September 2024 SSD Partnership Agreement Clayton v2.1

Educational Partnership Agreement of St. Louis County 2024-2025 (Updated September 2024)

Educational Partnership Agreement of St. Louis County Table of Contents Executive Summary 1-2 Educational Partnership Agreement Category 1 Staffing ……………………………………………………………. 3 Category 2 Teaching, Learning & Accountability …………………………...4 Category 3 Collaboration of Responsibilities & Resources ………………. 6 Category 4 Student Services ……………...……………...…………………. 7 Category 5 Data & Technology ……………...……………...……………….. 8 Category 6 Transportation ……………...……………...……………………. 9 Category 7 Career and Technical Education (CTE) ……………………... 10 Appendix Acronyms /KeyTerms ……………...……………...……………………….... A1 Assessment/Evaluation ……………...……………...………………………. A4 2023-2024 Partnership Agreement Action Steps ………………………… A14 Agreement Document ……………...……………...………………………..A20 Addendum: 2023-2024 Evidence/Current State…………………………..A21

Educational Partnership Agreement of St. Louis County Executive Summary Partnership – a relationship between individuals or groups that is characterized by mutual cooperation and responsibility, as for the achievement of a specified goal. - The American Heritage Dictionary Background Special School District (SSD) of St. Louis County, the largest specialized education provider in the state, equips and empowers students of all learning abilities to excel to their greatest potential. This is realized through an inclusive, collaborative approach, supported by our comprehensive resources and deep expertise - all of which is centered on each student’s unique needs. SSD provides special education services for all St. Louis County students with disabilities and career technical education for area high school students. SSD’s status as a public school district with its own tax levy provides St. Louis County and Partner Districts with a unique educational delivery system for special education and career technical education. Another unique aspect of SSD is its governing structure. The SSD Governing Council, which is made up of one member of the Board of Education from each of the 22 Partner Districts, approves SSD’s budget and its Comprehensive School Improvement Plan (CSIP), and elects the members of the SSD Board of Education. This governance structure coupled with a distinctive educational delivery system provides many opportunities for partnership among SSD and Partner Districts. Mission, Vision, Core Values Mission To support and empower students of all learning abilities to excel to their greatest potential. Vision All students realize their full potential in life and learning. Values Equity • Commitment • Collaboration SSD Equity Statement Educational Equity exists when EACH STUDENT has opportunity and access to resources that focus on positive learning outcomes. This is achieved through an 1

Educational Partnership Agreement of St. Louis County intentional focus on purposeful engagement, rigorous and individualized instruction, and relevant experiences. SSD's Equity Framework can be via this link. Executive Summary Outcome SSD and Partner Districts are committed to a collaborative model to include expectations in the following categories: 1. Staffing 2. Teaching, Learning and Accountability 3. Collaboration of Responsibilities and Resources 4. Student Services 5. Data and Technology 6. Transportation 7. Career and Technical Education (CTE) Ultimately, the heart of the Educational Partnership Agreement is to do what is best for kids in an integrated and seamless manner. This partnership agreement is a living document as we will evaluate progress on goals and adjust accordingly. 2

Educational Partnership Agreement of St. Louis County Category 1: Staffing SSD and Partner Districts will: 1. Collaborate and provide feedback in the selection, supervision, and goals of staff including, teachers, paraprofessionals, and others as appropriate (e.g., directors, principals, assistant principals, area coordinators, etc.). 2. Share partnerships and collaborate around potential alternative staffing models. 3. Collaborate around scheduling and staffing allocations to ensure equity, transparency and understanding of decision-making at the District and school level. 4. Collaborate at the District and school level to identify strategies (e.g., engagement, climate, culture, etc.) to increase the recruitment, hiring and retention of a diverse workforce. 5. Review collective bargaining agreements at all levels (e.g., Board, District, building) annually. 6. SSD and partner district administrators will collaborate on the identification of performance-based evaluation components to determine a plan of action should performance issues arise with staff. As evidenced by: ● Teacher fill percentage ● Para fill percentage ● SSD and partner district internal transfer rate ● SSD and partner district new teacher retention ● School District of Clayton Parent Engagement Survey 3

Educational Partnership Agreement of St. Louis County Category 2: Teaching, Learning, and Accountability SSD and Partner Districts will: 1. SSD and partner district will collaborate to annually update the integrated tiered model of instruction gap analysis and professional learning plan for the district. Professional Learning should be differentiated and customized within the partner district’s instructional context. Content will include best practices in collaborative teaching and differentiated instruction as well as areas identified through the gap analysis (including systematic support designed around cultural proficiency and trauma-informed practice, Explicit Instruction, equity). 2. Partner district staff will have access to professional learning resources through SSD. Offerings will be listed in our SSD Professional Guide available on our website. 3. SSD and partner district administration will provide annual professional learning for all staff (general and special education) on how to be an effective member of an IEP team, including roles and responsibilities regarding implementation of the IEP, evaluation process, and Care Team Process. (including things to consider: effective accommodations, modifications, assistive technology and augmentative communication in accessing the general education environment, progress monitoring, and reporting progress on IEP goals). 4. SSD and partner district will coordinate professional learning opportunities including DEIA, scheduling, opportunities for specialized and district led initiatives. 5. SSD and partner districts will coordinate/support mentoring and induction processes that include Framing the Framework in school settings for new educators. SSD's Equity Framework can be found using this link. 6. Partner district will supply all materials, instructional resources and technology for the general education curriculum implemented in both the general education and special education setting. SSD will supply specialized materials and assistive technology to address unique needs of students. 7. SSD and partner districts will share responsibility and accountability of assessments, data and monitoring of student achievement. Data points groups include but are not limited to historically underrepresented, underserved, and marginalized groups. 8. SSD Directors and Special Education Coordinators will collaboratively meet annually and at the end of each academic school year with the Partner District Superintendent to review their individualized Administrator Performance Review 4

