How Clark County School District is Scaling Project-Based Learning

A closer look at how Project-Based Learning Cohorts are helping Clark County School District drive Portrait-aligned learning that is rooted in student engagement, collaboration and durable skill development. 

This month Clark County School District (CCSD) hosted their Project-Based Learning (PBL) Cohort Showcase at Western High School that provided much more than a recap of great student work. It offered a clear glimpse into the future of learning in Nevada. The energy from educators and school leaders as they shared insights from the pioneering work taking place on their campuses made one thing obvious: this is what happens when innovation moves from conversation to practice. More than one teacher referenced the “spark” that had been reignited by PBL and how it reminded them why they got into teaching in the first place. 

This 'spark' hasn't happened by accident - it is the result of sustained, long-term coaching and partnership. Since 2021, CCSD has been methodically scaling innovative, authentic learning through these PBL Cohorts. Developed in partnership with PBLWorks, the program has supported 38 schools across five cohorts, with a sixth currently in the selection process.

Assistant Superintendent Dr. Cailin Ellis, who has been leading this initiative since its inception, shares “The most incredible part of this pilot is seeing how the learning just hasn't stopped. As our schools engage and scale, they’re building these deep networks across classrooms that keep growing on their own. We’ve used the journey of each cohort to adapt how the district supports schools moving forward.” 

PBL as a Vehicle for Portrait-Aligned Learning

The initiative’s success is rooted in a multi-year commitment to "learning by doing," moving beyond one-time training to provide ongoing commitment-building, coaching, and support across development phases. 

As earlier cohorts deepen their implementation of PBL, newer cohorts are supported in building educator buy-in and launching their initial on-campus projects. This approach honors the belief that the best way to learn PBL is to get started where you can, accepting that the initial product won't be perfect, while investing in the process of continuously learning and iterating alongside students.

By focusing on “Gold Standard” elements like authenticity and sustained inquiry, PBL serves as a natural vehicle for learning experiences that align with the four domains of the Nevada Portrait of a Learner:

• EMPOWERING: Students transition from passive consumers to active owners of their learning through voice and choice.

• CONNECTING: Collaborative exploration and public products require students to build and sustain relationships and community.

• IMPACTING: Centering projects on challenging problems pushes students to evaluate evidence and take informed action.

• THRIVING: The iterative process of critique and revision encourages students to stay resilient and courageous when tasks feel difficult, learning from mistakes to grow as a result.

(For a deeper look at how these actions translate into specific grade-band behaviors, explore the Nevada Portrait Learning Progressions.)

Measurable Success in the Classroom

The data from these 38 CCSD schools demonstrates a significant shift in instructional practice and student awareness:

• Professional Capacity: Over 500 CCSD teachers have been trained, with an impressive 98% implementation rate of Gold Standard projects.

• Student Ownership: More than 7,900 K-12 students have engaged in active reflection on their growth and collaboration - skills at the heart of the Portrait.

Portrait Coherence: This school year CCSD set out to increase Portrait coherence and by the mid-point in December 2025, 61% of cohort educators said that they understand the Portrait framework, 54% are actively using the Portrait competencies to teach, and 78% are designing projects that prioritize durable skills like communication, collaboration, and critical thinking.

The Takeaway: Small Steps Toward a Big Future

The most empowering takeaway from the CCSD PBL Cohort Showcase was that innovation doesn't require a "perfect" project on day one. By starting with small-scale projects and a learning mindset, educators can build alongside their students to develop the skills needed for more complex projects, including cross-curricular and community-facing work. 

That central design principle has empowered this pilot to grow into the next phase.

“We recently brought in ASU NEW to help us implement team-based models, which has opened up amazing opportunities for cross-curricular work,” said Dr. Ellis. “Principals are leading this work and the energy is truly contagious - it’s exciting to have so much momentum right now with new schools reaching out because they want to learn from what these earlier cohorts have built.”

The work taking place in these cohorts is a powerful realization of our shared vision: a future where every student is empowered by purpose-driven learning experiences that help develop the durable skills needed to thrive in a rapidly expanding future.