August 12, 2026

Machine-generated transcript — may contain errors.

All right, let's go ahead and get started and call the meeting to order. The board welcomes everyone back from summer break. We are excited to get going this year, and we will start with the pledge. All right, can I get a motion to adopt the agenda?

I move to approve the agenda as posted. Second. Aaron? Aye.

Meade? Yes, aye. Ben? Yes.

Leo? Yep. Pam, yes. Chris?

Yes. Jason? Yes. Great.

Thank you. All right, public comments? Anything this evening? Okay.

Well, we are excited to kick off the year and a lot of what you're going to hear this evening is going to be about what the district is focused on for the coming year and we're excited to hear about that and share with you and some of the team's goals for the year. The board also has set up some goals for the year that I want to start off with and just sort of share those. The first is advance our community relations activities. So it becomes a solidified characteristic of the board's culture.

And the second is to continue developing individual board member capacity and effectiveness in governing strategically and effectively. So those are our board goals, and we'll start to transition over to the team. But one quick thing. board meeting.

Quick note is that new this year for our board meetings in that they are recognizing our own awards which we used to do for every single board meeting. We're going to start doing it twice a year at the CHS library. So schools and department leaders are going to be invited to nominate students, staff members or groups who deserve to be recognized. Nominations may include state or athletic achievements, top finishes in state or national competitions, significant contributions to the school community, professional honors and so on.

So these are just a few of the examples but holding awards twice a year will just give us a little more time to celebrate the individual contributions and achievements of our entire community and the way they contribute to Clayton. So this year's awards nights are going to be on what's on the slide, 6 p.m. on Wednesday, November 18th and Wednesday, April 28th. You can find out more on the district website.

And so with that, I will turn it over to Dr. Patel. Great. Thank you, Jason.

Hello, everyone. Happy New Year. Happy New Year. Thank you.

Thank you. There's not many professions we get to say that twice in a year. So Happy New Year. Welcome back.

And can I just say this board meeting got so much more fun, not that not all the board meetings are not fun, but with our students here. So thank you. And they took the front row. Look at you guys.

We appreciate it. Thanks for being here. And you said we can expect you at every board meeting. All four of you at the same time.

I can't guarantee. Okay, that's great, okay. Thank you for being here, we do appreciate it. Okay, starting off just a few things.

First thing, obviously summer does not mean that there's nothing going on in the School District of Clayton. For the first time ever in July, we had all of our summer institutes where our staff take part in professional learning. This July, we had 172 staff members participate in 47 locally designed summer institute experiences. These institutes are led by our educators and administrators, and they're really a point of pride for us.

And since we did it in July, we were going to check to see, depending on feedback, if we were going to continue to keep it in July, which we are. So from here on, we will continue to have our summer institutes in the month of July. And one of the main reasons we moved it to that month was we noticed that a lot of our staff weren't able to attend some of the summer institutes because we had Summer Academy in June. So we made that intentional shift.

It was successful and we'll continue to carry that on. So thank you to everybody and to all of our teachers and educators and all of our staff who participate in this. because that's giving up their summertime to continue the learning. So thank you for that.

This Monday was another exciting day for us. In the evening, Dr. Murdoch and I got to go to the St. Louis Regional Teacher Celebration.

And if you recall, earlier this year we had announced, or in the summer, we had announced that Jeannie McQueen, teacher at Glen Ridge Elementary was named, well earlier this year she was named Clayton's Emerson Teacher of the Year and then she continued to advance in the Missouri Teacher of the Year program and now she is one of 10 teachers that are the St. Louis Regional Teacher of the Year. And what's exciting really is if you think about it, out of 20,000 teachers, she is one of ten. That's incredible.

And it just speaks to the amazing staff we have here. And if anyone who knows Jeannie McQueen knows that she is so kid-centered and all heart and makes sure that her kids are growing and loving learning. So congratulations to Jeannie McQueen. Also this week on Monday, all of our newest educators joined us.

This week we had 16 new teachers who took part in the induction program. We also had a counselor as a part of this and a librarian at the Clayton High School that joined this group. And they bring a wide range of experience to us from educators that are just beginning their journey to veteran teachers who have more than 20 years of experience. So on average, they have 11 years of experience and they come to us from a variety of districts including Brentwood, Webster Groves, Brockwood, MICDS and across the region.

So again, this group brings plenty of talent and experience to our school. We're very excited to have them. And they have had a lot of activities, a lot of learning every single day. And I think, as I told them on Monday morning, their heads will be spinning by the end of the week, which is a good thing.

So we're very excited to have this group be a part of our family. I would like to formally extend an invitation to everybody to come to the back-to-school bash that our PTO exec council puts together every year. It will be next Thursday, and it will be a high of 98 degrees, but it will be okay because the sun will be out. It will be held at Shaw Park from 5 to 7.

There will be food trucks, and it's truly – I do hope that we make a point to come, even if it's just for a little bit, Because the PTO has really put this together. I think this is their fourth year together doing this? Yeah, fourth. One year it was rained out, so we had to reschedule it.

But it's a great time for everybody to come together. And we hear from our new families that are completely new to Clayton who go to this, and the feedback from that is like, this is such a good way for them to meet people. So I really encourage anyone who can make it, even if it's for like 10, 15 minutes, just stop by and all the schools will have the little tables there and you can buy spiritware. So there you go.

So please try to attend the Back to School Bash. Work has continued fast and furious, and thank you to our CFO, Matt Nord, who has hit the ground running, as he can say, with all of our facility improvements with Prop O. We have obviously the Clayton High School Learning Lab that we are working on, Gayfield Complex, and Glenridge Elementary. Next board meeting, we will have the design team here who's gonna give you a more detailed update on all of the work that's happening.

We also continue, we do not have it yet, we're hoping to finalize it soon, the lease with WashU for the Bridge Campus at Fontbonne. So that is still, we are still trying to work towards that, but everything is pointing in the right direction, let's put it that way. And we're not sharing, if you're a Glendridge family or if you're curious about where we are with the Bridge Campus, we do have information on the website But we just intentionally are not sharing too many details because we want to make sure that we have that lease solidified with WashU and FonFon. So more information on that will be coming.

And then one of the big shifts that we did make over the summer is for people who have known our profile of the Clayton graduate. We made that shift from the word graduate to learner. So are we are now going to be calling it the profile of the Claytons learner and as I have said before one of the reasons that we did that is we truly believe in our district that we're all learners. So it's not just our students.

Before when it said graduate, it was more of a reference to our students. And we don't believe that learning begins or ends at graduation. It's lifelong. And I also believe fundamentally as superintendent that we as adults, whether we're staff members or parents, we should be modeling these competencies as well.

It's something we all need to embrace. So we have made that shift to profile of the Clayton learner. So if you see that, you're like, why did we change that word? that's the reason behind that and then another exciting event this i am so excited about this is going to be our first ever learning together conference style event so i want everybody to save the date it will be thursday november 5th time tbd a lot more details coming but what it is is a conference style event for our families and parents To come into our school, it'll be held at Clayton High School and we're gonna have sessions.

And parents can sign up for sessions and what they wanna go and learn about. And they're all gonna be aligned also to the profile of the Clayton learner and the competencies. So we have a variety of topics and parents and families can choose what session they wanna go to and learn a lot about the things that are happening in the school district. It was a great way for us to engage with our community and share all the things that were happening.

And then we'll also continue to have follow up events from that. So we're looking forward to that one. So learning together. And then finally tonight we have one presentation, the continuous school improvement plan that we will have the central office team come up here and share with you all of our new objectives under the three goals that remain the same.