Educational Partnership Agreement of St. Louis County Standards and Indicators. The Partner District Superintendent can provide feedback that will be used when developing annual future goals. 9. SSD Directors and Special Education Coordinators will present at the start of each academic year to the SSD Leadership, Partner District Leadership, and at the annual State of the Partnership Forum, goals in the areas of numeracy, literacy, and social emotional. Additionally, the presentation will include an overview of engagement survey focus areas and goals. As evidenced by: ● Number and type of training provided (SSD and General Education) ● Evaluation ratings on professional learning activities ● Gap Analysis and Integrated Tiered Models ● Jointly developed professional learning plan for each partner district that addresses special education and career and technical education ● Annual Performance Review Artifacts ● Partner District Goals 5

Educational Partnership Agreement of St. Louis County Category 3: Collaboration of Responsibilities and Resources SSD and Partner Districts will: 1. SSD and general education teachers will partner to ensure the following for students who may be eligible or are receiving special education services: a. referral and identification; b. IEP process (planning and participation); c. provision of supports and services as documented in the IEP; d. students in crisis; e. and communication. 2. SSD and general education teachers, school psychologist, coordinator of special education, and principal will follow process protocols for situations in which the IEP/evaluation team is unable to reach consensus on what is appropriate for the student. 3. Ensure alignment with Assurance Document, SSD coordinator and building principal will partner to ensure that equitable space is allocated for special education programming and personnel. 4. Director of special education and liaison will partner to ensure equitable distribution of materials resources and technology for general education curriculum implemented in both the general and special education setting. SSD will supply specialized materials, assistive technology to address unique needs of students and needs that address disproportionality. 5. Executive director, SSD directors, and partner district superintendents will partner to ensure that Partnership domains/categories will be considered in the strategic planning process in each partner district. 6. Executive director, SSD directors and partner district superintendents (or designee) will assess the collaborative relationship annually and provide support to enhance collaboration as required. 7. The SSD director of special education and partner district liaison will conduct annual reports to the SSD BOE, Governing Council and partner district BOE on the partnership agreement process and components of – as requested. 8. SSD Director and partner district liaison have collective ownership in communicating across departments and each building, including but not limited to the communications departments, attending Parent Advisory Councils in Partner Districts, and FACE (Family and Community Engagement). As evidenced by: ● Percentage of general education teacher attendance at IEPs ● Percentage of buildings that completed AC/Principal Relationship Tool and developed action plans ● Partnership agreement sign-off ● Assurance document sign-off ● SSD engagement survey results ● Survey on satisfaction of space for SSD teachers/students ● Information presented to the Board of Education in partner districts 6

Educational Partnership Agreement of St. Louis County ● Special Education Director and Special Education Coordinator attendance at Parent Advisory Councils in Partner Districts ● School District of Clayton Parent Engagement Survey ● Annual State of Partnership Forum Category 4: Student Services SSD and Partner Districts will: 1. Work together to ensure the success of all students (with or without IEPs) in living their best lives by creating and continuously improving a seamless, integrated system of education and support. 2. Collaborate to design, implement, evaluate and improve multi-tiered systems of support (e.g., academic, PBIS, RtI, SEL) for each student. 3. Every partner district will have equal access to Career Technical Education, special education and related services, technology, professional learning, alternative education, etc. required to meet the specific needs of students. 4. Provide equity of SSD services across the county, resources will be allocated based on the specific needs of students. While each of these are available to be placed in the child’s program at any time, it is the nuanced evaluation and planning that creates the successful program of academic and other supports to address the individual child’s needs. Support services may include but are not limited to occupational therapy, physical therapy, physical assistance, work with counselors or social workers, school psychologist, speech therapist, language therapist, etc. 5. Collaborate to ensure services are available to meet students’ educational needs in the Least Restrictive Environment. 6. Collaborate to develop and implement transition plans from pre-kindergarten through graduation that result in positive post-graduation outcomes. 7. Develop systematic procedures and tools to evaluate successful transitions across grade levels, academic success and positive post transition, and post-secondary outcomes. As evidenced by: ● State performance plan measures: ○ IEP students at proficient or advanced (ELA, Math, EOC) compared to all students in the district ○ Graduation rate for students with IEPs compared to all students ○ Post-graduation outcomes for students with IEPs compared to all students 7

Educational Partnership Agreement of St. Louis County ○ Least Restrictive Environment percentage by category ○ Suspension rate OSS/ISS for students with IEPs compared to students without IEPs. ● Formative benchmarking data (Fastbridge or other progress monitoring tool used in partner districts) compared to students without IEPs. ● Academic data-by semester and year K-12. Look at trends over time. Category 5: Data and Technology SSD and Partner Districts will: 1. Develop processes and procedures for access to student, staff, and other data sources. 2. Develop systematic and equitable processes to provide technology resources to general education staff, special education staff, students and families. This includes instructional technology (assistive technology, augmentative communication, software, instructional applications etc.), professional development, ongoing support, adequate firewall, bandwidth and access. 3. Develop a process for bi-directional data sharing by identifying departments, roles and/or individuals who will be responsible for providing access to data. 4. Processes will be in compliance with both Districts’ board policy/regulations, DESE regulations, and vendor specifications. 5. Work collaboratively to: a. differentiate access to technology and data based on role and need b. identify safeguards and security measures for data access and use c. develop a centralized system to provide consistent and easy access to key data measures. 6. Jointly develop data dashboards for all students that address each of the measures identified under the student services category of the Partnership Agreement. Will be reported at the annual State of the Partnership Forum. 7. Develop the following processes; when necessary: a. Professional development and/or resources on general technology tools used in the partner district b. Professional development and/or resources associated with specialized technology for special education staff, general education staff, students, and families c. Share best practices and innovations in technology resources 8

Educational Partnership Agreement of St. Louis County d. SSD will provide assistive technology, augmentative communication devices, software, subscriptions, and applications that fulfill the requirements of the students’ IEP e. SSD chief technology officer, partner district special education director and partner district Leadership will annually develop and sign a technology agreement that plans for current and future technology processes/needs as outlined f. Exit survey developed for parents leaving the district As evidenced by: ● Percentage of student service measures with data dashboards ● SSD survey on satisfaction of technology, hardware, software, service ● Signed Technology Agreement ● Report at annual State of the Partnership Forum Category 6: Transportation SSD and Partner Districts will: 1. Develop an agreement, whenever feasible, for partner districts to provide transportation for students whose IEPs include transportation as a related service. 2. Collaboratively develop and implement a process for determining transportation as a related service, including identifying a transportation gatekeeper for both the partner district and SSD. 3. Develop and share a protocol relating to responsibility/process for transportation when transitioning students, tech mid-day, ECSE and ESY. As evidenced by: ● On-time percentage ● Safety data (accidents, injuries, bus inspections pass percentage) ● Ride time (length of ride) 9

