Assistant/ Benefit Specialist Director of Finance Accountant/Internal Auditor Accounts Payable Supervisor Payroll Specialist Director of Facility Services Director of Dining Services Printing Services Jeff Puls Chief Technology Officer Admin. Assistant/ Help Desk Help Desk Analyst Techical Operations Manager Lead Technician Technician Data Systems Manager Data Systems Support Specialist Chris Tennill Chief Comunications Officer Community Relations Specialist Digital Communications Coordinator Sandy Manchella Assistant to the Superintendent/ Board of Education SSD Area Coordinator Educational Technology Specialists Director of Development 6 DISTRICT MISSION AND GOALS 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 embody 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. To achieve this mission, Clayton maintains a student to teaching-staff-member ratio of about 12:1 at the elementary level, 10:1 at the middle school level and 11:1 at the high school level, which includes grade level/core and special area teachers. Individualized instruction is stressed at each grade level. The District employs 287 certified staff, including teachers, counselors and librarians. Most classroom teachers have nearly 18 years of experience and 93.5 percent hold a master’s degree or higher. Their work is complemented by resource teachers, interns and general education staff. Each school has a library exceeding national standards and a full-time librarian. All schools also have at least one counselor, and basic instruction is augmented by regular instruction in art, music, physical education and technology. CHS offers a strong academic program with a wide range of opportunities and high-level programs in all curricular areas. More than 95 percent of our students take four years of English, math, science and social studies. Co-curricular programs allow our students to gain the essential tools for their next steps in the world and the skills needed to be lifelong learners. Honors and Advanced Placement courses are offered in nearly every discipline. Our students apply to and are well prepared to attend some of the most competitive colleges and universities throughout the nation. The District offers a full range of extracurricular activities and special programs. Before and after school care is available in each of the District’s elementary schools. Activity programs, intramural sports and city-sponsored athletic leagues provide other afternoon, evening and weekend options. Approximately 90 percent of CHS students participate in one or more extra- curricular activity, and we follow a philosophy of participation and inclusion in our sports and athletics. Every year a large number of students are recognized as National Merit and Commended Scholars. Clayton’s K-12 students compare favorably in ability and achievement with students from independent schools and select suburban districts nationally, including schools on the eastern seaboard and west coast. 7

Every year a large number of students are recognized as National Merit and Commended Scholars. Clayton’s K-12 students compare favorably in ability and achievement with students from independent schools and select suburban districts nationally, including schools on the eastern seaboard and west coast. 7 Additionally, the District provides a wide range of opportunities for its residents and students, including adult continuing education programs and summer programs. Since 1981, the District has participated in a voluntary desegregation program with the City of St. Louis. Approximately 7 percent of the District’s students are enrolled through participation in the desegregation program. Strategic Plan The Board approved the District’s strategic plan on November 11, 2020. Varied stakeholders developed the strategic plan keeping the end in mind – the students, using the Profile of the Clayton Graduate as the foundation of the work. The Profile of the Clayton Graduate describes the attributes we want for every Clayton graduate. We use this profile to influence our approach to learning and challenge the mental models of what our schools should look like for our students. PROFILE OF THE CLAYTON GRADUATE 8