And we'll talk about the measures of success that we have there. We will not be going into depth in terms of what the data is or where we're going with that because that we're saving for when we do the goal one, goal two, goal three updates throughout the year. So this is more of an overview of the continuous improvement plan and the objectives that we are going to be presenting to you. And with that, I'm going to hand it back to Mr.

President. Great, thank you. That event in November sounds exciting, so I look forward to learning more about that. Okay so continuous school improvement plan.

Cameron Kelly and Molina. You can drive on your own slides. You like that? Great.

OK. Sounds great. All right, good evening, everyone. I don't know if it's close enough.

Everybody here OK? OK, wonderful. So tonight we're going to go over our continuous school improvement plan, also known as a CSIP. Before we get too far into it, we'll make sure this is working.

I don't . Nope. Okay, there we go. Before we get too far into an update on our objectives and the work that's underway, we wanted to start off by going over what actually is a continuous school improvement plan or CSIP.

Why do we have it? How do we use it? And when do we update it? So first and foremost, our CSIP is a living document.

So it takes us from where we're currently at to where we want to go and then how we're gonna get there And I think even more importantly it goes over what we want our students to experience while they're here in Clayton So why do we have it? There's a couple important reasons that we have it first and foremost. It's actually required by the state under the Missouri School improvement program, so it's a state requirement But also it's a Board of Education Requirement because under policy ad we we also have to have a c-step But I think more than just a compliance item. It's really important that it helps us figure out what our priorities are and Hold us accountable to ensure that we're using our resources to actually achieve those priorities.

And then we have a way to monitor whether or not we're being successful in what we're doing. So I think that's the most important thing is it's not just about compliance. It's about, you know, that we're doing the work and that we can measure the work that we're doing. So how do we use it?

I mentioned earlier that it is a living document. So we use an evergreen model. And basically what that means is we have three very important goals that are long-term goals that we have, all tied to our three goal areas that you're going to hear tonight. You've also heard about the three goal areas when you have your updates throughout the year.

And with those goal areas, we have objectives that are under it. And so the objectives are going to change and evolve as we get to know our learners, the priorities of our community. So they are not always going to stay consistent, but those three goals do stay consistent. So when do we update it?

Well, sometimes we update the goals or the objectives because we've achieved them. Other times, the priorities of the community could change. The priorities of the learners may be changing. You've heard Melaina say many times with our MTSS process that it's all about knowing our learners well and responding to their needs.

And I see this in many ways to kind of parallel that because we have these objectives under the goals, but sometimes that can change and evolve. And so we're going to hear a little bit more about that tonight and what that looks like. Maybe it goes on. All right, so goals and objectives.

I already mentioned this once but I think it's worth noting again the difference between a goal and objective. So we have our three goal areas all tied to a place for everyone to grow as learners in head and heart. So that's our three parts to the goals. Those are gonna stay consistent.

Nothing has changed there. The objectives though are what have been modified in some areas and tweaked in response to the needs of the district. As I went through the changes, what I noticed is there's an increased level of clarity in the objectives now. Not that they weren't wonderful before, but I think they are more succinct and I think that they are also more clear and more measurable.

So I hope that you will also see that as we go through these changes. I know Dr. Patel already showed you this wonderful new profile of a Clayton learner, and she talked to you a little bit about why there was that change from the word graduate to learner, that we are a learning organization, that we see all of ourselves as learners, and it's not just about the competencies that we want our students to achieve when they are leaving the district, but it's These competencies are something that it takes all of us to continue working on. So myself, the other teachers, the other staff members, our families, our students, everybody, we have to keep working on these six competencies.

So you're going to notice that the six competencies are the same. Those have also not changed. And it still guides our work. of the CSIP because ultimately, the CSIP is our plan of how we're going to help the students achieve these competencies or be working towards because that's why we're here and the work that we do.

Maybe. Oh, now I went too far. OK, so tonight's presentation, the structure of it is we're going to go through each one of the previous goals and the objectives under them. And we will share with you some of the successes that we've been able to achieve with those previous objectives.

And then we're going to move into kind of a high-level overview of what that will look like moving forward. So that's the structure of tonight's presentation. So I'm going to turn it over. Goal one, maybe.

You get to drive now because it's really not cooperating. I think you should just drive the rest of the night. I'll take the whip. If it works well for him and not for me, I'm going to be really embarrassed.

Well, it's not clicking for me either now. Yes, thank you. Don't you hear it clicking and not doing anything? It's working now.

Okay, so we'll start with goal one. Goal one, a place for everyone. We will ensure all learners, regardless of identity, feel supported and respected. Goal one really reflects our work that we do around equity and inclusion within the district, and it kind of serves as our guiding light in terms of how we need to continue to evolve in our work around that to make sure that we are truly a place for everyone, So kind of taking a, hopping in the time machine and going back and looking at some of the things that we've been able to accomplish through Goal 1.

We've been able to do a lot, which kind of has led us to a point to where we feel like we're ready to evolve the objectives to really accomplish things within the future. So just kind of walking through our journey over the course of the last year with Goal 1, and you'll see a similar process with the other goals. We did some reflection work within our equity committee to really look at goal one, to see what we accomplished and kind of where we need to go. So we had a lot of preliminary discussions with our equity committee.

We put out a survey to our staff to kind of get their feedback in terms of what they feel like some of our new equity objectives and action steps need to be going into the future. During one of our professional development days, one of the sessions that folks could attend was kind of a recap of everything that we've accomplished under Goal 1 and kind of discuss new areas of inequities that we should really dive into and kind of helping them letting them help guide the direction we go in. So we were able to get feedback from our equity committee, we were able to give feedback from all of our staff to really see kind of where we wanted to go and to kind of guide us into the next five years of these objectives. So just in kind of looking back, we were able have a lot of highlights.

I think some of the main highlights that we were able to really hang our hats on is our robust professional learning centered around equity and identity. and how working with the teaching and learning department, we were able to kind of structure what professional development looks like in terms of years of service within the district. And building a curriculum around equity as well as reflecting the other goals of the strategic plan And I think the main thing that we wanted to do was make our equity professional learning consistent to where, you know, we could go with the big blitz and then it ends and then we have to come back to it. But how do we make sure that it's continuing to happen?

So making sure that when our tenured teachers are up for their professional development within their career review years, that they're also getting professional development with that. And that professional development is on a cycle based on different identities and different experiences that we deem to be important, whether it pops up on data or whether it's an identity that is a protected group that we just have not given any attention to. So we've been able to look at our multilingual learners up close or learners with IEPs and disabilities also our learners who are identified as gifted, African-American students, students who are within the LGBTQIA plus community. So really being able to be on a cycle and hit a lot of identities of our students, just kind of continuing that identity rotation as time progresses.

Another thing, looking at our equity walkthroughs, a lot of our professional development centered around culturally responsive teaching and pedagogy. So how do we know that we're being culturally responsive practitioners within the classroom? So our equity committee created a walkthrough tool in which we began going through buildings and conducting walkthroughs and looking for the signs of culturally responsive teaching that we deemed important based on the learning that we had done. And after doing those walkthroughs, providing a comprehensive report for each building so that they can use that data within their building goals and their building improvement plans.