Educational Partnership Agreement of St. Louis County Category 7: Career and Technical Education (CTE) SSD and Partner Districts will: 1. Embrace a culture of innovation and agility designed to reflect the rapidly changing world and opportunities available to students now and in the future. 2. Agree to adopt policies and procedures to maximize the ability of students to access CTE opportunities, including, but not limited to, transcribing integrated academic credit, HB 1189 credit provision, bell schedules, and calendars. 3. Collaborate together with diverse businesses, training organizations, and post-secondary institutions/agencies to align programming to maximize resources, avoid duplicate CTE programming, and develop new CTE programs that align with business partner requirements and job forecast data to ensure students are future ready. 4. Work together to create annual engaging and interactive opportunities for counselors, classroom teachers, administration, and other key educators to understand the structure and benefits of the CTE programs offered by SSD in order to better assist students in planning for their future. 5. Collaborate to ensure that students of all learning abilities are able to access CTE programs offered throughout St. Louis County. 6. Jointly market all CTE programs available in the region. This includes listing SSD CTE courses in partner district course guides, linking to CTE High School websites, and inviting SSD staff to participate in curriculum and/or program promotion focused events. 7. Agree to share all relevant student data and information for shared students. Partner districts also agree to share directory information for potential students to ensure all students receive information about opportunities available through SSD. 8. Develop and deploy methods to inform families of the opportunities available in CTE and the broad range of students that can benefit from them. 9. Collaborate to ensure credit earned in SSD’s CTE Programs is accurately transcribed by the partner district as outlined in the CTE Course Guide. This includes course name, credits earned and honors status, and any other reportable credential, if applicable. 10.All students will have access to information on the opportunities in career technical education including the opportunity to meet with SSD admissions representatives. As evidenced by: ● Post-graduate outcomes for students with IEPs ● Number of new programs developed ● Number of students in CBI, VSP, CTE, hybrid CTE ● Percentage of students participating in SSD and partner district career and technical education programs. ● Active identification and placement in post graduate options 10

Educational Partnership Agreement of St. Louis County Appendix Acronyms /Key Terms Agreement Document Assessment /Evaluation Acronyms & Key Terms CSIP Comprehensive School Improvement Plan SSD’s strategic improvement plan, also referred to as the CSIP/5-Year Rolling Plan. CBI Community-Based Instruction CBI in functional skills and life skills CBVI Community Based Vocational Instruction Programs exist in every high school in St. Louis County. CBVI is intended to provide students with their first experience in the world of work. CTE Career Technical Education A program of study that involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers. DEIA Diversity, Equity, Inclusion and Accessibility ECSE Early Childhood Special Education Programs designed for children who are diagnosed with an educational disability, and are three years old and within two years of eligibility for kindergarten. ELA English Language Arts EMT Express Medical Transporters A contracted supplemental transportation service used by SSD for some students. EOC End-of-Course assessments are taken when a student has received instruction on the Missouri Learning Standards for an assessment. A1 Last updated 9/2024

Educational Partnership Agreement of St. Louis County ESY Extended School Year Education provided for students with disabilities beyond the minimum days required; summer school. FACE Family and Community Engagement SSD program that utilizes a number of strategies and services to reach and support all families and stakeholders. IEP Individualized Education Program A plan developed annually as required by law for students identified to have educational disabilities. The plan includes present level of performance, long-term goals and short-term objectives, criteria for measuring achievement, amount and type of special education, participation in general education, dates of initiation and duration of service. ISS In School Suspension LRE Least Restrictive Environment The learning environment that most closely resembles the environment of non-disabled peers, yet meets the student’s needs according to the extent of his or her ability. A provision of Public Law 94-142 (IDEA) states that children with disabilities must be educated with their non-disabled peers to the maximum extent possible. OSS Out of School Suspension PBIS Positive Behavioral Interventions and Supports A behaviorally based systems approach based on research regarding behavior in the context of the settings in which it occurs. Schools, families and communities design effective environmental interventions to make problem behavior less effective, efficient and relevant and desired behavior morefunctional.The use of culturally appropriate interventions is emphasized. PD Professional Development RtI Response to Intervention A data-based decision-making process used to identify struggling students, monitor their progress, and provide research-based interventions to improve student outcomes. SEL Social Emotional Learning A2 Last updated 9/2024

Educational Partnership Agreement of St. Louis County SSD Special School District A public school district founded in 1957 through state legislation and local voter approval. SSD provides special education services and career technical education to students in St. LouisCounty. VSP Vocational Skills Program A3 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Assessment/Evaluation Partner District: Clayton____________________ Date: September 2024__________ Participants: Johnicka Turner, Kelly Sollberger Rating: 0 – Not yet implemented 1- An approach is in place, but not fully implemented 2 - This fully implemented 3 - Positive outcomes associated with measures are noted (*) Has impacted student outcomes N/A-Not applicable Category 1: Staffing Status 1. Collaborate in the selection, retention, supervision, and evaluation of staff including, teachers, paraprofessionals, and others as appropriate (e.g., directors, principals, assistant principals, area coordinators, etc.). 1 2 2. Share partnerships and collaborate around potential alternative staffing models. 1 2 3. Collaborate around scheduling and staffing allocations to ensure equity, transparency and understanding of decision-making at the District and school level. 2 2 4. Collaborate at the District and school level to identify strategies (e.g., engagement, climate, culture, etc.) to increase staff retention. 2 2 5. Review collective bargaining agreements at all levels (e.g., Board, District, building) annually. 1 2 6. SSD and partner district administrators will collaborate on the identification of performance-based evaluation components to determine a plan of action should performance issues arise with staff. 1 1 A4 Last updated 9/2024

