5 • Engages in healthy practices and relationships • Practices self-improvement, advocacy and resilience • Enjoys life with authenticity, purpose and happiness • Sees risks and mistakes as opportunities • Asks questions that help solve problems • Always seeks to learn more • Understands that people hold differing world views • Welcomes cultural differences • Challenges prejudices and looks for shared values • Shows compassion and understanding of others • Demonstrates kindness and respect • Generates solutions to complex problems • Explores possibilities and challenges the status quo • Expresses self through design, arts, writing and speaking • Respects opinions of others • Listens carefully to suggestions • Uses strong communication skills to help shape change Self-Actualized Intellectually Curious Creative Thinker Empathetic PROFILE OF A Clayton Graduate Culturally Conscious Collaborative PROFILE OF A CLAYTON GRADUATE 6 Mission, Vision & Core Values As a community, the students, staff, parents and patrons of the School District of Clayton are united in our commitment to student learning. Our mission, vision and core values define why we are here, what we want our students to become and the principles that guide our work. Mission Statement We inspire each student to love learning and embrace challenge within a rich and rigorous academic culture. Vision Statement We develop leaders who shape the world through independence, creativity and critical thinking. Core Values We model and promote ■Excellence by challenging our students and ourselves to meet the highest expectations of our community. ■Trust by building relationships based on integrity, mutual respect and open communication. ■Inclusiveness by valuing individual differences and the contributions of a diverse student body and staff. ■Innovation by encouraging ideas and practices that foster adaptability. ■Accountability by aligning our actions and resources with our stated objectives and taking responsibility for the outcomes.

Vision Statement We develop leaders who shape the world through independence, creativity and critical thinking. Core Values We model and promote ■Excellence by challenging our students and ourselves to meet the highest expectations of our community. ■Trust by building relationships based on integrity, mutual respect and open communication. ■Inclusiveness by valuing individual differences and the contributions of a diverse student body and staff. ■Innovation by encouraging ideas and practices that foster adaptability. ■Accountability by aligning our actions and resources with our stated objectives and taking responsibility for the outcomes. 7 Why do We Need a Strategic Plan? A s a nationally-recognized school district, we can’t be complacent with good or even great. We have to challenge ourselves to move from excellent to transformational, to ask ourselves the hard questions and take risks that make us uncomfortable. We owe nothing less than our best thinking to the students and families who trust us with their learning. A strategic plan provides a road map for action that will help answer those hard questions and push us to take those uncomfortable risks. It also provides us with bookends that help sharpen our focus and keep us from getting overloaded with too many ideas or initiatives. Our Theory of Action In order to develop the graduates who possess the attributes we believe are necessary to have an impact in the world, we need to provide them with the opportunities they need to develop those skills identified in our Profile. Not all of the attributes in our Profile are easily measured, but that doesn’t mean they should be thought of as soft skills. They are anything but soft - they are critical. Therefore, you may find objectives or action steps in this plan that may not seem to directly connect to our Profile of the Graduate and that’s okay. Whether directly or indirectly, everything within this plan is a means to an end that has one singular focus: our learners. Where will it take us? The School District of Clayton envisions having graduates who are self-actualized, intellectually curious, culturally conscious, empathetic, creative thinkers and collaborative. The journey to those attributes starts as soon as students enter our schools. We want to develop students who are not only academically prepared, but also aware of how they can improve the world. We are a District with a commitment to continuous improvement.

We want to develop students who are not only academically prepared, but also aware of how they can improve the world. We are a District with a commitment to continuous improvement. 8 Our goals reflects our commitment to continuous improvement and our belief that excellence is not a destination, but an ongoing pursuit. Strategic Goals O ur Strategic Goals are broad, overarching key areas of focus identified as priorities to achieve our mission and vision. The Goals represent the aspirations that the District intends to realize under a specific strategic direction. Objectives - Our What Objectives describe what success looks like as we work toward our goals. They are specific, measurable milestones that help us determine whether we are making progress. Meeting all the objectives connected to a goal does not always mean the goal is fully achieved—it often marks the completion of one phase of ongoing work that will continue with new objectives and action plans. Objectives provide clear direction and are realistic in both timeline and scope. District staff are responsible for developing and carrying out the specific action steps needed to meet each objective. Measures of Success Data informs every decision we make. The District collects information from multiple sources and reviews it regularly to evaluate progress, identify trends and guide improvement. Our Measures of Success serve as key indicators of how effectively we are meeting our objectives. By monitoring data over time and tracking progress toward our goals, we ensure accountability and continuously strengthen our work on behalf of students. Our Learners We use the term “learners” throughout this document. It is important to know exactly what we mean when we refer to learners. We define learners as all individuals in the school system, which includes students, staff and parents. Culturally Conscious Empathetic Self- Actualized Collaborative Intellectually Curious Creative Thinker

