Measurement: Student achievement data and program participation Our students see historically accurate representations where our learning community’s cultures are celebrated and reflected in curricula and materials. Measurement: Equity audits Culturally Conscious Intellectually Curious Creative Thinker G O A L 2 Meeting these objectives will ensure Clayton graduates are: 15 Record AP Enrollment: More students than ever are embracing the challenge of AP courses. Expanded Testing Opportunities: CHS had a notable increase in the number of AP exams administered. Impressive Performance: In 2025, 91% of CHS students who took AP exams earned a passing score. We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience. G oal two reflects the District’s dedication to understanding each learner and providing tailored supports to meet their unique needs. These efforts are evident at every level, from first grade students building instruments in science to explore sound, to educational technology specialists guiding students through the Hour of Code and student-led lessons in the Kid Zone program. In each setting, students are empowered to think critically and tackle challenges in a supportive academic environment. Empowering Learners Through Commitment and Growth These daily experiences highlight the stories behind the District’s strong performance on the Missouri Department of Elementary and Secondary Education’s Annual Performance Report (APR). In the most recent report, Clayton earned its highest score since the state introduced the MSIP 6 accountability model in 2022. “This achievement reflects the powerful learning happening across the District,” said Dr. Milena Garganigo, assistant superintendent of teaching and learning. “More importantly, it demonstrates the community’s deep commitment to empowering every learner to thrive.” While celebrating achievement is important, data also guides efforts to ensure every learner makes meaningful progress—not just those meeting grade-level expectations. The math program at Wydown Middle is an example of this commitment. When data revealed a need for increased intervention in eighth grade, school leaders identified spotlight students, implemented targeted supports and adjusted schedules to maximize learning time. These focused efforts have led to improved local assessment scores. Similarly, this data-driven approach to equity and excellence continues at Clayton High, where the District is advancing Goal 2 by expanding access to rigorous academic opportunities like Advanced Placement (AP) courses. Research shows that participation in AP classes benefits students far beyond exam scores, enhancing college readiness, academic skills, confidence and self-esteem. CHS’s AP exam performance demonstrates this commitment in action. APR Performance Growth 2024 94.5% 2023 89.9% A P E X A M T R E N D S 2023 2024 2025 Total Tests Administered 796 902 947 Number of Students 283 299 300 Percent of Passing Scores (3,4,5) 87% 90% 91% G O A L 2

CHS’s AP exam performance demonstrates this commitment in action. APR Performance Growth 2024 94.5% 2023 89.9% A P E X A M T R E N D S 2023 2024 2025 Total Tests Administered 796 902 947 Number of Students 283 299 300 Percent of Passing Scores (3,4,5) 87% 90% 91% G O A L 2 Assessment is an integral part of the learning process and is closely connected to both curriculum and instruction. In the School District of Clayton, assessments are not just about measuring performance; they are powerful tools that help us understand each student’s strengths, needs and growth over time. The District’s comprehensive assessment plan reflects our belief that data should drive action. Assessment results are reviewed regularly by teachers, administrators and support teams to identify trends, celebrate successes and tailor supports where they are needed most. This collaborative, data-informed approach ensures that every decision we make—whether at the classroom, school or District level—is student-focused. Below is an overview of the assessments used throughout the District. The data helps inform our ongoing commitment to continuous improvement and student success. G O A L 2 16 M A P A S S E S S M E N T 2022 2023 2024 English/Language Arts 436.3 440.2 439.9 Math 431 435.3 441.8 Science 420.7 437.1 437.6 Social Studies 419.6 419.1 415.1 MPI Range 1-500. District Average is higher in ALL Category Scores of 400 or more. L O C A L M A T H A S S E S S M E N T 2023 2024 2025 NWEA 80.1% 82% 81.9% Percentage of Students Meeting Benchmark R E A D I N G A S S E S S M E N T 2022-23 2023-24 2024-25 Star – 91.7% 91.6% Percentage of Students Meeting Benchmark Assessments