Educational Partnership Agreement of St. Louis County As evidenced by: ● Teacher fill percentage ● Para fill percentage ● SSD and partner district internal transfer rate ● SSD and partner district new teacher retention ● School District of Clayton Parent Engagement Survey End of Year Notes: ● Clayton staff participated in the director interview and elementary interview processes. ● SSD Director reconfigured staffing across schools to help support Meramec caseload. ● Additional action steps were identified as a result of the special education consultant’s recommendations. ● 53% of parent respondents said they agreed/strongly agreed that Clayton administrators monitor and review performance data for students with disabilities and actively plan for improvements - up 5% from first semester. ● Link to SSD’s HR site is now on the Clayton HR site. Category 2: Teaching, Learning, and Accountability Status 1. SSD and partner district will collaborate to annually update the integrated tiered model of instruction gap analysis and professional learning plan for the district. Professional Learning should be differentiated and customized within the partner district’s instructional context. Content will include best practices in collaborative teaching and differentiated instruction as well as areas identified through the gap analysis (including systematic support designed around cultural proficiency and trauma-informed practice, Explicit Instruction). 2 2 2. Partner district staff will have access to professional learning resources through SSD. Offerings will be listed in our SSD Professional Guide available on our website. 2 2 3. SSD and partner district administration will provide annual professional learning for all staff (general and special education) on how to be an effective member of an IEP team, including roles and responsibilities 2 2 A5 Last updated 9/2024

Educational Partnership Agreement of St. Louis County regarding implementation of the IEP, evaluation process, and Care Team Process. (things to consider: effective accommodations, modifications, assistive technology and augmentative communication in accessing the general education environment, progress monitoring, and reporting progress on IEP goals). 4. SSD and partner district will coordinate professional learning opportunities including scheduling, opportunities for specialized and district led initiatives. 2 2 5. SSD and partner districts will coordinate/support mentoring and induction processes for new educators. 3 3 6. Partner district will supply all materials, instructional resources and technology for the general education curriculum implemented in both the general education and special education setting. SSD will supply specialized materials and assistive technology to address unique needs of students. 2 2 7. SSD and partner districts will share responsibility and accountability of assessments, data and monitoring of student achievement. 1 2 8. SSD Directors and Special Education Coordinators will collaboratively meet annually and at the end of each academic school year with the Partner District Superintendent to review their individualized Administrator Performance Review Standards and Indicators. The Partner District Superintendent can provide feedback that will be used when developing annual future goals. 1 1 9. SSD Directors and Special Education Coordinators will present at the start of each academic year to the SSD Leadership, Partner District Leadership, and at the annual State of the Partnership Forum, goals in the areas of numeracy, literacy, and social emotional. 1 2 A6 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Additionally, the presentation will include an overview of engagement survey focus areas and goals. As evidenced by: ● Number and type of training provided (SSD and General Education) ● Evaluation ratings on professional learning activities ● Gap Analysis and Integrated Tiered Models ● Jointly developed professional learning plan for each partner district that addresses special education and career and technical education ● Annual Performance Review Artifacts ● Partner District Goals End of Year Notes: ● SSD Administrators provided PD to buildings related to IEP team membership and implementing modifications/accommodations in the classroom. ● In 2024-2025, SSD staff with more than 3 years in the partner district will participate in Clayton teacher cohort professional learning led by the Chief Equity and Inclusion Officer. ● The Asst. Superintendent of Teaching and Learning included specific data sets related to students with disabilities in the annual assessment report and in the district’s data warehousing platform. ● The annual assessment report was shared with families of students with disabilities through BoardDocs and the SSD and Student Services newsletters. ● Parents of students receiving special education services received a more detailed score report in the winter and spring to show their student’s growth in math and reading on district assessments. ● The Office of Teaching and Learning and SSD leadership co-created a flow chart for assessment routines for students with disabilities. ● A pictorial/symbol based version of district SEL surveys was provided to educators for the Spring 2024 SEL survey data collection. Category 3 Collaboration of Responsibility and Resources Status A7 Last updated 9/2024

Educational Partnership Agreement of St. Louis County 1. SSD and General Education Teachers will partner to ensure the following for students who may be eligible or are receiving special education services: ● referral and identification; ● IEP process (planning and participation); ● provision of supports and services as documented in the IEP 2 2 2. SSD and general education teachers, school psychologist, coordinator of special education, and principal will follow process protocols for situations in which the IEP/evaluation team is unable to reach consensus on what is appropriate for the student. 2 2 3. To ensure alignment with Assurance Document, SSD coordinator and building principal will partner to ensure that equitable space is allocated for special education programming and personnel. 1 1 4. Director of special education and liaison will partner to assess needs for materials, instructional resources and technology for general education curriculum implemented in both the general and special education setting. SSD will supply specialized materials, assistive technology to address unique needs of students and needs that address disproportionality. 3 3 5. Executive director, SSD directors and partner district superintendents will partner to ensure that Partnership domains/categories will be considered in the strategic planning process in each partner district. 1 1 6. Executive director, SSD directors and partner district superintendents (or designee) will assess the collaborative relationship annually and provide support to enhance collaboration as required. 1 2 7. The SSD Director of Special Education and partner district Liaison will conduct annual reports to the SSD BOE, Governing Council and partner district BOE on 2 2 A8 Last updated 9/2024