So we've been able to kind of get that off the ground and then kind of merge that with an even more robust walk-through tool that is our MTSS walk-through tool, that's done in conjunction with teaching and learning to where kind of a lot of work was happening in silos. And one thing we've been doing to be intentional was bringing all of that together, knowing that the goals are married to one another and not necessarily living on their own. So we're proud of that work. One of the main emphasis coming into this goal was really focusing on supportive relationships with sense of belonging.

So within our building school improvement plans, those have been main points of emphasis in terms of concentrating on what that looks like in the building and the measurement of that being falling under some of the categories that we captured data on within our panorama wellness survey. And then intentional staff recruitment and retention efforts. Understanding and you know one of our big objectives being recruiting and retaining a diverse staff to serve our students and seeing how that benefits everyone to have a staff that represents a diverse population of folks so from different things that we have done in conjunction with human resources in terms of our diversity recruitment fairs as well as looking at our numbers intentionally and creating opportunities to learn and to get here from the folks that we're looking to retain and put things in place in order to make sure that they feel like it's a place for them as well. So those are a lot of the things that we've been able to accomplish.

You know, we're excited to look at our new objectives and how we can continue that work. I worked. There we go. So with Goal 2, when we wrote this goal, we were thinking particularly about our pedagogical practices and how we could put things in place to help ensure high achievement for all students.

So when we explored those practices through equitable personalized and individualized learning experiences, what that meant to us was creating learner-centered and learner-driven experiences grounded in standards informed by data that would allow for learning to include voice and choice and individualized paces. So through our work of developing shared language, we used the term empowered learning, which meant that we were really focused in five areas. So case, place, path, voice, and choice. And if we were focused in those areas and increasing our approach to teaching, that would have an impact on student learning.

So throughout our work, we've consistently worked towards maximizing achievement for all learners. And as such, we had the coordinators focus on a book called Clarity for Learning and started to develop learning progressions K through five. They're established. And then we began working on them six through 12 in the spring last year with the goal of clearly articulating to learners as well as to caregivers what's expected within the learning process and a clear way to identify where a learner falls within that continuum.

We also rebooted our district focus around a multi-tiered system of support with universal language and a tagline that Kelly already shared, knowing our learners well and responding to their needs. So throughout this reboot we've established a data visualization tool so we've talked a lot about Educlimber and what that has done for us. It houses all of our standardized testing assessments at this point and much of our local data within academics, attendance, behavior, and SEL. We've also established systematic expectations for intervention data being recorded in Educlimber, which includes progress monitoring data for all of that intervention stuff.

So we continue to make improvements each year and we've piloted each year a progression and then made some decisions. So when it's clunky, then we can reflect on it and come back. So we feel pretty secure with where we are with that K through eight and are continuing to pilot nine through 12. This summer, we developed a data dashboard as a part of being a part of the success-ready student network, the SRSN, that creates a level of transparency and clarity and clearly articulates to the public how our learners are doing measured by multiple factors.

So that has not yet launched publicly, but we're in the final stages of shoring that up. And then our last objective really focused on representation of different identities within our curriculum. And since the development of that objective, we have rewritten curriculum, chosen new texts, and provided professional learning to broaden our materials within a culturally conscious lens. Some of this was reported to you last spring through our humanities team, so our literacy team as well as our social studies team came through to talk with you about that.

And it's generally been in partnership with Cameron and his team that we've been able to do that work. Right. Then jumping into goal three, we will be dedicated to the personal growth of our learners and their social, emotional, and physical well-being. Um, we've accomplished a lot in this area as well.

Um, and I think we have a great kind of roadmap leading us forward with some of the work that we're doing. Um, one thing that we've been working to as well is to make sure that it includes staff as well as our, our students too. Um, and Kelly can speak on the staff component and then I'll jump into some of the other pieces. Yeah, so for our staff component, I mean, a lot of the work that we've been doing for their mental wellness is on the professional learning days.

There have been aspects where they visited the Center of Clayton. We've taken them on walks, yoga. There's been lots of activities that they could choose to do. I think one of the other things that's really interesting about when you think about professional wellness is you think about How fair our compensation is that we have for employees, the coaching and mentoring that we have available for them, and overall how that can impact their abilities to really thrive in what they're doing here in the workplace too.

So we have all of the lenses of the emotional, the physical, as well as the professional wellness going on for them. Awesome. And then on the student-facing side, a big part of our work has been very systemic, ensuring up our systems to make sure that we are dedicated to the social, emotional, and physical well-being of our students. So one of the main things that we've gone through and continue to really look at is just our student services department as a whole, and is it modernized to meet the needs of our students today?

One of the main things that we have done, of course, is merge equity and student services together, knowing that the two of them kind of go hand in hand. And if we have an equity lens on our student services work, it really creates more and more opportunities in order to make sure that all kids are having an equitable and fair experience. Another piece of that is adding our director of student support, Mike Seavey, in his role. You know, that was very paramount on the work that we're doing being that it's the first time that we have someone with a mental health background at a district level to really guide and help us with the work and to be better with that.

So that was a great first step and it's been a great support to our counselors, to our social workers, and to our staff as well just because he brings a lens and the position brings a lens that historically we just haven't had. And it's been really important in terms of helping us see where we need to go in the future in terms of goal three. On top of that, a lot of the work that we have also jumped into is just making sure that from a safety and protocol standpoint that we have the right processes in place not only to collect the necessary data to be able to serve our students but to ensure their safety as well. So we've established protocols for key systems in terms of a threat assessment.

When a threat happens, how do we respond? What are the different things that we need to have in place? What structures do we have so that we're not scrambling and trying to be reactive? We already have a process in place that we can trust, and that's backed by research and data.

Same goes for our suicide risk assessment, understanding that anxiety is a big thing, especially within our district with the pressure that a lot of our students are under to perform at a high level. So really just looking at ways in which when different risks come up that we have the right thing in place in order to respond. And then our postvention process. We've seen some crises, obviously with the tornadoes as well as other things.

in terms of a postvention, so after something happens, not necessarily an intervention, but afterwards, do we have a processor responding and hearing student needs and making sure that students are able to return to the highest sense of normalcy that they can within the school day and to make sure that whatever damage has been done, that we have things in place to be able to rectify that damage. A lot of those key systems have been a huge piece of it. And again, a lot of the work is really centered around kind of the systemic piece in terms of how we're structured as a department within student services. All right.

So we've given you a high level of overview of the things that were accomplished under our previous objectives. Now we're going to move into some of the revised objectives and what we have planned to work on for this year. So back to goal one. A lot of the work that we did around the objectives is that we had a lot of objectives under goal one.

We had seven, to be exact, under the previous objectives. One of the main things we wanted to work to was to truncate some of the objectives to kind of be more encompassing. A few of them kind of read like action steps, so we wanted to make sure that they were more encompassing and had exactly what we want students to be able to achieve. We kind of took them and kind of just placed them in the three, which were already somewhat reflected in the previous ones.

So school is a safe place for all learners to thrive no matter their identity or ability. The diversity of Clayton's teaching staff reflects the racial diversity of its students in the broader community. And the district's commitment to becoming an equitable and anti-bias and anti-racist learning community is reflected in the actions of our students, teachers, administrators, and the board. So again, pretty much what we were able to do was take a lot of the things that you know, we had did well from the from the last one in terms of You know, we have focuses on self-efficacy.

We have focuses on being a learning community We were able to kind of put those Into the three that we have and be more intentional with the action steps that we have In terms of the data that we'll be doing. One thing, and this impacts goal one and goal three as well, is restructuring our panorama survey data. Previously, we had our survey data that touched on self-efficacy, positive feelings, sense of belonging, empathy, diversity and inclusion, and other categories as well, but we really wanted to bring everything and ground it to our profile of a learner. So some of the work that we've been doing in the department is to kind of sure up and kind of reinvent Panorama and make it more intentional.