District Average is higher in ALL Category Scores of 400 or more. L O C A L M A T H A S S E S S M E N T 2023 2024 2025 NWEA 80.1% 82% 81.9% Percentage of Students Meeting Benchmark R E A D I N G A S S E S S M E N T 2022-23 2023-24 2024-25 Star – 91.7% 91.6% Percentage of Students Meeting Benchmark Assessments Action Step Evaluation Strategy Person(s) Responsible Timeline Funding Source Align PLC practices across District using the District Strategic Implementation Guide (SIG) as a model Walk Thru Data collected using SIG in Kickup Building Principals, Department Heads, District PDC 2025 Local funding Align MTSS practices across District using the District Strategic Implementation Guide (SIG) as a model Walk Thru Data collected using SIG in Kickup Asst. Supt of Teaching and Learning (ASTL) and Director of Assessment and Professional Learning (DAPL) in partnership with Principals, District PDC 2025, 2026 Local funding, Title II Track longitudinal data Tier 1,2,3 across District in eduCLIMBER eduCLIMBER data Building Principals and MTSS teams 2025, 2026, 2027 Local Funding Increase percent of students meeting benchmark standards in Reading, Math, Science and Social Studies by reviewing Tier I strategies and alignment of courses to Missouri Learning Standards Assessment Results Assessment Report ASTL 2025, 2026, 2027 Local funding Decrease the number of Clayton students on a State Reading Success Plan by focusing on Tier 2/Tier 3 instructional practices eduCLIMBER data ASTL, Principals, Literacy Team 2025, 2026, 2027 Local funding, Title I funding Review Honors/AP placement to ensure opportunities are presented to maximum number of students AP/Honors Numbers from SIS CHS Principal and Department Heads 2025, 2026 Implement Clarity for Learning assured learning for all staff PD agendas/slide decks ASTL, DAPD, Coordinators 2025 Local funding Develop Proficiency Scales at all levels with all courses Curriculum Committee Minutes ASTL, DAPD, Coordinators 2025 Local funding Provide Professional Learning specific to empowered learning PD agendas ASTL, DAPD 2025, 2026, 2027 Local funding, Title II Explore the integration of Market Value Assets in secondary curriculum Public facing documentation ASTL, CHS Principal, Coordinators 2025, 2026 Local funding Develop new District Data Dashboard Public facing dashboard ASTL, DAPD 2025, 2026 Local Funding Continue to explore Real World Learning opportunities for students Public facing documentation ASTL, Coordinators 2025, 2026, 2027 Local Funding Goal 2: We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience. MSIP Indicators: TL1, TL2, TL3, TL6, CC2, DB2, DB4, AS2, EA4 17

Supt of Teaching and Learning (ASTL) and Director of Assessment and Professional Learning (DAPL) in partnership with Principals, District PDC 2025, 2026 Local funding, Title II Track longitudinal data Tier 1,2,3 across District in eduCLIMBER eduCLIMBER data Building Principals and MTSS teams 2025, 2026, 2027 Local Funding Increase percent of students meeting benchmark standards in Reading, Math, Science and Social Studies by reviewing Tier I strategies and alignment of courses to Missouri Learning Standards Assessment Results Assessment Report ASTL 2025, 2026, 2027 Local funding Decrease the number of Clayton students on a State Reading Success Plan by focusing on Tier 2/Tier 3 instructional practices eduCLIMBER data ASTL, Principals, Literacy Team 2025, 2026, 2027 Local funding, Title I funding Review Honors/AP placement to ensure opportunities are presented to maximum number of students AP/Honors Numbers from SIS CHS Principal and Department Heads 2025, 2026 Implement Clarity for Learning assured learning for all staff PD agendas/slide decks ASTL, DAPD, Coordinators 2025 Local funding Develop Proficiency Scales at all levels with all courses Curriculum Committee Minutes ASTL, DAPD, Coordinators 2025 Local funding Provide Professional Learning specific to empowered learning PD agendas ASTL, DAPD 2025, 2026, 2027 Local funding, Title II Explore the integration of Market Value Assets in secondary curriculum Public facing documentation ASTL, CHS Principal, Coordinators 2025, 2026 Local funding Develop new District Data Dashboard Public facing dashboard ASTL, DAPD 2025, 2026 Local Funding Continue to explore Real World Learning opportunities for students Public facing