Educational Partnership Agreement of St. Louis County the partnership agreement process and components of – as requested. 8. SSD Director and partner district Liaison have collective ownership in communicating across departments, and buildings, including but not limited to the Communications departments, Parent Advisory Councils, and FACE 1 2 As evidenced by: ● Percentage of general education teacher attendance at IEPs ● Percentage of buildings that completed AC/Principal Relationship Tool and developed action plans ● Partnership agreement sign-off ● Assurance document sign-off ● Special Education Director and Special Education Coordinator attendance at Parent Advisory Councils in Partner Districts ● SSD engagement survey results ● Survey on satisfaction of space for SSD teachers/students ● Information presented to the Board of Education in partner districts ● School District of Clayton Parent Engagement Survey ● Annual State of Partnership Forum End of Year Notes: ● A parent-facing IEP-related survey was developed with stakeholder input and implemented in January and May. Response rate increased from 26 to 47 respondents. ● Clayton’s Student Services conducted Individual phone calls to parents after IEP meetings to collect additional qualitative data. ● 41 families responded to the SSD-based parent facing IEP satisfaction survey. Overall impression improved from 8.4 in 2022-2023 to 8.7 in 2023-2024 with the greatest increases in the areas of during meeting (25.6 to 28.4 out of 32 points) and facilitation (25.8 to 28.2 out of 32 points) categories. ● SSD leadership and the Asst. Supt. of Student Services participated in PAC.ED events. ● Asst. Supt. of Student Services and SSD Director supported the transition between the outgoing and incoming PAC.ED presidents and the transfer of resources/information. The new PAC. ED president has recruited new building representation among parents. A9 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Category 4: Student Services Status 1. Work together to ensure the success of all students (with or without IEPs) in living their best lives by creating and continuously improving a seamless, integrated system of education and support. 1 2 2. SSD and partner districts will collaborate to design, implement, evaluate and improve multi-tiered systems of support (e.g., academic, PBIS, RtI, SEL) for all students. 1 2 3. Every partner district will have equal access to Career Technical Education, special education and related services, technology, professional learning, alternative education, etc. required to meet the specific needs of students. 2 2 4. To provide equity of SSD services across the county, resources will be allocated based on the specific needs of students. 2 2 5. SSD and partner districts will collaborate to ensure services are available to meet students’ educational needs in the Least Restrictive Environment. 2 2 6. SSD and partner districts will collaborate to develop and implement transition plans from pre-kindergarten through graduation that result in positive post-graduation outcomes. 1 2 7. SSD and partner districts will develop systematic procedures and tools to evaluate successful transitions across grade levels, academic success and positive post transition, and post-secondary outcomes. 1 2 As evidenced by: ● State performance plan measures: ○ IEP students at proficient or advanced (ELA, Math, EOC) compared to all students in the district ○ Graduation rate for students with IEPs compared to all students A10 Last updated 9/2024

Educational Partnership Agreement of St. Louis County ○ Post-graduation outcomes for students with IEPs compared to all students ○ Least Restrictive Environment percentage by category ○ Suspension rate OSS/ISS for students with IEPs compared to students without IEPs. ● Formative benchmarking data (Fastbridge or other progress monitoring tool used in partner districts) compared to students without IEPs. Look at trends over time ● Academic data-by semester and year K-12. Look at trends over time. End of Year Notes ● The Asst. Superintendent of Teaching and Learning included specific data sets related to students with disabilities in the annual assessment report and in the district’s data warehousing platform. ● The annual assessment report was shared with families of students with disabilities through BoardDocs and the SSD and Student Services newsletters. ● Parents received a more detailed score report in the winter and spring to show their student’s growth in math and reading on district assessments. ● The Office of Teaching and Learning and SSD leadership co-created a flow chart for assessment routines for students with disabilities. ● A pictorial/symbol based version of district SEL surveys was provided to educators for the Spring 2024 SEL survey data collection. ● Families whose students were transitioning buildings received a face sheet of the transition team receiving their child and links to transition night materials (ie: curriculum maps, videos, slide decks) through Student Services newsletters. ● Secondary families who were transitioning received an outline of services available. ● SSD staff hosted staff meet and greets coordinated with transition grade level curriculum night programming. Category 5: Data and Technology Status 1. Develop processes and procedures for access to student, staff and other data sources. 2 2 A11 Last updated 9/2024

Educational Partnership Agreement of St. Louis County 2. Develop systematic processes to provide technology resources to general education staff, special education staff, students and families. This includes instructional technology (assistive technology, augmentative communication, software, instructional applications etc.), professional development, ongoing support, adequate firewall, bandwidth and access. 2 2 3. Partner district and SSD will develop a process for bi-directional data sharing by identifying departments, roles and/or individuals who will be responsible for providing access to data. 2 2 4. Partner district and SSD processes will be in compliance with both Districts’ board policy/regulations, DESE regulations, and vendor specifications. 2 2 5. SSD and partner district will work collaboratively to: differentiate access to technology and data based on role and need identify safeguards and security measures for data access and use develop a centralized system to provide consistent and easy access to key data measures. 2 2 6. SSD and partner districts will jointly develop data dashboards for all students that address each of the measures identified under the student services category of the Partnership Agreement. Reported at the annual State of the Partnership Forum 1 2 7. Professional development and/or resources on general technology tools used in the partner district 2 2 8. Professional development and/or resources associated with specialized technology for special education staff, general education staff, students, and families 2 2 A12 Last updated 9/2024

Educational Partnership Agreement of St. Louis County 9. Share best practices and innovations in technology resources 1 1 10.SSD will provide assistive technology, augmentative communication devices, software, subscriptions, and applications that fulfill the requirements of the students’ IEP. 2 2 11.SSD chief technology officer, partner district special education director and partner district Leadership will annually develop and sign a technology agreement that plans for current and future technology processes/needs as outlined in Category 5 of the Partnership Agreement. 2 2 12.Exit survey developed for parents leaving the district 2 2 As evidenced by: ● Percentage of student service measures with data dashboards ● SSD survey on satisfaction of technology, hardware, software, service ● Signed Technology Agreement ● Report at the annual State of the Partnership Forum End of Year Notes: ● Staff-facing dashboards were created for SSD data teams utilizing Clayton’s data warehousing platform (EduClimber). ● Data story highlights were shared in SSD parent newsletters. Category 6: Transportation Status 1. Whenever feasible, SSD and partner districts will develop an agreement for partner districts to provide transportation for students whose IEPs include transportation as a related service. 2 2 2. SSD and partner district will collaboratively develop and implement a process for determining transportation as a related service, including identifying a transportation gatekeeper for both the partner district and SSD. 2 2 A13 Last updated 9/2024

Educational Partnership Agreement of St. Louis County 3. SSD and partner districts will develop and share a protocol relating to responsibility/process for transportation when transitioning students, tech mid-day, ECSE and ESY. 2 2 As evidenced by: ● On-time percentage ● Safety data (accidents, injuries, bus inspections pass percentage) ● Ride time (length of ride) End of Year Notes: ● Clayton has a wheelchair accessible bus in the district. Category 7: Career and Technical Education Status 1. SSD and partner districts embrace a culture of innovation and agility designed to reflect the rapidly changing world and opportunities available to students now and in the future. 1 1 2. SSD and partner districts agree to adopt policies and procedures to maximize the ability of students to access career and technical education opportunities, including, but not limited to, transcribing integrated academic credit, HB 1189 credit provision, bell schedules and calendars. 1 1 3. SSD and all partner districts will collaborate together with businesses, training organizations and post-secondary institutions and agencies to align programming to maximize resources, avoid duplicate CTE programming and develop new and existing CTE programs that align with business partner requirements and job forecast data to ensure students are future ready. 2 2 4. SSD and partner districts will work together to create annual engaging and interactive opportunities for counselors, classroom teachers, administration and other key educators to understand the structure and 1 1 A14 Last updated 9/2024