So going into next school year, we will have categories that reflect all six of our profile competencies. And that'll kind of tie into a lot of the work that were doing under goal three as well around SEL and development of our SEL curriculum so that we're able to have a measure that links directly to how we're teaching into the profile of a learner. On top of that, we're keeping the categories around positive feelings, sense of belonging, empathy, diversity and inclusion, and social awareness, being that those were key data points that were used within our buildings, within our building improvement plans, and we still see a lot of value within that data. So we plan on keeping those around, but I think the biggest shift with that is having panorama questions that are linked directly to our profile competencies.

Behavioral and discipline data continues to be a place of emphasis as well, making sure that we have an eye on any disparities that we have within that data and that we're being proactive with that. One of the main things that we've been able to do is kind of restructure how we collect discipline data going into the next school year. So we should be able to have cleaner data that puts us more in a direction to be actionable towards any disparities that we may see. Other data pieces also include attendance as well.

As students tend to deal with struggles, attendance is something that comes up often. So really putting in heavier emphasis on attendance as we start to see some parallels with that. Continuing to use our MTSS and equity walkthrough data as a measure to see pedagogically and from a classroom practice standpoint, are we continuing to embody a lot of the learning that we're seeing within our professional development? Staff and student demographics and hiring and retention data will continue to be a piece.

One main thing to keep an eye on is that demographically we are shifting a lot as a district, so our needs will shift with that as well in terms of how we view recruitment, retention, and professional development. So those are key pieces to keep an eye especially as time continues. And then our staff professional learning feedback, making sure that our professional learning is speaking to the needs and priorities of our teachers as well. So in doing the work with Goal 2, we worked collaboratively with the Coordinators' Council initially to revise our objectives.

We then shared those with the principals and the central office team for feedback. So what you'll notice about these is that our objectives, similar to what Cameron said, they're refined. They're not completely different. And I think what Kelly said, we think they're more clear and more focused on what our work we feel like needs to be moving forward.

So we continue to do work that focuses on achievement and academic performance for all students. But as reported in the assessment report in the spring, a pretty specific focus on growth is where we see our next steps. When we look at data, our students in most instances are growing, but they're not growing at the rate projected by the assessments that we give. So each of those gives us a projected growth, and our percentages of students meeting those projected growth is lower than what we would want.

So by focusing on growth for all students, we see a space for more specific professional learning around Tier 1 instruction. because that growth piece is not just around students who are receiving interventions, it's students who are only receiving tier one instruction. We also continue to work on data literacy across our educational staff to ensure that everyone not only understands the data but also is able to speak to it and speak to it with different constituents. Our second objective has been adjusted to not only focus on representation of identities within AP and honors courses like the old objective did, but this includes the idea of ensuring access to high quality instruction regardless of identity or achievement.

So while the objective would continue to have an emphasis on representation in courses, it also would encourage stronger partnership with special education, our English language development staff, reading specialists and math specialists to ensure that there's a team approach to the identified needs for learners and a plan for support for each of those children. So it ensures the most effective plan is enacted to help the learners to grow and to achieve. So then the last two objectives under goal two focus on real-world learning. So ensuring that students are exposed to learning opportunities that could replicate experiences beyond the classroom and beyond graduation.

This could include things like Catalyst, Early College, CELA Biliteracy, and it could include AMPT and Geometry and Construction, but we think it will also include things that we haven't yet thought about or that we haven't developed. So then as a measure for success for us, we continue to focus on achievement. So that's always gonna be a constant for us. But we're having a more intentional pairing with growth data.

We would want to see continuous, continual increases in the percentage of students making projected growth regardless of their starting achievement level. We'll work to interpret data on which students are getting interventions, which educators are working with those students to ensure highly specialized instruction for all of our learners and we'll continue to study our processes for enrollment in honors and AP courses to work toward a goal of our population in these courses mirroring our total population. We've piloted intervention information being entered in Engiclimber and now have a systematic process for aligning data entry and response to those data. This will be our first year, like I said, of a system-wide alignment with intervention data and progress monitoring tracking for math, literacy, and SEL K through eight.

And then there's some, we continue to refine nine through 12. So as we're piloting and thinking through what that MTSS process really looks like at the high school, we're continuing to pilot how those data are entered into the system. We'll continue to focus on providing access to real world learning opportunities, and we'll measure the participation of the graduating class in at least one market value asset. So a market value asset would include internships, client connected projects, apprenticeships, entrepreneurial experiences, industry recognized credentials, college credit, et cetera.

Right, and now for our goal three objectives. We definitely saw a lot of changes within those to really link the work that we're heading into. I think, again, the main emphasis was how do we link the work that were doing and moving towards to be linked with the profile competencies? So a lot of the objectives kind of revolve around the work that we are doing around the competencies as well as our CL curriculum as well.

So I'll jump into the first one. Students consistently demonstrate and apply the profile of a Clayton learner competencies in academic social and real world settings. So again it's putting the competencies at the forefront being that these are the skills that we feel are important for our students to be successful not only within our school buildings but also in the real world. So making sure that you know if our goal is for them to for them to embody those competencies we have to teach it to them and be intentional about it.

So a lot of the work that we're doing around our SEL curriculum will really be a big part of this objective. And then learners demonstrate a strong sense of self and have the skills and confidence to navigate challenges. This is really important. One of the main conversations that we have had is that, you know, kind of being honest about ourselves as a district.

You know, we're a very academically rigorous district and that's something that we pride ourselves on. But then also it creates a level of challenges because it's a very competitive environment. So with the environment that we have, how are we preparing students to be able to navigate all of the challenges that come with being a part of a very rigorous academic setting? Then our second or three and four of our objectives staff well-being is prioritized through practices and support and supports that promote physical emotional professional health.

Kelly touched on quite a bit of that work from our previous objective and we wanted to make sure that we carry this forward. So a lot of the things that she previously mentioned, we will be looking to continue and to be more intentional with opportunities that we offer teachers in order to pour into themselves so that they can pour into others as well. And then all schools consistently implement a clearly defined continuum of supports that promotes the social, emotional, and physical well-being of students and staff. Melana kind of touched on that when she mentioned the work around MTSS and interventions and how we'll be tracking those within EduClimber along with our educational data.

One thing that we have been very intentional about is, you know, how do we view SEL the same way we would a content area? So a lot of our work moving forward within this year has been student services and teaching and learning working really close together in order to make sure that the level of interventions that we have. So for example, if a kid is struggling with math or literacy We have interventions based on the data that we collect that we're able to implement for them. We have specialists that are able to help teach into the capacity of our teachers as well as our students, and how do we mirror that from a student services standpoint?

So... our director of student support mike siebe as well as working with our social workers have been working on creating interventions that fit under the competencies so if a student is struggling with working with others they're struggling in the area of collaboration what are different interventions we can use to help them be able to collaborate better with others so really tying everything back um to the profile competencies and being able to track those interventions and that you climb it the same way we would do math or literacy data So some of those measures that we'll be looking into, again, looking at the Panorama survey data tied to the profile competencies. One thing that we ended up doing self-efficacy was under goal one but we thought it was fitting to add that data piece from Panorama under goal three as it fit with being self-actualized as well as some of our other competencies. One think that we did is Panorama's only three through 12 so this past year we've created a strength and needs assessment that's K through two.

that's able to get engaged and get some preliminary data from our K-2 students so that we can be intentional about their SEL needs as well. The next stage is participation rates in our tier one lessons. We are piloting our SEL curriculum this year, so really looking at the rates in which teachers are using these lessons within their tier one instruction. The goal is for the students for the SEL curriculum and teaching not to be a one-off, but to be embedded within the regular content areas.

