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

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 11 I N C L U S I O N I N A C T I O N Building a Culture Where Every Child Belongs I n Clayton, inclusion is more than a goal. It is a commitment to creating a school environment where every child feels a true sense of belonging. Creating this kind of environment takes ongoing effort, strong partnerships and a thoughtful, student-centered approach. With the support of the Special School District (SSD), the District is making that vision a reality. What does inclusion look like in action? Johnicka Turner, SSD director, explains how inclusion shows up in the everyday experiences of students and educators. Q: What does inclusion mean in everyday school life? A: Inclusion is about making sure every student has access to the same learning opportunities, experiences and school community—regardless of their abilities. It is not about separating students by labels, but about asking, “How can we make this space work for everyone?” Q: How do educators support students with different learning needs while keeping classrooms inclusive? A: It starts with knowing the student, what supports they need, how they learn best and what helps them feel successful. We use tools like co-teaching, differentiated instruction, assistive technology and classroom accommodations. But more than that, we focus on relationships and creating a climate of respect and understanding. Q: What role do peers play in fostering an inclusive environment? A: Students learn from one another. When students show empathy, offer help and make space for differences, they build a community where everyone feels welcome. And the beauty of it is that everyone benefits, not just students receiving support. The Power of Home-School Partnerships One way families in Clayton are leading the charge to promote inclusion is through the Parent Advisory Council for the Education of Students with Disabilities (PAC.ED). This group connects parents, educators and administrators to advocate for inclusive practices and ensure students—especially those with disabilities—have the tools they need to succeed. “Inclusion starts at home,” said Megan Lenihan, Glenridge parent and PAC. ED advocate. “When we talk with our kids about kindness, respect and celebrating differences, we are reinforcing the values they see at school. We all have a role to play in creating a community where everyone belongs.”

ED advocate. “When we talk with our kids about kindness, respect and celebrating differences, we are reinforcing the values they see at school. We all have a role to play in creating a community where everyone belongs.” 12 P A N O R A M A D A T A 2023 2024 2025 G R A D E S 3 - 5 Positive Feelings 71% 75% 75% Self Efficacy 70% 71% 74% Supportive Relationships 92% 93% 92% G R A D E S 6 - 8 Positive Feelings 60% 65% 66% Self Efficacy 62% 65% 64% Supportive Relationships 89% 89% 91% Diversity and Inclusion 84% 85% 80% G R A D E S 9 - 1 2 Positive Feelings 60% 65% 66% Self Efficacy 60% 62% 61% Supportive Relationships 87% 90% 90% Diversity and Inclusion 77% 80% 82% All data from Fall of each year G O A L 1