Educational Partnership Agreement of St. Louis County benefits of the CTE programs offered by SSD in order to better assist students in planning for their future. 5. SSD and partner districts will collaborate to ensure that students of all learning abilities are able to access CTE programs offered throughout St. Louis County. 2 2 6. SSD and partner districts will jointly market all CTE programs available in the region. This includes listing SSD CTE courses in partner district course guides, linking to CTE High School websites, and inviting SSD staff to participate in curriculum and/or program promotion focused events. 1 1 7. SSD and partner districts agree to share all relevant student data and information for shared students. partner districts also agree to share directory information for potential students to ensure all students receive information about the opportunities available through SSD. 2 2 8. SSD and partner districts will develop and deploy methods to inform families of the opportunities available in career technical education and the broad range of students that can benefit from them. 1 1 9. All students will have access to information on the opportunities in career technical education including the opportunity to meet with SSD admissions representatives. 2 2 10.SSD and partner districts will collaborate to ensure credit earned in SSD’s CTE Programs is accurately transcribed by the partner district as outlined in the CTE Course Guide. This includes course name, credits earned and honors status, and any other reportable credential, if applicable. 2 2 As evidenced by: ● Post-graduate outcomes for students with IEPs A15 Last updated 9/2024

Educational Partnership Agreement of St. Louis County ● Number of new programs developed ● Number of students in CBVI, VSP, CTE, hybrid CTE ● Percentage of students participating in SSD and partner district career and technical education programs. ● Active identification and placement in post graduate options End of Year Notes: Post-high school data is not yet available at the time of this written update. Assessment/Evaluation Continued Strengths Areas of Focus Transportation Professional Learning Panorama Survey Technology Collaboration in teaching and learning Professional Learning collaboration in PD offerings Overview of the IEP/Eval Process Action steps developed from parent input Structural and cultural changes Co-Teaching collaboration with upcoming new partnerships Communication with parents regarding training about special education issues and information about organizations that offer support to families with students with disabilities. (DESE survey results) Communication Across District teams School District of Clayton A16 Last updated 9/2024

Educational Partnership Agreement of St. Louis County 2023-2024 Partnership Agreement Action Steps V 2.1 Category 1: Staffing Parent Feedback Action Step Timeline Connection to Partnership Agreement End of Year Note Increase transparency of staffing Develop & share staffing data across both districts Update community on staffing each September through a variety of communication channels, including PAC September 2023 1.3 Staffing was shared at Oct. 2023 Board meeting and through community engagement forums. Category 2: Teaching, Learning & Accountability Parent Feedback Action Step Timeline Connection to Partnership Agreement End of Year Note Increase transparency of student achievement data Develop & share data, including trends, for results currently available Share data on post secondary outcomes when data collection is complete Present to families at beginning of year meeting-Annual State of the Partnership Forum Annual assessment report Spring 2024 September 2024 2.7 Data was included in the district annual assessment report and presentation to the board. This information and additional math and reading data updates were shared through SSD and Clayton monthly updates to parents. A17 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Category 3: Collaboration of Responsibility and Resources Parent Feedback Action Step Timeline Connection to Partnership Agreement End of Year Note Improve Communication Case managers regularly augment event communication provided by building principals. Important and specific information will be provided to families about events and who will be supporting their student. Ongoing 3.8 Case managers conducted regular check ins with building administrators and parents regarding school events. Improve communication Director of special education will meet monthly with each principal to plan and discuss communication with staff and families, IEPs and professional development for staff. Monthly 3.8 Director of special education met with building administrators each month and reviewed case management and school programming. Improve communication SSD representatives will be present for all building leadership meetings (whether it be a SSD building rep or director of special education). SSD representatives will be present when schools are planning field trips, meeting as data teams, and planning programs and events. Monthly 3.8 An SSD employee was designated as a building lead on each campus and included in building level leadership meetings. Improve Representatives of When 3.8 SSD staff attended A18 Last updated 9/2024

Educational Partnership Agreement of St. Louis County communication special education staff will be in attendance at school orientations and curricular events. Case managers will provide specific information as it is related to the topic. activity nights are designated open houses, curriculum nights, transition nights, and parent/teacher conferences. Solicit parent input regularly and through a variety of pathways Create School District of Clayton parent-facing surveys to be distributed each semester. Share survey results through a variety of communication channels. Create by November for deployment in December and May. (In addition to annual surveys from SSD and DESE.) 3.8 The Office of Student Services administered parent-facing surveys at the end of both semesters. The office conducted individual follow up calls with families to collect additional data. Parent survey data was shared with both district leadership teams. Solicit parent input regularly and through a variety of pathways Develop and distribute satisfaction surveys after any IEP meeting. Share survey results with the community through multiple communication channels. Both districts will review results to identify areas to improve or further support. Create/upd ate IEP satisfaction surveys After each IEP meeting September, January, June 3.8 SSD sent surveys after the IEP meetings. Student Services with collaboration of parents created surveys for family input in January and May. Assistant Superintendent of Student Services called families to check in on the IEP to get feedback. Results were shared with administration A19 Last updated 9/2024