So a lot of it is just experimentation for this year and really providing some tools and resources for teachers to get their feet wet, to know what that looks like in merging those two together. Of course, looking at our walkthrough data, the same way we do walkthroughs for academic components as well as equity, looking at how do we implement something similar for SEL as well. So what are those things we want to see? So that'll be something that we'll be continuing with.

to kind of flesh that out within the coming future. And then on the series student survey, which is one of the data points and measurements that we use within our previous objectives as well that we give every few years to our six through 12 students, you know, which touches on different parts of SEL, drug and alcohol abuse and use, and just kind of different SEL components that our secondary students deal with. So that's a good data point. And our all-in coalition specialist really is kind of the main person for collecting that data and using that within the work that we do within the all-in coalition.

As it pertains to staff, our culture and climate surveys and getting a read on what our staff experiences are like and using that data to be intentional in regard to retention. A couple things that we've dove into the last year are shape assessment and triennial assessment. The shape assessment is an assessment through DESE to really be used as a way to audit our services from a student service standpoint, to look for different growth areas and look at areas in which we may be doing good within, but to really just give us a gauge of what we're doing well and what we need to do better. And in the same vein as that is our triennial assessment, which is what we have to do through the state every few years through our wellness committee.

Chris was a part of that work this year as we went through that triennial assessment and really looked at kind of the same thing from a community and staff and infrastructure standpoint. How are we meeting the needs from a student services standpoint and where can we grow? So a lot of that work from those assessments will really shape some of the action steps that we have moving forward, you know, with the work under Goal 3. And then, of course, staff and professional learning feedback, how our staff responded to our professional learning needs and how are we meeting those needs with the options that we offer.

All right, so we're getting ready to conclude the presentation part. But we wanted to share one piece of data with you. So this spring, we gave a survey to all of our employees that was administered completely by an outside entity. And this is how our employees describe our culture, so the word cloud of the words that came up the most often.

And I think Cameron mentioned one of the things that he was talking about was, you know, we have to pour into our teachers so that they can pour into our students. Or you think about every time you get on an airplane and they say put your oxygen mask on first before you help those around you. And so when I saw this and I saw the words that our staff are using to describe our environment as inclusive, innovative, excellence, collaborative, professional, rigorous, diverse, Really thought that this is a great example of what we're trying to achieve if the adults are saying that this is the environment We're building I think we're on the right track to ensuring that we are doing those things for students So that we can be a place for everyone to grow as learners and head and heart What questions you have Great DIRECTOR DEWOLF. I move to approve the continuous school improvement plan as presented.

Second. All right. Any questions. Whoever wants to go first.

Me, go first. Okay. Well, I haven't really organized my thoughts. Hang on.

But great. Thank you so much. I really appreciate hearing all the context. I read the slides and I thought I could sense the differences, but it really helps when you tell the story.

So thank you so much for that. Just a couple of things. That last thing you showed was really heartening. I love that our staff...

have such um great descriptors for our district and the culture that we build here and I just it makes me really proud of the way that our teachers feel about us so and I also loved hearing um that we're really working on taking care of them and um you know their mental health and their well-being and So I love that. It's just great. One question I had around, well, I also owe the linking the panorama data to the profile of a learner. So when we, I'm assuming the answer is yes, and this could just be because of my newness, but are the students given those competencies and are those kind of, are they described, defined for them, you know, through their classes or...

They're like, you know, how are they getting those sort of descriptors and internalizing them? That's a good question. I would say that it really was circumstantial or depending on the teacher or who was teaching it. And I think a lot of the work that we're looking to do moving forward is to be intentional with it, which was kind of like, okay, with all the work that we are doing, how do we make sure that it is linked to the profile?

So, you know, with the inception of the, you know, our SEL curriculum, which is tied to the competencies, tying our interventions to the competencies. I think now moving forward, we'll really be able to get a gauge on where our students are with them and then understanding what they are I think it was probably something that they heard from time to time and they knew about it, but the depth of it was probably fairly shallow. So I think we're finally in a position, again, looking at our competencies and our SEL curriculum in the same vein as we do our academic curriculum to really hone in those competencies and the importance of them to their success. So I would say moving forward, we'll be in a good spot with that.

I would agree. I think it was idiosyncratic. Sorry. Okay, I think it was idiosyncratic up until this point I think the work that we did this summer was really to try to parallel it to a content area So the development of enduring understanding is essential questions standards.

I can statements so the I can statements I think are gonna be the sort of student level and Kind of piece of those competencies. So as we continue to roll that out It it's like our purpose this summer was to develop shared language Across the system so K through 12, so it's vertically aligned And we actually decided that the I can statements would be the same K through 12 but the expectation of like depth of understanding that the children would have with them would vary based on the key stage and So key stage one would just be about like noticing and naming while as like high school would be more about like owning it and leading it. Cool. Yeah, I just see it's so cool to watch kids take on a persona and even just a simple word that they learn the definition of and then really like.

own it, I think is so cool. So that's great. The other question I had around Goal 2, so the real world experiences, so many of our amazing programs are just wonderful catalysts and I loved learning about those. What are some of the, and I know you said specifically like some of these things we haven't fleshed out yet.

But what are some of the ideas for those kinds of real world experiences for the younger, like the K through five, six, eight kind of groups? Right, I think that idea of similar purpose to what we're looking at with the high school but on a scaled back kind of version. So we've had a lot of talk about global experiences and those kinds of things and what could that look like embedded in the social studies curriculum. So ways to expose children to those kinds of things.

Client-connected projects, I think, are another way to think about that. So even when you think about in first grade when we're studying sound and we bring doctors in, like ENTs in and that type of stuff, to start to connect kids to that thinking. So beyond the classroom, but what does that look like in the world? So I think that idea of connecting more with the community is a place for us to explore.

Cool. Great. I think that's all I have. Thank you.

Thank you so much. Other questions? I'll ask a couple. Thank you for putting this together, and I can really see the way you tightened up and cleaned it up the way you described, and it does improve the clarity of it.

We've got those three top-level categories, and I know we're going to go into each of them Later and so I don't feel the need to like dig into the content, but I did want to ask you a little bit about your references to the beginning that the how we envision This is a living document being updated over time. What that process looks like, what the inputs on that process are, how are you thinking about that? Balancing this being a document that needs to have some continuity with adapting it to as we learn and change. think some of it is about around the data that we collect and the progress that we make with within that data so oftentimes like I've talked with you all before about like academic data I often look at for looking for sort of three to five percent increase over time and then how does that alter what we do like at some point we have to make adjustments to to what we're doing to sort of change focus either because we're seeing asynchronous data or because We are making the progress that we want to be making that then we have to focus in in a different way So I would say that's one way that that would influence that thinking from my lens No, I think that sums it up and I think also just looking at you know within our buildings, within our environment and outside kind of the experiences of students are changing so rapidly now, whether it's due to technology or other entities.

It's almost like how do we keep up? We're always playing catch up. So I think the evergreen model of the objectives, especially as it pertains to our students' mental health and wellness and adjusting to different inequities that may pop up give us an opportunity to really hit reset when we need to. Like I said, just because there's so many changes happening from a societal standpoint, we've got to be able to be mobile with how we serve our kids.

