question: Is there a limit on how long students have to revise or retake assignments and tests?
Answer: Students who have not shown mastery (e.g., “D” or “F”) on an assessment will work with their teacher to develop a plan to show new learning has occured before reassessment. If a student does not submit the late work by the common school deadline and the teacher has been unsuccessful in eliciting evidence of the student’s learning, the “L” is changed to an “M” in the Grade Book and the score becomes a 50 percent due to no evidence.
Question: Will all tests and assignments be part of the reassessment policy?
Answer: Reassessment opportunities will be provided for summative assessments (high weighting). Formative (low weighting) assessments/assignments are used to inform teaching. Educators will establish reassessment opportunities for students who have not shown mastery of identified standards, establish a timely opportunity for reteaching and relearning, and communicate expectations to students and families.
Question: How will late and missing assignments be marked in the Grade Book to provide accurate performance indicators?
Answer: When a student misses a deadline, the mark of “L” will be entered into the Infinite Campus Grade Book as a placeholder while the teacher works with the student to elicit evidence of learning. If a student does not submit the late work by the common school deadline established by the school and the teacher has been unsuccessful in eliciting evidence of the student’s learning, the “L” is changed to an “M” in the Grade Book and the score becomes a 50 percent due to no evidence.
Grading Reform Family Brochure (PDF)
Grading Practices for Families – Reassessment (PDF)
Grading Practices for Families – Removing Behavior from Grades (PDF)
Grading Practices for Families – The Equity Scale (PDF)
Standards-Based Reporting (PDF)