Educational Partnership Agreement of St. Louis County from partner district and SSD. Solicit parent input regularly and through a variety of pathways Develop and distribute exit surveys for families leaving the partnership Create exit surveys and deploy throughout the year 3.8 In progress; as of June 2024, families who are exiting the district at the end of 2023-2024: 1 - moving out of state 1 - moving out of the country 23- graduated Provide clarity on who to contact for what Create a contacts list that includes information for communication. Include information on the Clayton School District website. September 2023 3.8 A contact list is currently available on the Clayton website and will be updated for 2024-2025. Parents transitioning between buildings received face sheets of the receiving team with their contact information. Expand representation of perspectives within PAC.ED Build timeline for succession plan; have new leadership in place to do side-by-side transition during 2nd semester. Have the special education leadership team work with the PAC. ED. Sept, Dec 3.8 Current PAC.ED and new PAC.ED president collaborated monthly. Building reps have been identified. Category 4: Student Services Parent Feedback Action Step Timeline Connection to Partnership Agreement End of Year Note Prioritize transitions for Co-plan transition meeting experience Nov-Mar 4.7 Parents transitioning A20 Last updated 9/2024

Educational Partnership Agreement of St. Louis County seniors and 9th graders between grade level counselors and 504/special education case managers with particular attention to impacts of CTE enrollment, additional post-secondary pathways, and potential coursework. between buildings received face sheets of the receiving team with their contact information. SSD hosted meet and greets for parents coordinated with 6th and 9th grade transition nights. Student Services email updates include links to transition resources and counselor contact information. Student Services coordinated caseload transition meetings between elementary and middle school counseling and social work staff. Offer Charting the Lifecourse for all families to participate in for transition planning Provide charting the lifecourse starting in September for families to participate in for transition planning. September -May 2024 4.7 Charting the Life Course was hosted by Clayton for all. SSD Transition Facilitator Teachers use the tools from Charting the Lifecourse in helping the A21 Last updated 9/2024

Educational Partnership Agreement of St. Louis County students with post secondary outcomes. Provide training for Clayton counselors, staff, and SSD teachers on additional tools Collaborate to identify and provide relevant professional development experiences such as but not limited to Charting the Life Course, executive functioning, social emotional/behavioral support, and post-secondary opportunities. October - May 2024 4.7 Jan 12 PD included Carrie Aydt from SSD to address SEB support, Leslie Caldwell to address Charting the LifeCourse, therapist from West County Psychological Associates to address ADHD and impact on executive functioning; therapist from Calm Mind CBT to address school anxiety and school refusal; Andi from Down Syndrome Association of Greater St. Louis to discuss implications of educating and supporting the SEL needs of students with Down Syndrome Clayton Section 504 case managers (Counselors/Nur se coordinator) will connect with all families on 504 plans Clayton Section 504 case managers (Counselors/Nurse coordinator) will meet with all families and students with 504 plans to update annual plan. August-Sept ember 2023, annual review dates 4.7 Annual reviews and transition meetings were scheduled. Meetings that involved students transitioning between building A22 Last updated 9/2024

Educational Partnership Agreement of St. Louis County included representation from both buildings. Increase guidance and personalization for new families Plan orientations for new families at the beginning of the year and visits during spring semester. September, Spring date 2024 4.6 Wydown hosted a meet/greet inAugust 2023 Transition IEP meetings held at receiving schools. Provide personalized transition programming and beginning of the year into new school Provide planning for elementary to middle school 5-6 grades, middle school to high school 8-9 grades. Spring of each year and each August before school starts 4.6 Spring Transition IEP meetings held at receiving schools with the case manager, principals, and counselors Provide earlier access to school schedules Establish timeline for when Fall 2024 schedules and/or potential course load will be available. December 2023 4.5 CHS counseling/admi n team’s internal deadline for all master scheduling was moved earlier in the year for all students. Create a fear-free environment to communicate concerns and questions Work with SSD to ensure Clayton Superintendent is notified when a notification is received through SSD's "Let's Talk" system of communication. Clayton will track the number of notifications received and follow-up communication. Offer families the opportunity for a November 2023 September 2023 4.5 SSD-Let’s Talk-system of communication with no submissions The Asst. Supt. of Student Services was involved with 4 IEP processes -- 2 of the 4 were by parent request. A23 Last updated 9/2024

Educational Partnership Agreement of St. Louis County representative from the Office of Equity and Inclusion to attend IEP meetings. Track any other meetings requested and issues to improve communication for families. Provide additional instruction to address COVID-related disruptions Conduct feasibility study of staffing/funding for personalized instruction over the summer beyond ESY hours. Mid-Decem ber 2023 4.1 Additional tutoring minutes were available outside of ESY schedules. Provide summer instructional programming options Expand summer programming from ESY and current summer school options to include specific literacy and numeracy instructional supports. January 2024 4.1 Additional staffing was added to summer programs to support numeracy and literacy instruction. Differentiate social emotional learning data collection based on student need Investigate SEL tools that could be an alternative way to capture social emotional learning data. March 2024 4.1 Pictorial/symbol based versions of all district SEL surveys were available for the Spring 2024 survey administration. A24 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Agreement ● We endorse the vision, mission and belief statements outlined in the Educational Partnership Agreement of St. Louis County. ● We support collaboration and shared responsibility in providing equitable and seamless implementation of services for every student. ●We understand that the Educational Partnership Agreement of St. Louis County will guide collaborative efforts to enable every child to achieve his or her full potential. ●We commit to working cooperatively to implement the principles of the Educational Partnership Agreement of St. Louis County in the ____________________________School District. ______________________ ________________________ Dr. Michael Maclind Dr. Nisha Patel Superintendent Superintendent Special School District of St. Louis County School District of Clayton _________________________ __________________________ Date Date _________________________ __________________________ SSD Board President Partner District Board President/Superintendent _________________________ _________________________ Date Date A25 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Addendum: 2023-2024 Partnership Agreement Evidence/Current State The educational partnership agreement is a living document with action steps that will evolve throughout the year. The data tables below illustrate the current state of the categories outlined in the agreement and will serve as a baseline for measuring continuous improvement and informing any mid-course corrections needed to support progress in our focus areas. Category 1: Staffing Evidence 2022-2023 August 2023 June 2024 Teacher Fill Percentage 100% 100% 100% Paraprofessional Fill Percentage 100% 100% 100% SSD Employees - Transfers Into Clayton 1 out of 22 3 out of 23 1 out of 25 SSD Employee - Transfers Out of Clayton 0% 0% 0% School District of Clayton Parent-Facing Engagement Survey N/A Supportive Relationships -66% Family Engagement-64% Educating All Students - 62% Supportive Relationships -77% Family Engagement-74% Educating All Students - 73% Category 2: Teaching, Learning, and Accountability Evidence 2022-2023 2023-2024 Number and type of training provided (SSD and General Ed) SSD Professional Learning SSD Professional Learning Evaluation Ratings on Professional Learning Activities SSD Prof Learning Evaluations SSD Prof Learning Evaluations GAP Analysis and Integrated Tiered 22-23 Clayton Current State 23-24 Clayton Current State A26 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Models Jointly Developed Professional Learning Plan Annual Spec Ed Process Training (completed at each school) Annual Spec Ed Process Training (completed at each school) Career Review PL Calendar New Teacher Induction Partner District Goals Strategic Plan Strategic Plan Category 3: Collaboration of Responsibilities and Resources Evidence 2022-2023 2023-2024 Percentage of Gen. Education Teacher Attendance at IEP meetings 95% 100% Percentage of buildings that completed AC/Principal Relationship Tool and developed action plan-by December N/A 100% Partnership agreement sign-off Yes Yes Assurance document sign-off Yes Yes SSD engagement survey results N/A 86% Survey on Satisfaction of Space of SSD teachers/students Yes 94% Information presented to the Board of Education in partner districts 9/28/2022 9/27/2023 10/11/2023 Special Education Director and Special Education Coordinator attendance at Parent Advisory Councils in Partner District 04/12/23-Inclusion Awards 12/14/22-BOE Inclusive Schools Week 12/6/22-SWEP Meeting 9/29/22-Charting the Life Course 9/14/22-SSD PAC.ED BBQ 11/6/23-SWEP Meeting 9/19/23-Charting the Life Course 9/13/23-SSD PAC.ED Family 9/9/23-Morning Meet Up 4/2/24 Inclusion Awards Ceremony 5/29/24 and 6/27/24-PAC A27 Last updated 9/2024