I think a lot of those conversations happen in the various committees too. So the committees look at the data together. They have discussions around it. We're getting that stakeholder input and then we're making decisions on whether or not the objectives are still appropriate or if they just need to be tweaked, evolved, whatever kind of verb you want to use there.

But I asked a similar question to both of you when we were planning this presentation, and it asked, where did this word come from? Where did this come from? And a lot of it came from the work that the committees are doing. And so when you mentioned, because you did mention in your introductory comments, community input, that's where that opportunity could come in potentially.

Okay. I mean, I think, you know, as you look at an evergreen document, refreshing it from time to time is important and not those three high-level understandings which are broad and likely to endure, but you know under the underneath them making sure that we're remaining adaptive is important. DIRECTOR HARRIS I'll go. Thank you so much for this presentation.

I'm really happy that we started the year off this way. I think it's amazing. for us to for the first time since I've been on this board for us to really plant ourselves in this place at the beginning of the year so that we're all on the same page about what why we're here and what we're trying to accomplish. So I appreciate the thoughtfulness that went into making sure this happens and I hope that it continues.

Reviewing all the things that you guys have accomplished previous to this, these new objectives, was fantastic. I've seen all of that happen in real life and just by hearing it through others, and I couldn't be more excited about where we've come. I say this all the time because I'm very happy with how far we've come in terms of you guys all working together um mts i mean i can go on as you claim i mean there's just so much we're doing now that is innovative and exciting and um so i i just want to say great great work to all of you and it's making a huge difference for our students so thank you um the question i had was really only one I'm very excited to hear about You know my big biggest you know, closest to my heart issue is, you know, health and wellness, SEL, et cetera. And I'm really, one of the big improvements we've made is having, you know, a director of students or having Mike join us.

So tell me, without getting into any granule level, but just because I'm excited about this and what you've mentioned, Cameron, about how that's, we now have vertical SEL that we're piloting. It's fantastic. it's very um it's very cool for our students that this is going to now be something that they get to learn throughout their time in clayton but can you help me understand without again we can talk about this when we talk about the you know specific to goal three or whatever but without getting into details in your eyes whose role is it There's multiple people, I'm sure. But you mentioned if you see a student study struggling in math per se or whatever the subject area is, and then how does that trickle down to whose role is it to find out whether or not an SEL issue is at play?

And what's sort of the protocol or the norm for how you bring in SEL into maybe an academic issue? That make sense? I think what helps is one, just how we collect data on students. I think with EduClimber and the dashboards that it gives us, it gives us an opportunity to see the entire, you know, the whole child.

And I think usually you know, if a student is struggling and they're falling down to our tier two and tier three lenses, they're likely struggling in multiple areas, not just one. And it's usually not just academic. There's usually some behavioral component that's tied to it. So not only are we trying to look at, you know, what skills are they missing from an academic standpoint, but then also what skills are they, you know, lacking from an SEL standpoint?

And I think looking at SEL from a skill-based model, as it ties to the competencies, has given us the opportunity to really look at it like that. So our MTSS teams are comprehensive to have not only academic folks but also SEL folks as well. So as the teams within each building are at the table and looking at students, you've got multiple lenses there to be able to spearhead some of that work. The work of our social workers is going to be very important in terms of that, and they've been doing a good job in terms of not only creating those interventions, but also being able to track them and be the ones to be able to say, hey, let's try this intervention from this standpoint because we see this deficit.

The same way our reading specialists will look at a piece of reading data and be able to diagnose it as well. So it's kind of a full team approach where, like we said, us being intentional and understanding all studies showing that the higher a student's mental wellness levels are, the better they are off in terms of their overall performance. So us realizing as a system how important those links are and making sure that our academic systems and our SEL systems mirror one another. Yeah.

I don't think I realized, or maybe I forgot, but SEL data is on EduClimber. And that's just huge. And yeah, you make a great point, Cameron, that those being housed in one place is powerful. And it sounds like obviously with our teams that are looking at individuals, we have that teacher there.

The teacher is so critical in this process, even though they aren't the social worker, right? They are the one that sees that student more than anyone else in the building So it's more challenging in high school but still you know a certain math teacher will see this kid way more than you know any counselor social worker right. So I think it's powerful for that teacher to be able to you know look at something like that and then recognize you know OK you know and I do think. that having a specific sort of standard of care about what we expect our teachers to be able to do in terms of pulling in resources when needed should be something you know that could be written down could be talked about that is sort of concrete.

I think also the reboot of the MTSS process, like trying to streamline those processes so that they become team approaches. As opposed to, Cameron mentioned before about the operating in silos versus everyone coming together to talk about the child. So the wraparound approach, I think, has been a more effective approach for us because there are often overlaps. But sometimes there aren't, but then being able to capitalize on those conversations with one another and the expertise of the team I think has been more powerful than probably anything else.

Great. That's all I had. Thank you very much. Thanks, and I know this is a different spot for me, and you probably saw me writing lots of things, but it was not bad.

You know, just like that's how I process as a learner. So I just want to say that I also really appreciate like hearing this whole story because, you know, as we keep on to the board and presentations would happen and people would be like this, you know, connects to CSIP, this, this, and that, or this part of the profile of graduates. So now this is all much more clear. But I also, and I was flipping back and forth to the previous version in the flipbook while we were talking and thinking, and I really appreciate the intentionality that has gone into this revision and how you've really connected from the profile of the Clayton learner to, you know, all through the objectives and Probably not as surprising.

I'm really excited about the data that's connected to all of the objectives, too. So just thanks for your thoughtfulness. One thing I was going to ask kind of related to that data piece is that, and mentioned in the beginning, and I know Leo and Mead also kind of touched on this, too. fine line between being responsive to emerging needs and giving us some time to see how things are going um and uh just trying to make sure that we're keeping at that right balance right so we're not um do we plan to and again this might be just newbie question here.

Is this the type of revision that we expect to do on an annual basis moving forward? No. I don't think so. So this was just a more detailed update of the previous version and then We have an expected lifespan of these objectives.

They may vary, but two to three years. I think that's the key with the objectives is that some objectives may take multiple years to be able to accomplish them, where another objective might only take a year and we might have mastered it. Yeah. I don't know that it would be possible to say, like, you know, we're going to revisit it every four years or every three years.

I think that that's kind of the whole idea with the evergreen model and it being a living document, that as the data comes in or as the need arises or as the committee sees, you know, opportunity or that our strategies aren't working, that that would be the time that we would revise it. Right. But I would also add that there is a cadence to at least look at the objectives every year. Every year, right.

Every year, yeah. And I think even in the past few years, Melaina's goal two, we've already tweaked it almost every year. There's some shift to it. So the cadence would be looking at the objectives every day.

There may be some that are like, these are three, four years it's going to take us just to accomplish this, right? There may be some they're like, we really knocked it out of the park on this one and maybe we just want to tweak it a little bit. Thank you. I first want to thank you guys for all this great work.

I definitely feel like being now not so new on the board that there's definitely been a lot of thinking, a lot of progression, a lot of concepts. So thank you for all of that. I think I really – I guess my two things I wanted to ask, one was – There seems to be some newer things introduced to the teachers through professional development and expectations around things they maybe need to do like new or maybe revised from what they previously did. Are we thinking about some of those, what are some things we either need to like sunset or is there like a too much on one's plate kind of thing?

