In general, the feedback that was obtained from the Building-Level Community Forums was consistent with the feedback given in the Sub-Committee meetings. This engagement process helped reaffirm that the community was in alignment with the direction that the Long Range Facilities Master Plan was heading. 26 27 FUTURE DESIGN OPTIONS MEETINGS 11 Following the Building-Level Community Forums, design meetings were held for each facility. These meetings included the Paragon team, the facility’s principal, the Chief Financial Officer, and the Superintendent, with the goal of translating community input and district priorities into actionable long- range facility plans. Each Design Options Meeting was informed by the outcomes of its respective Building-Level Community Forum and Sub-Committee Meeting to ensure the proposed solutions were firmly rooted in student, teacher, principal & community feedback. The Paragon team focused on incorporating High and Medium priority items into the design options and were also able to thoughtfully incorporate Low-priority items where possible. For each facility, 2-3 design long range plans were presented, featuring detailed floor plans and site plans. During these sessions, each decision option was reviewed in depth to allow the district’s team to provide critical feedback on what would work, what wouldn’t, and what elements were most important to the community. The feedback gathered during these meetings was used to revise and refine the design options that represent the long-range multi-phase improvements, not necessarily one single step project. Building on the insights gathered from the Building-Level Community Forums, the first District Community Forum brought stakeholders together to review district-wide findings, discuss key priorities, and gather additional community input. This event was designed to provide a comprehensive overview of the Long-Range Facility Master Plan process while fostering meaningful discussions about the future of the district. The agenda for the forum included a condensed version of the “Future of Education” presentation to allow more time for interactive feedback. Attendees were reintroduced to the context of the Master Plan process, including the assessments conducted, district and community engagement opportunities, and a recap of Sub-Committee meetings. To encourage active participation, the forum featured a gallery walk. Printed boards displayed the Facility Appraisal results (see Facility Appraisals section beginning on page 95 for more information) and high- priority projects identified for each school. Principals stood by the display board for their respective schools to engage directly with attendees, answering questions, and clarifying details. This promoted personalized, school-specific conversations while ensuring all participants could interact with the data. Following the gallery walk, attendees reconvened for a facilitated discussion. This segment focused on sharing main takeaways from the gallery walk and soliciting broader community feedback. This step in the master planning process was critical in ensuring the district’s vision remained aligned with community needs and expectations. DISTRICT-WIDE COMMUNITY FORUM #1 12

This step in the master planning process was critical in ensuring the district’s vision remained aligned with community needs and expectations. DISTRICT-WIDE COMMUNITY FORUM #1 12 The fourth Steering Committee meeting focused on reviewing progress, incorporating key findings, and gathering critical feedback to refine the design options further. The meeting began with a review of the planning schedule and studies conducted to date including updated enrollment projections from the Demographic Study, results of the Space Utilization studies, and findings from the Hawkins Lilley School Facility Appraisals. These studies provided valuable context for the next phase of discussions. A significant portion of the meeting was dedicated to discussing Levels of Impact (described in more detail below) for the proposed design options, which were now in their second or third round of revisions. Key considerations included Incorporating District-Wide Common Themes across all design options and making sure that design decisions were aligned with Dr. Patel’s “Future of Education” presentation themes, the district’s vision for innovative learning environments and the spaces necessary to support students, and Clayton’s aspirations as a community. To engage the group in meaningful discussions, the 3-2-1 Method was used. Each table worked collaboratively on large sheets of paper to identify: 3 things they learned, 2 things they found interesting, and 1 question they had. This activity fostered in-depth conversations about critical topics, including the potential need to purchase new land, preferences for specific design options, and cost considerations. The Paragon team made edits to the design options based on the insights that came from this Steering Committee meeting. STEERING COMMITTEE MEETING #4 14 LEVELS OF IMPACT EXPLAINED Level One (0-7 Year Solution) • Capital Improvement type projects • Through normal approval process on annual basis • Normal repair, replacement, long term maintenance items • Small interior renovations and refresh • Roof, HVAC, Exterior, Parking, etc. Level Two (8-14 Year Solution) • Interior Renovations & Additions • May take 4-5 years to complete design and construction • Fully maximizes each site • Little opportunity for future growth and flexibility/adaption Level Three (15+ Year Solution) • Complete Renovations, Rebuilds & Additions • May take 7-10 years to complete design and construction • Allows for Future Growth & Adaptation of Learning Environments • Fully maximizes each site In November, the Paragon team attended the Board of Education meeting to present key findings and provide an update on the master plan process. During the presentation, the facility assessment process, Sub-Committee meetings, engagement efforts, and the planning schedule were reviewed. Key findings shared for the first time included updated enrollment numbers from the Demographic Study, Space Utilization results, district-wide common project themes, and the Hawkins Lilley Facility Appraisal results. The Facility Appraisal results were presented to provide quantitative data that offered a clearer understanding of facility conditions, with the most critical findings highlighted for the Board. NOVEMBER 2024 BOARD OF EDUCATION MEETING 13 28

The Facility Appraisal results were presented to provide quantitative data that offered a clearer understanding of facility conditions, with the most critical findings highlighted for the Board. NOVEMBER 2024 BOARD OF EDUCATION MEETING 13 28 This graph provides a brief overview of the survey results. The full survey results and in-depth survey analysis can be found in the District-Wide Survey tab of the Master Planning Process section beginning on page 87. As the next step in the engagement process, the Paragon team collaborated with the district to develop a survey designed to gather input from community members who were unable to attend the Community Forums. The survey received 438 complete responses, providing valuable insights into the community’s priorities for future facility improvements. Participants were asked to:

The results, analyzed and presented in graphical formats, provided a clearer picture of the community’s top priorities. Ultimately, the feedback confirmed to the Steering Committee that they were heading in the right direction. COMMUNITY SURVEY 15 29 KEY TAKEAWAYS FROM SURVEY RESULTS There is a clear consensus on two top priorities that the community is most willing to support from a master planning perspective which are:

Across the board, there is a strong community desire to reinvest in existing facilities. Examples include HVAC systems, infrastructure upgrades, and addressing specific maintenance concerns. The highest priority among respondents was increasing and updating specialized learning spaces for real-world learning opportunities, with 299 votes. This reflects a strong community demand for investment in future-focused educational environments.