We define learners as all individuals in the school system, which includes students, staff and parents. Culturally Conscious Empathetic Self- Actualized Collaborative Intellectually Curious Creative Thinker We will know we have achieved this goal when... Culturally Conscious Empathetic Self- Actualized Collaborative School is a safe place for all learners to thrive no matter their identity or ability. Measurement: Panorama-positive feelings survey data Discipline disparities among students are reduced. Measurement: Three-year analysis of referrals and suspensions The District is a learning community where our learners feel connected to others. Measurement: Panorama-sense of belonging The diversity of Clayton’s teaching staff reflects the racial diversity of its students. Measurement: Staff and student demographics A Place for Everyone... We will ensure all learners, regardless of identity, feel supported and respected. The District’s commitment to becoming an equitable, anti-bias and anti-racist learning community is reflected in the actions of our students, teachers, administrators and the Board. Measurement: Panorama-diversity and inclusion survey data Clayton students have a strong sense of self efficacy. Measurement: Panorama-self-efficacy survey data Every student has someone within the school they consider a trusted adult who they can go to when needed. Measurement: Panorama- supportive relationships survey data Meeting these objectives will ensure Clayton graduates are: 9 G O A L 1

Measurement: Panorama-self-efficacy survey data Every student has someone within the school they consider a trusted adult who they can go to when needed. Measurement: Panorama- supportive relationships survey data Meeting these objectives will ensure Clayton graduates are: 9 G O A L 1 10 We will ensure all learners, regardless of their identity, feel safe and valued. G oal One is rooted in the belief that a strong sense of belonging is essential to student success. It focuses on creating school environments where every learner feels safe, valued and seen. Through purposeful efforts that celebrate identity and foster inclusion, the District is dedicated to helping every learner thrive. Meaningful initiatives, such as displaying international flags, hosting cultural events and offering immersive programs that promote inclusion and academic excellence, are central to this work. Partnerships with civic organizations further enrich learning by deepening understanding of identity, history and social justice. Beyond this, equity-focused topics are thoughtfully integrated throughout the K–12 social studies curriculum. At the elementary level, the CharacterStrong program, introduced in 2024, helps foster empathy, respect and safety. At the secondary level, student unions, affinity groups and leadership initiatives empower students to use their voices and promote belonging. In 2025, the District launched a community speaker series designed to promote inclusion and understanding through open dialogue. The series highlights the unique histories and experiences of the Jewish, African American, LGBTQ+ and Asian American communities. Together, these efforts advance the District’s ongoing work to develop culturally competent, empathetic and collaborative graduates. While this is only a snapshot of the work taking place, these ongoing and emerging initiatives—along with the completed activities listed below—reflect Clayton’s deep commitment to fostering an inclusive and supportive environment for all learners. C O M P L E T E D A C T I V I T I E S School is a safe space for learners to thrive no matter their identity and ability. ■Identity focused Professional Learning for all staff (Students with disabilities, racial focus, Gifted Students, LGBTQ+ students). ■Rewrite of Humanities Curriculum to reflect multiple identities in content. ■The creation of Building Equity Walkthroughs. ■Strengthening student support by expanding its focus to include Equity and Student Services. ■The hiring of a Director of Student Support and Director of Safety and Security. Discipline disparities among students are reduced. ■A decrease in disproportionatality in discipline (over the last two years) when it comes to Black Students at Clayton High School. ■Professional Learning focus around Culturally Responsive Teaching and Pedagogy. ■The infusion of Restorative Practices at the elementary level. The District is a learning community where our learners feel connected to others. ■School building goals predicated around a sense of belonging. ■Sense of Belonging data consistently being around 80% over the last three years. The diversity of Clayton’s teaching staff reflects the racial diversity of its students. ■Between 2020-25, the hiring of Diverse staff has been proportionate (or more) in terms of racial demographics. ■Staff affinity spaces to help with diverse staff retention. ■Annual hosting of a Diversity Hiring Fair. The District’s commitment to becoming an equitable, anti-bias and anti-racist learning community is reflected in the actions of our students, teachers, administrators, and the Board. ■Revamped Professional Learning Structure where Equity is the main emphasis. ■The creation and implementation of affinity spaces for multiple groups of students. ■The formation of the Clayton Cares series to highlight and celebrate the diversity of the Clayton community. ■Equity audits of multiple content areas to gauge access and representation in content. Clayton students have a strong sense of self efficacy. ■Self efficacy being at the heart of school building goals and improvement plans. Every student has someone within the school they consider a trusted adult who they can go to when needed. ■Coupled with a sense of belonging, buildings have worked to identify this trusted adult for each of its students. ■More than 92% of students have consistently reported they have a trusted adult over the last five years. G O A L 1