Over the past few years, leaders and educators at East Hartford High School in East Hartford, Connecticut, have sought out and tested ways to ensure that each of their 1,700 students have opportunities to form meaningful relationships with adults, engage in rigorous instruction, and receive tailored support. They have prioritized initiatives aimed at closing persistent opportunity and achievement gaps along the lines of race and socioeconomic status. In 2020, after the state of Connecticut issued guidance that allowed districts to reform grading practices to better accommodate student needs during the pandemic and remote instruction, East Hartford closely examined its own grading policies. They found that their traditional approach, similar to what many schools across the country use, disproportionately favored students with greater access to resources, demotivated students who performed poorly on early-semester assignments, and was susceptible to bias. The high school launched "Grading for Equity," an initiative aimed at more accurately assessing students' knowledge while reducing bias and supporting student motivation. This case study describes the initiative's implementation, including educators' focus on maintaining high standards and ensuring students graduate career- and college-ready. It concludes with important questions for school leaders and design teams who seek to test out innovative approaches to grading.