Clayton CSIP Strategic Plan 2025

Strategic Plan
Comprehensive School 
Improvement Plan (CSIP)


2
In Clayton, strategic planning is not about moving from good to great. It 
is about moving from excellent to transformational. Strong academics, 
outstanding teachers and fiscal responsibility have long been the 
foundation of our District and those values continue to guide everything 
we do.
To help us remain focused on what matters most, we created the Profile 
of a Clayton Graduate. Developed with input from students, staff, 
alumni and community members, this framework serves as both our 
compass and our inspiration. It shapes how we teach, how we support 
our students and how we prepare them to make a positive impact on the 
world.
As we continue to help students develop the core competencies 
outlined in our profile, we also recognize that true progress is measured 
by results. That commitment to continuous improvement is reflected 
in our most recent outcomes: the School District of Clayton earned 
a 94.5% score on our Annual Performance Report—the highest 
since the Missouri Department of Elementary and Secondary Education 
introduced the MSIP 6 model in 2022. This achievement reflects the 
incredible dedication and passion of our educators and staff who go 
above and beyond every day to support our students and help them 
succeed.
To ensure we are able to support students for generations to come, 
we are engaging in community conversations about modernizing 
our learning environments. This work is guided by our Long-Range 
Facilities Master Plan and it focuses on identifying clear steps to 
address our aging facilities. Our goal is to create future-ready spaces 
that sustain our tradition of excellence and meet the needs of learners 
today and in the future.
Throughout this report, you will see examples of how we are bringing 
our Strategic Plan to life and making steady progress toward our goals. 
As a District, we remain committed to upholding our community’s high 
expectations while ensuring that Clayton continues to be a place 
where everyone can grow as learners in both head and heart.
— Dr. Nisha Patel, Superintendent 
A Message from the 
Superintendent


3
S T A F F
S T U D E N T  A C H I E V E M E N T
Clayton by the Numbers
1189/1600  
District Average SAT Score
285 
Certified Staff
97.1% 
4-Year Graduation Rate
96.7%  
Teachers with a Master’s Degree 
or Higher
11:1
Students Per Classroom Teacher
AT  A L L  G R A D E  L E V E L S
19.2 Years
Average Experience
M I S S O U R I  1 6 : 1
M I S S O U R I  5 8 .1 %
M I S S O U R I  9 0 . 8 %
9 4 8 / 1 6 0 0  N AT I O N A L  AV E R A G E
M I S S O U R I  1 2 . 7  Y E A R S


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Understanding the District’s 
Approach to Education
In a District where excellence is expected and 
high achievement is the norm, true success 
is measured by the lives students lead after 
graduation. With that vision in mind, the District 
set out to define the skills, mindsets and values 
needed to ensure every student is prepared not 
just for graduation but for life.
The result is the Profile of a Clayton 
Graduate—six key competencies identified 
through an extensive community engagement 
process centered on one essential question: 
What attributes matter most for our 
graduates, and why?
More than a list, our Profile guides instruction, 
shapes school culture and challenges traditional 
models of learning. It is embedded in daily 
experiences to ensure every student is not only 
academically prepared but also self-aware  
and empowered to make a positive impact on 
the world.


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• Engages in healthy practices 
and relationships 
• Practices self-improvement, 
advocacy and resilience
• Enjoys life with authenticity, 
purpose and happiness
• Sees risks and mistakes 
as opportunities
• Asks questions that 
help solve problems
• Always seeks to 
learn more
• Understands that people 
hold differing world views
• Welcomes cultural 
differences
• Challenges prejudices and 
looks for shared values
• Shows compassion and 
understanding of others
• Demonstrates kindness 
and respect
• Generates solutions 
to complex problems 
• Explores possibilities 
and challenges the 
status quo 
• Expresses self 
through design, arts, 
writing and speaking
• Respects opinions 
of others 
• Listens carefully 
to suggestions 
• Uses strong 
communication skills 
to help shape change
Self-Actualized
Intellectually
Curious
Creative
Thinker
Empathetic
PROFILE OF A 
Clayton Graduate
Culturally
Conscious
Collaborative
PROFILE
OF A
CLAYTON
GRADUATE


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Mission, Vision & Core Values
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 define 
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.