documentation ASTL, Coordinators 2025, 2026, 2027 Local Funding Goal 2: We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience. MSIP Indicators: TL1, TL2, TL3, TL6, CC2, DB2, DB4, AS2, EA4 17 18 Collaborative Empathetic Self- Actualized ...In Head and Heart We will be dedicated to the personal growth of our learners in their social, emotional and physical well-being. G O A L 3 We will know we have achieved this goal when... Students demonstrate belief in self and engage in self-improvement and advocacy. Measurement: Panorama self- management and social awareness survey data Students demonstrate kindness, compassion and respect of others by engaging in the District designed social/emotional learning curriculum. Measurement: Panorama self- management and social awareness survey data Students and staff incorporate habits and practices that foster lifelong wellness. Measurement: Missouri State Student Survey Students make anti-oppressive choices and use their gifts and talents to build a more inclusive community. Measurement: Panorama sense of belonging survey data Meeting these objectives will ensure Clayton graduates are:

Measurement: Missouri State Student Survey Students make anti-oppressive choices and use their gifts and talents to build a more inclusive community. Measurement: Panorama sense of belonging survey data Meeting these objectives will ensure Clayton graduates are: 19 We will be dedicated to the personal growth of our learners in their social, emotional, and physical well-being. I n a District where academic excellence is the norm, intentional steps are taken to nurture students’ social, emotional and physical well-being. This dedication is evident across classrooms, from the District’s youngest learners at the Family Center, who engage in activities that help them identify and express emotions, to middle school students at Wydown who collaborate in small groups to strengthen relationships with their peers. Beyond these daily experiences, the District continues to prioritize student well-being in meaningful ways. One example is the Wellness Center, the first of its kind in the Midwest, which offers students a dedicated space to focus on mental health. Located on the lower level of Clayton High School, this welcoming space provides opportunities for brain breaks, wellness events and easy access to resources that support mental and emotional health. At the elementary level, the CharacterStrong program is driving meaningful social and emotional growth. Through engaging lessons that include songs, games and activities, students learn empathy, kindness, interpersonal skills and resilience. For those needing additional support, teachers and staff can connect students with extra resources through program referrals. These efforts are making a measurable difference. According to the District’s 2024 data dashboard, more than 77% of students in grades 3–5 report feeling a strong sense of belonging—a score significantly higher than the national average and one that has continued to rise since the District began participating in the Panorama survey in 2022. While progress toward these goals is ongoing, these achievements, along with the list of completed activities below, reflect the District’s intentional and focused commitment to supporting every student’s well-being. C O M P L E T E D A C T I V I T I E S Students demonstrate belief in self and engage in self-improvement and advocacy. ■Curricular focuses shifting to empowered learning and student voice. ■The creation of a K-12 Counseling Overview and Curriculum, that is skill-based. ■The creation of a Mental Wellness Center at Clayton High School. Students demonstrate kindness, compassion and respect of others by engaging in the District designed social/emotional learning curriculum. ■The adoption of Character Strong, as the foundation for our Mental Wellness Curriculum. Students and staff incorporate habits and practices that foster lifelong wellness. ■The infusion of Professional Learning centered around mental health and wellness for all staff. ■The implementation of restorative circles and justice, centered around empathy and perspective, for students. Students make anti-oppressive choices and use their gifts and talents to build a more inclusive community. ■The hiring of a Director of Safety and Security and Director of Student Support, to build systems around the prevention of anti-oppressive choices. ■The creation of lessons centering around anti-hate and identity K-5.