How do we think about making sure that we're not asking too much? I think some of it has been, so this summer we made some shift of when we think about initiatives within the district and who's responsible for what professional learning, where can we make the connections most overt and most obvious to the teachers so it doesn't feel like new, but it feels like it's an additional layer that we're adding on to what we have already been focused on. So when I reference the things about professional learning around Tier 1, when we're thinking about growth for students, we've been focused on this MTSS process. We have shared language now about what Tier 1, Tier 2, and Tier 3 means.

And when we think about Tier 1 as universal instruction, it's really about an instructional framework within your classroom that's going to allow you to differentiate. It's going to allow And that the data pieces help support that, so I think when we can be more deliberate about what those connections are as opposed to it's 2026 we're going to do this this year like we're not changing what we're doing. In the same Cameron and I had a lot of conversation about the sel piece. And so the graphic that we developed was an SEL overlay to the MTSS process.

To say it's not different work, it's the same work, it's just a different like lens that we're focusing in on. That has a tendency to sort of settle because it's like okay, we're continuing to grow and build with this versus we just took a hard right turn. And I think even to add on to that, our three goals never change, right? And it's really making sure that we're the foundation of the profile of the Clayton learner.

Like even the SEL curriculum is aligned to those competencies. Trying to have our staff see the connections between our objectives and our goals and what you are doing. It may look different, but really our job is to make sure that they can see that it's not one more thing on your plate. And I think our principals at the building level play a key role in that.

And that for them to be able to see all the connections that we're trying to intentionally make and to be able to communicate that to our teachers and our staff and say, guys, this is not one more thing the district's doing. This is the work and here's how it connects with the profile, which is our North Star and our goals. Excellent. Terrific.

I had one last sort of more tactical question. But I saw there was a, is it called a kick-up? Is that the feedback from the teachers on the professional? Is that a new measure or have you been doing that for a while?

No, we've been doing it for about 10 years. Oh, 10 years. We adjust the survey so like our district professional development committee will adjust the types of questions that we're asking. So within that we've probably had three iterations of surveys but it's a tool that we've been using for a long time.

So I just wanna say that after serving on the equity committee for two years and being a part of this process that Cameron just explained to all of us, it is so cool to see the work from that committee and the whole district being concretized into these new objectives. And I'm gonna say it for goal one and goal three. So I just think that that is great. And I want to say, I think a lot of that is I want to thank you, Dr.

Patel, because this is like your vision. I mean, you have been such a leader and a visionary in thinking about creating Dr. Poole's role, hiring Mike Seabee, that this is just, I just want to say thank you. Yeah.

Okay. But of course I have questions. So the changes, okay I took notes on like old and new rather than one two three, one two three. So that's how my questions are gonna come.

Changes in the panorama, so this is a place for everyone. That you said we're gonna change it so that the questions match the competencies of the profile of the learner. Who wrote those new questions? Are those questions that we, you wrote, or are they ones that came from Panorama?

Good question. So over the last few months, Mike and I have become good friends with the folks at Panorama in terms of our ask. Like, here are our competencies. Here's our vision.

What you got? Give us some questions, and how can we go through them? So, you know, we've been working back and forth with Panorama pretty much through the spring semester and really looking at, you know, letting them know our vision in terms of where we wanted to go. that was really important for them to say, okay, how can we tailor make a survey that really matches your needs and your requests?

So the good thing is in being able to look at Panorama's questions, our first question, first thing we wanted to make sure is a lot of the questions, most of them are always nationally normed so we can compare ourselves with other districts and with other folks who use Panorama around the nation. So our first question is, can we have nationally norm questions that tie to the profile competencies? And for the most part, we were able to do that. They are very flexible in working with us and they have their own categories, but in some of it, it made sense to be, you know, These few questions work from this category.

These few questions work for this category. Can we naturally norm the questions and kind of create a new category? So they were very flexible with us with that. So for the most part, we were able to really find questions that matched exactly to the competencies and the skills under them.

for the few where we weren't able to do that we were able to work collaboratively and custom make some questions so there might be a few questions that don't that aren't nationally normed but for the most part i would say around 85 to 90 of our questions do have that um so that was kind of the process to where usually panoramas used to folks coming in and saying hey we want to do a wellness survey they give you a bunch of you know sample surveys that they have already created and you kind of just you know, a la carte choose which categories you want. And that's how we kind of started with Panorama. But like I said, the great thing is they've been extremely flexible in helping us create our own custom categories to be able to link to the profile. So one thing that we were able to give them once we fleshed out our enduring understandings our essential questions are i can't statements um along with the standards and the competencies we gave them that information and they helped us kind of go competency for competency to get a few questions that match up with each of the uh you know with each of the skills and the standards within it um So like I say, it's been work but we've been able to kind of pull it off and we're excited to be able to be more intentional in being able to teach into those competencies and those questions giving us the data we need to really point us in the right direction.

I'm going to jump to say something to stay in a similar kind of question. In the head and heart goal, you spoke about like the old goal of or objective, sorry, infusion of mental wellness into staff professional learning. And you spoke about the successes of that. I'm curious about the teaching of staff about student mental health.

You spoke about their own, but I'm wondering about... So was it last year or it was two years ago? Two years ago. So two years ago.

Do you want to speak to it because you let that up? Mental health first aid. Yeah, so two years ago we did the, for all staff, an assured experience of bringing in the mental health first aid program to do some assured learning across the system. Our social workers...

We'll do things within building PD, like built into building PD and our counselors to offer some experiences for staff. I'm not sure I would say that they're yet overly robust, but I think we have examples of things that have been really successful for us that we continue to think about how to capitalize on. Yeah, I agree. The mental health first aid was kind of that the whole district went through was kind of a big first step to give everyone an assured experience.

And I think, you know, the interesting thing is that in terms of really rolling out some new things that really tie into what we do, we had a good example from just the work we've done under goal one and with equity. You know, I can think back when I first came into the district, and everybody had an assured experience on anti-bias and unconscious bias training. And that kind of was kind of a kickoff to a lot of the things that we built from a professional development standpoint moving forward from that. I look at the mental health first aid experience that we did last year as kind of looking at it in that same vein, and then us being intentional around the competencies.

I think the good thing Like I talked about with the goal one, it's just our robust professional learning system and how we're able to professionally develop and offer opportunities for teachers in multiple capacities throughout the year. So we definitely have the structures and systems. It's just a matter of plugging in what the right learning is. In terms of our SEL curriculum, with the soft rollout that's coming one of the things that we are going to get from teachers is feedback um to really kind of do a blitz at our january pd day that will be fully dedicated to this and using where the teachers are on their journey to create differentiated opportunities for them for their professional learning so We kind of have an eye on that for the future and have some things put in place.

So as we continue to have opportunities to get more feedback, we have the avenues to be able to pour into the teachers from a capacity standpoint. So their level of the work is robust like Melina said. Okay this next question, I'm not asking for an answer now but just a thought. I love assured learning on most of anything.

And then with all of the choice learning, do we look at what percentage of teachers in different buildings sign up for certain kinds of learning? Meaning like, do our K-5 teachers really love learning about, I don't know, kids' mental health, let's just say, and the high school teachers are like, nah. That's just a, you know, I'd be curious to see how those numbers fall out and what we can learn from those numbers. Okay.

Okay, I'm also really curious to see you. This is sorry goal to grow as learners How all of these new objectives are different k5 versus 612 and I guess this goes in with number three as the teachers in grade 612 we've talked about this a little bit know their students less well than the k5 teachers and so how do we need to think differently about goal two with the six through 12 teachers? We do a lot of inter, I think, inter-department work, the social studies department, the English department. And how much work is there across the grade of like, these are the ninth grade teachers and these are the 10th grade teachers.