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Why do We Need a 
Strategic Plan?
A
s a nationally-recognized school district, we can’t 
be complacent with good or even great. We have 
to challenge ourselves to move from excellent to 
transformational, to ask ourselves the hard questions 
and take risks that make us uncomfortable. We owe 
nothing less than our best thinking to the students and families who 
trust us with their learning. A strategic plan provides a road map 
for action that will help answer those hard questions and push us to 
take those uncomfortable risks. It also provides us with bookends 
that help sharpen our focus and keep us from getting overloaded 
with too many ideas or initiatives.
Our Theory of Action
In order to develop the graduates who possess the attributes we 
believe are necessary to have an impact in the world, we need to 
provide them with the opportunities they need to develop those 
skills identified in our Profile. Not all of the attributes in our Profile 
are easily measured, but that doesn’t mean they should be thought 
of as soft skills. They are anything but soft - they are critical. 
Therefore, you may find objectives or action steps in this plan that 
may not seem to directly connect to our Profile of the Graduate and 
that’s okay. Whether directly or indirectly, everything within this 
plan is a means to an end that has one singular focus: our learners.
Where will it take us?
The School District of Clayton envisions having graduates who 
are self-actualized, intellectually curious, culturally conscious, 
empathetic, creative thinkers and collaborative. The journey to 
those attributes starts as soon as students enter our schools. We 
want to develop students who are not only academically prepared, 
but also aware of how they can improve the world.
We are a District 
with a commitment 
to continuous 
improvement. 


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Our goals reflects 
our commitment to 
continuous improvement 
and our belief that 
excellence is not a 
destination, but an 
ongoing pursuit.
Strategic Goals
O
ur Strategic Goals are broad, overarching key areas 
of focus identified as priorities to achieve our mission 
and vision. The Goals represent the aspirations that 
the District intends to realize under a specific strategic 
direction.
Objectives - Our What
Objectives describe what success looks like as we work toward 
our goals. They are specific, measurable milestones that help 
us determine whether we are making progress. Meeting all the 
objectives connected to a goal does not always mean the goal 
is fully achieved—it often marks the completion of one phase of 
ongoing work that will continue with new objectives and action 
plans.
Objectives provide clear direction and are realistic in both 
timeline and scope. District staff are responsible for developing 
and carrying out the specific action steps needed to meet each 
objective.
Measures of Success
Data informs every decision we make. The District collects 
information from multiple sources and reviews it regularly to 
evaluate progress, identify trends and guide improvement. Our 
Measures of Success serve as key indicators of how effectively 
we are meeting our objectives. By monitoring data over time and 
tracking progress toward our goals, we ensure accountability and 
continuously strengthen our work on behalf of students.
Our Learners
We use the term “learners” throughout this document. It is 
important to know exactly what we mean when we refer to learners. 
We define learners as all individuals in the school system, which 
includes students, staff and parents.
Culturally 
Conscious
Empathetic
Self-
Actualized
Collaborative
Intellectually 
Curious
Creative 
Thinker


We will know we have achieved this goal when...
Culturally 
Conscious
Empathetic
Self-
Actualized
Collaborative
School is a safe place for all learners to 
thrive no matter their identity or ability.
Measurement: Panorama-positive feelings 
survey data
Discipline disparities among students 
are reduced. 
Measurement: Three-year analysis of 
referrals and suspensions 
The District is a learning community 
where our learners feel connected to 
others.
Measurement: Panorama-sense of 
belonging
The diversity of Clayton’s teaching 
staff reflects the racial diversity of its 
students. 
Measurement: Staff and student 
demographics
A Place for Everyone...
We will ensure all learners, regardless of 
identity, feel supported and respected.
The District’s commitment to becoming an 
equitable, anti-bias and anti-racist learning 
community is reflected in the actions of our 
students, teachers, administrators and the 
Board. 
Measurement: Panorama-diversity and inclusion 
survey data
Clayton students have a strong sense of 
self efficacy. 
Measurement: Panorama-self-efficacy  
survey data
Every student has someone within the 
school they consider a trusted adult who 
they can go to when needed. 
Measurement: Panorama- supportive 
relationships survey data
Meeting these objectives will ensure  
Clayton graduates are:
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G O A L  1