Educational Partnership Agreement of St. Louis County ED Meet & Greet Annual State of the Partnership Forum N/A TBD Attendance of student’s team at following district wide events: ● Curriculum Night ● Meet the Teacher ● 9th Grade Orientation ● 6th Grade Walkthrough 21/22 (95%) 22/22 (100%) 1/1 (100%) 1/1 (100%) 22/23 (96%) 22/23 (96%) 4/4 (100%) 1/1 (100%) School District of Clayton Parent Engagement Survey N/A Complete Winter and Spring Category 4: Student Services Evidence 2022-2023 2023-2024 IEP Students at proficient or advanced on State Assessments ● ELA ● Math 2021-2022: 31.7% Prof/Adv (74.6% non-IEP) 2021-2022: 28.9% Prof/Adv (70.9% non-IEP) * Graduation Rate 100% (30/30) 100% (13/13) Post Graduation Outcomes Class of 2023 Graduating Seniors - 30 4yr college - 13 2yr college - 7 Apprenticeship - 1 Military - 1 Employment - 4 Gap year - 4 Class of 2024 data to be collected February 2025 Least Restrictive Environment (LRE) Percentage of Students At least 80% in gen ed - 83.5% 40-79% in gen ed - 14.7% Less than 40% in gen ed - 1.9% Percentage of Students At least 80% in gen ed - 86.2% 40-79% in gen ed - 11.4% Less than 40% in gen ed - 2.2% A28 Last updated 9/2024

Educational Partnership Agreement of St. Louis County Suspension Rate OSS/ISS 33% (ISS and OSS) were assigned to students with an IEP * Formative Data Fastbridge aReading aMath Median National %ile Reading - 22% Math - 11% Median National %ile Reading - 29% Math - 16% Academic Growth Fastbridge aReading aMath Percentage of Students with Growth Reading - 82% (n=45) Math - 65% (n=25) Percentage of Students with Growth Reading - 47% (n=51) Math - 50% (n=22) Category 5: Data and Technology Evidence 2022-2023 2023-2024 Percentage of student service measures with data dashboards N/A 100% Educlimber SSD survey on satisfaction of technology, hardware, software service N/A NA Signed Technology Agreement Yes Yes Category 6: Transportation Evidence 2022-2023 2023-2024 On-Time Percentage 99.4% AM - 97.8% PM - 98.6% Safety data (accidents, injuries, bus inspections pass percentage) No accidents or injuries 2023 Missouri Highway Patrol Inspection Pass Percentage 98.8% first run through 100% at the end of the day 1 accident with no injuries 2024 DESE Exemplary School Bus Maintenance Award - 100% 2024 Missouri Highway Patrol Total Fleet Excellence Award A29 Last updated 9/2024

Educational Partnership Agreement of St. Louis County - 100% Ride time (length of ride) Ride time (length of ride) avg AM ride time 15.8 min avg PM ride time 12.4 min Ride time (length of ride) avg AM ride time 17 min Avg PM ride time 19 min Category 7: Career and Technical Education (CTE) Evidence 2022-2023 2023-2024 Post-graduate outcomes for students with IEPs February 2024 February 2025 Number of new programs developed Multimedia- videography and emerging media and leads to Adobe certifications in Premiere Pro and After Effects Registered Youth Apprenticeship to our Cisco Networking Program Current Program Enrollment: CBI VSP CTE Clayton CTE Programs CBI - 8 students VSP - 2 students CTE - 5 (Cisco, Vet, EMT, Early Childhood, Robo) Clayton CTE- 7 (Construction, Intro to Design Engineer) 22 (Culinary, Child Development, Fashion Design) CBI - 6 students VSP - 2 students CTE - 5 (EMT, Early Childhood, Auto, Vet, Design) Clayton CTE- 9 (Construction,Intro to Design Engineer) 18 (Culinary, Child Development, Fashion Design) Percentage of students participating in SSD and partner district career and technical education programs CTE South Tech-1% CTE South Tech-1% Active identification and placement in post graduate options-data 4 of 5 students have a positive MSIP Placement 3 of 5 students are pursuing 2 year or 4 year degree related to their Tech program (Missouri S & T, STLCC, Fontbonne) 1 is pursuing a 4 year degree unrelated to their tech * A30 Last updated 9/2024

Educational Partnership Agreement of St. Louis County program. Student is pursuing Aviation and South Tech does not offer aviation. 1 student we were unable to reach to determine placement *data is forthcoming A31 Last updated 9/2024