We use this profile to influence our approach to learning and challenge the mental models of what our schools should look like for our students. PROFILE OF THE CLAYTON GRADUATE 8 The Clayton Graduate is… Self-Actualized  engages in healthy practices and relationships to promote overall mental and physical well-being  demonstrates belief in self and engages in self-improvement, advocacy and resilience  lives life with authenticity, purpose and happiness Intellectually Curious  sees risks and mistakes as opportunities to fail forward  asks questions that lead to effective problem-solving  makes learning a constant Culturally Competent  embraces diversity of opinion and is aware of one’s own world view  demonstrates positive attitude and interactions toward cultural differences  challenges prejudices, discovers commonalities and values differences Empathetic  demonstrates compassion and understanding of others  demonstrates kindness and respect of others A Creative Thinker  designs and implements solutions to complex problems  explores multiple possibilities and challenges the status quo  expresses thoughts, ideas and emotions in varied ways – design, arts, writing and speaking A Collaborator  respects divergent thinking to engage others in meaningful discussion  uses active listening strategies to advance understanding and values the contributions of others  works to be an agent of change through strong communication skills The strategic plan is a guide for the future direction of the District. The structure of the strategic plan has the following components:  Strategic Goals – Our Why – 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. Strategic Goals reflect our “big picture” thinking and are bold, yet attainable.  Objectives – Our What – Objectives are what would be true (milestones) if we are moving towards attaining our goals. Objectives are concrete, measurable and indicate if we are achieving our goals. Achievement of all objectives related to a goal does not necessarily mean achievement of that goal; it often represents completion of one phase of work that will continue with the formulation of additional objectives and action plans (evergreen model). The objectives provide clear direction and are reasonable in respect to timeline and scope. District personnel are responsible for developing and implementing specific and coherent action steps to reach the objectives. 9

The objectives provide clear direction and are reasonable in respect to timeline and scope. District personnel are responsible for developing and implementing specific and coherent action steps to reach the objectives. 9  Measures of Success – Measures of Success are the targets and measures that will be used to determine if the District is successful in achieving its objectives. A data dashboard will indicate movement towards the objectives and inform the refinement of the strategic plan if needed. They will also be used for monitoring and reporting progress toward the achievement of objectives. The goals of the strategic plan are meant to be aspirational and bold. They represent the Mission, Vision and Profile of the Graduate:  We will ensure all learners, regardless of their identity, feel safe and valued.  We will commit to the educational growth of our learners through an equitable, personalized and individualized learning experience.  We will be dedicated to the personal growth of our learners in their social, emotional and physical well-being. Under each of these goals are objectives that are concrete and measurable. While our District’s strategic plan will serve as a guide for where we are going over the next three to five years, we will also be purposeful about being reflective and make adjustments along the way. We are taking an evergreen approach to our strategic plan. This means we will evaluate it more often and make changes as needed based on evidence we gather. We will have action steps that are aspirational, attainable, and aligned to our resources. The strategic plan’s data dashboard, which is an interactive tool on the District website, allows all District stakeholders to monitor our progress and hold us accountable to making growth in our goals and objectives. The District will optimize and align resources to ensure we meet stated goals and objectives. To ensure we have both the fiscal and human capital needed, we will use an organizational planning model that causes us to annually review our alignment of strategic goals and finances. We will build our annual budget based on an organizational structure focused on instruction, human resources, capital improvement, programs and financial sustainability. We will use our growth data to determine if the way we are allocating resources is having the impact we expect. 10

We will build our annual budget based on an organizational structure focused on instruction, human resources, capital improvement, programs and financial sustainability. We will use our growth data to determine if the way we are allocating resources is having the impact we expect. 10 OUR SCHOOLS Location Enrollment Actual Projected 2021-2022 2022-2023 Certified FTE 2021-2022 Support Staff FTE 2021-2022 Admin FTE 2021-2022 Student/Teacher Ratio 2021-2022 The Family Center 301 North Gay Ave. 314.854.6900 Debbie Reilly Director Early Childhood Center Ralph M. Captain Elementary 6345 Northwood Ave. 314.854.6100 Jennifer Martin, Ed.D. Principal 300 303 37.33 8 1 12:1 Glenridge Elementary 7447 Wellington Way 314.854.6200 Beth Scott Principal 308 292 39.20 8 1 12:1 Meramec Elementary 400 South Meramec Ave. 314.854.6300 Patrick Fisher, Ed.D Principal 358 344 37.71 8 1 15:1 Wydown Middle School 6500 Wydown Blvd. 314.854.6400 Jamie Jordan, Ed.D. Principal 565 588 75.16 13 3 10:1 Clayton High School #1 Mark Twain Circle 314.854.6600 Dan Gutchewsky, Ed.D. Principal 881 860 101.48 31 3 11:1 TOTALS 2,412 2,387 290.88 68 9 12:1 11