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We will ensure all 
learners, regardless of 
their identity, feel safe 
and valued.
G
oal One is rooted in 
the belief that a strong 
sense of belonging is 
essential to student 
success. It focuses on 
creating school environments where 
every learner feels safe, valued and 
seen. Through purposeful efforts 
that celebrate identity and foster 
inclusion, the District is dedicated to 
helping every learner thrive.
Meaningful initiatives, such as 
displaying international flags, 
hosting cultural events and offering 
immersive programs that promote 
inclusion and academic excellence, 
are central to this work. Partnerships 
with civic organizations further 
enrich learning by deepening 
understanding of identity, history 
and social justice.
Beyond this, equity-focused 
topics are thoughtfully integrated 
throughout the K–12 social studies 
curriculum. At the elementary level, 
the CharacterStrong program, 
introduced in 2024, helps foster 
empathy, respect and safety. At the 
secondary level, student unions, 
affinity groups and leadership 
initiatives empower students to use 
their voices and promote belonging.
In 2025, the District launched 
a community speaker series 
designed to promote inclusion 
and understanding through open 
dialogue. The series highlights the 
unique histories and experiences 
of the Jewish, African American, 
LGBTQ+ and Asian American 
communities. Together, these efforts 
advance the District’s ongoing work 
to develop culturally competent, 
empathetic and collaborative 
graduates.
While this is only a snapshot of the 
work taking place, these ongoing 
and emerging initiatives—along 
with the completed activities listed 
below—reflect Clayton’s deep 
commitment to fostering an inclusive 
and supportive environment for all 
learners.
C O M P L E T E D  A C T I V I T I E S
School is a safe space for learners 
to thrive no matter their identity 
and ability.
  
■Identity focused Professional 
Learning for all staff (Students with 
disabilities, racial focus, Gifted 
Students, LGBTQ+ students).
  
■Rewrite of Humanities Curriculum 
to reflect multiple identities in 
content.
  
■The creation of Building Equity 
Walkthroughs.
  
■Strengthening student support 
by expanding its focus to include 
Equity and Student Services.
  
■The hiring of a Director of Student 
Support and Director of Safety and 
Security.
Discipline disparities among 
students are reduced.
  
■A decrease in disproportionatality 
in discipline (over the last two years) 
when it comes to Black Students at 
Clayton High School.
  
■Professional Learning focus 
around Culturally Responsive 
Teaching and Pedagogy.
  
■The infusion of Restorative 
Practices at the elementary level. 
The District is a learning 
community where our learners 
feel connected to others.
  
■School building goals predicated 
around a sense of belonging.
  
■Sense of Belonging data 
consistently being around 80% over 
the last three years.
The diversity of Clayton’s 
teaching staff reflects the racial 
diversity of its students.
  
■Between 2020-25, the hiring of 
Diverse staff has been proportionate 
(or more) in terms of racial 
demographics.
  
■Staff affinity spaces to help with 
diverse staff retention.
  
■Annual hosting of a Diversity 
Hiring Fair.
The District’s commitment 
to becoming an equitable, 
anti-bias and anti-racist learning 
community is reflected in the 
actions of our students, teachers, 
administrators, and the Board.
  
■Revamped Professional Learning 
Structure where Equity is the main 
emphasis. 
 
  
■The creation and implementation 
of affinity spaces for multiple groups 
of students.
  
■The formation of the Clayton 
Cares series to highlight and 
celebrate the diversity of the 
Clayton community.
  
■Equity audits of multiple 
content areas to gauge access and 
representation in content.
Clayton students have a strong 
sense of self efficacy.
  
■Self efficacy being at the heart 
of school building goals and 
improvement plans.
Every student has someone within 
the school they consider a trusted 
adult who they can go to when 
needed.
  
■Coupled with a sense of 
belonging, buildings have worked to 
identify this trusted adult for each of 
its students.
  
■More than 92% of students have 
consistently reported they have a 
trusted adult over the last five years.
G O A L  1


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


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P A N O R A M A  D A T A 	
 
	
2023	
2024	
2025
G R A D E S  3 - 5 	
Positive Feelings	
71%	
75%	
75%
Self Efficacy	
70%	
71%	
74%
Supportive Relationships	
92%	
93%	
92%
G R A D E S  6 - 8 	
Positive Feelings	
60%	
65%	
66%
Self Efficacy	
62%	
65%	
64%
Supportive Relationships	
89%	
89%	
91%
Diversity and Inclusion	
84%	
85%	
80%
G R A D E S  9 - 1 2 	
Positive Feelings	
60%	
65%	
66%
Self Efficacy	
60%	
62%	
61%
Supportive Relationships	
87%	
90%	
90%
Diversity and Inclusion	
77%	
80%	
82%
All data from Fall of each year
G O A L  1


Action Step
Evaluation Strategy
Person(s) Responsible
Timeline
Funding 
Source
Develop processes that 
addresses incidents of student 
safety (suicide assessment, 
threat assessment, postvention)
Work group minutes
Process Protocol 
documents & tools
Observation 
of protocol 
implementation
Director of Student 
Support, Director of 
Safety and Security
2026
Local funding
Provide multi-disciplinary 
training to staff on safety 
processes
Training materials
Training attendance/ 
participation
Director of Student 
Support, Director of 
Safety and Security
2026 & 
annually
Local funding
Develop and implement 
Professional Learning geared 
around student identities and 
experiences.
Learning Materials
Professional Learning 
Schedule
Professional Learning 
Attendance
Assistant Superintendent 
of Equity and Student 
Services
2025, 
2026, 2027 
(annually)
Local Funding
Implement classroom Equity 
Walkthroughs to ensure 
Culturally Relevant Instruction 
and Pedagogy are taking place.
Equity Walkthrough 
Data
Professional Learning 
Schedule
Assistant Superintendent 
of Equity and Student 
Services
2025, 2027 
(biennially)
Local funding
Develop a District-designed 
Anti-Hate Curriculum and 
learning opportunities for 
students.
Learning materials 
and lessons
Assistant Superintendent 
of Equity and Student 
Services, K-12 Social 
Studies Curriculum 
Coordinator
2025, 2026, 
2027
Local funding
Development of the Clayton 
Cares Series - this series brings 
in outside experts to share 
their insights on identity and 
inclusion.
Event invites and 
promotional materials
Assistant Superintendent 
of Equity and Student 
Services
2025, 2026, 
2027
Local funding
Development of Anti-Hate led 
student groups at the Middle 
and High School level.
No Place for Hate 
Designation
Student-Driven 
activities and 
Intercultural Dialogue
Assistant Superintendent 
of Equity and Student 
Services, Building 
Principals
2025, 2026, 
2027
Local funding
Continuous assessment for the 
need for affinity spaces as it 
pertains to identity.
Student/parent 
surveys and 
questionnaires. 
Wellness Survey Data
Assistant Superintendent 
of Equity and Student 
Services, Building 
Principals
2025, 
2026, 2027 
Local funding
Recruitment and retention of 
Diverse Staff
Diversity Recruitment 
Fair
Diversity Gatherings 
and Events
Assistant Superintendent 
of Equity and Student 
Services, Assistant 
Superintendent of 
Human Resources
2025, 2026, 
2027
Local funding
Goal 1: 
We will ensure all learners, regardless of their 
identity, feel safe and valued.
MSIP Indicators:   
TL4,TL5, TL6, 
CC1,CC4, DB4, 
EA4
13


We will know we have achieved this goal when...
14
To Grow as Learners...
We will commit to the educational growth 
of our learners through an equitable, 
personalized and individualized learning 
experience.
Teaching and learning 
experiences will 
empower learners while 
also ensuring academic 
growth for all students.
Measurement:  
Student achievement 
data
Barriers to and 
disparities in 
equitable educational 
opportunities and 
access to programming 
are eliminated for 
students. 
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:


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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


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


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


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:


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.


Action Step
Evaluation Strategy
Person(s) 
Responsible
Timeline
Funding 
Source
Identify Social Emotional 
Standards aligned to the Profile 
of a Graduate
Work group minutes
District SEL Standards 
document
Director of Student 
Support
2026
Local funding
Develop a District-designed 
Social Emotional Curriculum
SEL Curriculum meeting 
minutes 
Finalized District SEL 
Curriculum document
Director of Student 
Support
2026, 2027
Local funding
Develop and align processes to 
identify and  support students 
who need more than Tier 1 
practices
Care Team (Problem-
solving Team) process 
documents
Observation of process 
implementation
Director of Student 
Support
2026
Local Funding
Develop a multi-tiered menu 
of interventions, aligned to 
the District Social Emotional 
Standards
A resource outlining a 
menu of interventions
Director of Student 
Support
2026
Local funding
Develop a system of data 
collection and progress 
monitoring that measures 
student progress on District 
Social Emotional Standards
Panorama data points 
that align to District SEL 
standards
EduCLIMBER progress 
monitoring tools and data 
points that align to District 
SEL Standards
Director of Student 
Support
2026
Local funding
Develop and implement 
professional development for 
staff to promote learner growth 
socially, emotionally & physically.
Student Services staff input 
survey on learner social, 
emotions & behavioral 
needs
PD slide decks & training 
certificates
Director of Student 
Support
2027
Local funding 
Collaborate with District staff 
and community members to 
assess the degree to which we 
are supporting student, staff and 
community wellness
SEL & Wellness Committee 
Minutes
Triennial Assessment 
report
Director of Student 
Support
2025, 2026
Local funding
Collaborate with District staff 
and community members to 
address needs as identified in 
the wellness assessment.
SEL & Wellness Committee 
goals and implementation 
plan document
Director of Student 
Support
2026, 2027
Local funding
Goal 3: 
We will be dedicated to the personal growth 
of our learners in their social, emotional and 
physical well-being.
MSIP Indicators:  
TL1, TL2, TL3, TL6, 
CC2, DB2, DB4, 
AS2, EA4
20


21
Long-Range Facilities Plan 
Aims to Modernize Schools
The District is taking bold, strategic steps to transform its 
already exceptional schools into truly transformational learning 
environments. This work is guided by the District’s Long-Range 
Facilities Master Plan—a strategic roadmap shaped by extensive 
community input and expert evaluation. The plan directs facilities 
investments designed to enhance academic excellence and better 
meet the evolving needs of students and educators. Current efforts focus 
on three key goal areas.
G O A L  1
Modernizing Elementary 
Schools and The Family 
Center
Top priorities include upgrading  
R.M. Captain, Glenridge and 
Meramec—which face challenges 
from aging infrastructure and 
limited space. The Family Center, 
home to early childhood programs, 
is also under review. 
To determine whether renovation  
or new construction is the best  
path forward, the District launched 
a comprehensive feasibility study  
in June. 
This study, led by Perkins & Will 
in partnership with Paragon 
Architecture, will leverage 
community feedback and expert 
guidance. 
G O A L  2
High School Academic 
Enhancements
Perkins & Will and Paragon 
Architecture are also developing 
preliminary plans for CHS. The 
project includes building a new 
academic wing to expand career 
and technical education programs 
and renovating the auditorium. 
 
 
 
 
 
 
 
 
 
 
 
G O A L  3
Athletic Upgrades 
For athletic facilities, BLDD 
Architects has been selected to 
design improvements across the 
District. Key priorities include 
installing turf at Wydown Middle 
and adding a new press box 
and dugouts at Adzick Field. 
Additionally, the District is exploring 
options to enhance safety and 
accessibility at Gay Field.


$68,448,722
D O L L A R S  A N D  C E N T S
Investing in Our Mission
T
he School District of Clayton is one 
of Missouri’s top-performing districts, 
serving 2,400 students with highly 
qualified staff, small class sizes and 
expanded learning opportunities. 
The Board of Education, staff, families and 
community are united in a shared commitment 
to student learning.
Our mission — to inspire each student to love 
learning and embrace challenge within a rich and 
rigorous academic culture — and our vision — 
to develop leaders who shape the world through 
independence, creativity and critical thinking — 
set the standard for our work.
The Profile of the Clayton Graduate further 
defines the attributes we strive to develop in 
every graduate: self-actualized, intellectually 
curious, culturally competent, empathetic, 
collaborative and creative. This profile guides 
instructional design and daily practice.
We value the community’s trust in our 
stewardship of public resources and believe that 
strong academic results are built on disciplined 
financial management. Through multi-year 
forecasting and long-term planning, the District 
manages rising costs, allocates resources 
strategically and ensures every dollar aligns with 
our Strategic Plan at the goal level and objective 
level. Beyond this, our distinction as one of only 
four districts in Missouri to hold a “AAA” bond 
rating from S&P affirms our record of fiscal 
responsibility and long-term financial health. 
Take a look at the charts below to explore 
how we funded our six schools and supporting 
programs for the fiscal year ending  
June 30, 2025.
$71,121,799
O P E R A T I N G  R E V E N U E S
n  Local Funds	
$68,719,239 or 96.6% 
n  State Funds 	
$1,833,280 or 2.6%
n  Federal Funds 	
$569,280 or 0.8%
O P E R A T I N G  E X P E N D I T U R E S
n  Employee Salaries & Benefits  	
$52,950,010 or 77.4%
n  Purchased Services  	
$5,982,770 or 8.7%
n  Supplies 	
$4,258,329 or 6.2%
n  Equipment/Capital Outlay  	
$5,257,613 or 7.7% 
22


23
Focus on Safety
T
he District continues to 
invest in creating a safe 
and supportive learning 
environment for all 
students and staff. As 
part of this commitment, Clayton 
has implemented several strategic 
safety measures.
Investing in Campus Security
One of the most significant 
additions to the District’s safety 
measures is the Centegix Crisis 
Alert System, which was fully 
implemented at the start of the 
2024–25 school year. This system 
equips each staff member with a 
wearable badge that allows them to 
send real-time alerts to designated 
responders with the simple click of 
a button. The system ensures rapid 
intervention in medical, behavioral 
or safety-related emergencies, 
facilitating a swift, coordinated 
response. Training on the new 
system has been ongoing to ensure 
staff feel confident and prepared to 
respond effectively in an emergency.
Beyond the Centegix system, the 
District has made several other key 
investments to further enhance 
security across its schools.
Upgraded Camera Systems:  
To enhance school safety, the 
District has invested in upgraded 
camera systems at Wydown Middle 
and Clayton High. Work began over 
the summer to prepare for the new 
school year. This new technology 
provides school resource officers 
with improved tools to help prevent 
potential issues and respond more 
quickly when concerns arise.
Controlled Access Improvements: 
At Clayton High School, the District 
prioritized safety with the addition 
of a vestibule entrance connecting 
the school to the Center of Clayton. 
This improvement enhances control 
over access to the shared space, 
creating a more secure environment 
for students and staff. Construction 
is on track to be completed by late 
fall 2025.
The District also strengthened its 
overall commitment to safety with 
the creation of a director of safety 
and security position. In January 
2025, Michael R. Parkinson joined 
the District in this role, overseeing 
safety across all schools. His work 
includes coordinating emergency 
preparedness, advancing 
technology systems that support 
safety and partnering closely 
with local first responders. This 
dedicated role represents a 
proactive step toward ensuring the 
safety and well-being of all students 
and staff.
Safety Starts with  
Speaking Up
Creating a safe and supportive 
school environment is a shared 
responsibility, and that includes 
knowing when and how to speak up. 
The District offers two confidential 
reporting tools, Clayton Quick Tip  
and Courage2Report, that 
empower students, staff and 
families to report concerns related 
to threats, bullying or any behavior 
that could put someone at risk.
School Resource Officer Jack Boeger welcomes students to Wydown Middle.
C R I S I S  R E S P O N S E  P L A N S
A
s part of its ongoing commitment to safety, the Board of 
Education regularly reviews the District’s safety plans to ensure 
policies and procedures remain current and effective. These 
reviews include updates on emergency preparedness, facility 
security measures and collaboration with local law enforcement 
and first responders. By maintaining a consistent focus on safety at 
the governance level, the Board reinforces its dedication to protecting 
students, staff and visitors across all District schools.
Board Presentations:
May 15, 2025
Aug. 12, 2025