And I know they can all go into Educlimber and learn about their students, but I just wonder how much collaboration and that feels like an important place. Yeah, I think that's a fair growth point. for us. I think there are instances where that's happening, so as when I referenced sort of the team piece of team approaches to things.

So like, I think we had to put a lot of energy into our PLCs being really good first. And so our PLCs generally will share a course or a content. And in instances at the high school and really at the middle school, that also is like a grade level. So it's like all seventh grade literacy teachers together or something like that.

It's knowing the standards well. So from like an academic lens, it's knowing my standards well. It's having the work that we've been doing with the Clarity for Learning of like knowing the progression and sort of where a child falls within that progression. And then how do I respond to that piece?

having people who teach the similar course to me having that same conversation with me so all of us collectively looking at those data together versus I'm just looking at my own students data but like we would all be looking at the grade level together and that data and if my students are performing not very well and Kelly's students are performing well how do we trust each other to have that conversation about what are her practices and what could I be learning from the cross sort of discipline across the grade level. We've had instances of things where I think we have tried things, so like we had a ninth grade cohort for a while that we looked at data with that. I think that continues to be a place for us to sort of study of like what does the MTSS process look like now that we're in a good place with PLCs? How does it grow bigger?

So at the elementary levels they've been using a term called a guiding coalition so an MTSS guiding coalition which is a group whose responsibility is to look more from like a system level a building level from like a higher lens than just the student level. So to be able to sort of go back and forth in that way that we don't yet have those systems in place at the middle school and high school. You said that was a growth point. And it should be, because the only reason I can ask the question is because of all the work that happened on MTSS and PLCs that I could even ask this question.

So it's appropriate. Okay, my final one. Can you go back to the slide? Dare I make you try to move the slide?

Of the one of the, that one. No, no, no, that one. So that's beautiful. I hope that in one to three years, when we see this again, that dedicated is bigger, educated is bigger, and knowledgeable is bigger.

This gets into... also the social emotional stuff of, okay, the social emotional one, the new objective B, a strong sense of self and have skills and confidence to navigate challenges. Like in my profession, we call that kind of resilience. And I'm sure it's in everybody's, many people's profession.

But so... That is the piece that I, that... Our students, young people are struggling with that, which is why I'm sure it is now a new objective. But I think that that kind of goes with some of those words that I was saying I'd like to see bigger in the future.

I'm not saying I want the others smaller and I realize they can't all be big. I hope that we can really help our students leave our district with feeling self-actualized, but feeling resilient. That life out there is hard, life here is hard, and I can, I got the supports to do this. Okay.

I also, you know, I think this is great, everyone's already said that, but I just want to echo what they have all said. I just had one quick question. I'm curious What is the one, parentheses one, biggest risk to executing on this year? Like if we're like what's like the one biggest thing that could get in our way of executing on our objectives this year?

Sorry I know I kind of threw that at you but. I would say ourselves. Because sometimes we get in our own way. And so that goes back to what Ben had said earlier about there's so many things coming our way and what's what and what's the priority, and it's our job to make sure everybody sees the connection.

So I think we would sometimes get in our own I think with any plan, it's important to just say, like, this is the risk, and so let's just be cognizant of that and whatever. So I apologize if I threw that in at the end, but it is something that came up to me. But again, I just, you know, this is, again, like everyone said, a big step forward building off the work that's been done that, you know, we've been able to see now for three or four years moving. And so, you know, again, I just want to thank the work that was done over the summer in pulling this all together.

All right. So now we vote. All those in favor of approving the continuous school improvement plan as presented say aye. Aye.

Any opposed? Great. It passes. Thank you guys.

Thank you. All right. 5.1 HICA resolution. Resolution authorization between the County Board of Election Commissioners and the School District of Clayton.

So for the last two years we have held the candidate filing for the board directors at the Board of Elections office and It's worked out pretty well so this year I'm proposing that we do a five-year agreement on which if we decide we want to bring it back to the district, we can cancel it at any time. There's no penalty. It doesn't cost us anything to do this and it's worked out well for us and I believe for the candidates too. Any questions?

Motion, yeah. I move to approve a resolution authorizing the cooperation agreement between the St. Louis County Board of Elections Commission and the School District of Clayton to hold the annual municipal elections at the Board of Elections office from 2027 through 2031. Second.

Any questions on this before we vote? Okay, all those in favor? Any opposed? Great, that passes.

5.2, Matt. First time up. Welcome. I did.

Yeah. Welcome Matt. Thank you. All right.

You're up. Let it rip. So as we transition to making plans for the bridge campus as we embark on the Glen Ridge project we are requesting that the Board of Education authorize the school district's administration to pursue bids for transportation services. I know typically we're a walking campus Once the projects are completed, we would go back to the current processes that we have.

We do feel that this would support our families as we investigate and solidify our bridge campus. We would directly, we would advertise and we would also directly solicit transportation companies within our region. Recently one of the local school districts received about five bids from transportation companies so we do believe that we would get significant interest in this. We would propose a bid being published in the end of August or mid-September, and then we would attempt to bring this back to the school board later in the year, calendar year.

Can I get a motion? I move to approve the chief financial officer to request qualified bids to provide elementary transportation services for the temporary elementary campus. Second. Any questions for Matt?

I have a question. Do we, as part of this effort, have we done like a study on the transportation, like the flow to the site? Presumably this is primarily for Glenridge transportation to the bridge campus. This is the relocated.

So preliminarily we have driven the campus and the boundaries and the primary feeder streets through Glenridge. We are looking at a two-year agreement with the opportunity for two-year renewals until we complete elementary renovations. We felt that based on the tight nature of the areas that we would be transporting students, that would be beneficial to make part of this RFP professional services for routing and mapping. We currently don't have programs like Versatran that would which are typical routing programs.

So that would be an item that we would request as part of this RFP. And do we have some thoughts on getting input from the Glenridge community on the plan? in terms of the transportation? Well, I guess it boils down to like, well, how are we deciding like, we'll do one stop at Glen Ridge at the site or there'll be multiple.

So that is going to be part of the RFP in terms of whoever gets the bid, that would be part of their work in terms of where is the best stop, how often. I see, so they would help establish collaboratively where, okay, perfect, thank you, appreciate it. Just a follow-up question to that. So since that would be part of the RFP, do we need to include in the RFP while they're doing the route proposal that they would get family input before finally?

I mean, I guess I'm just kind of unclear about that. Timing or if there would be some opportunity for weighing in or do we just trust I would I would hope that the Company or entity that wins the bid would have the expertise and knowledge and professionalism to determine that whether now I would Ask for them like hey, how are you going to get it gather this information? How are you gonna make the plan but ultimately I would trust them and that's why we're wanting to go out over there and Anything else. All right.

All those in favor. Any opposed. Okay passes. Thank you.

Thanks Matt. Nailed it. All right. Consent agenda.

Pam can I get a motion. I move to approve consent agenda item 6.2 through 6.9. Second. All right all those in favor.

Any opposed. Great that passes. We are on to board communication. I assume there's no reports.

Oh. All right Chris. CHRISTIE WOODARD- I hope I have given the right one. I just wanted to report that as I said at their final meeting.

in the spring that the SSD governing council is now developing bylaws. They already had bylaws, but we haven't looked at them in 20 years. And so we have reworked those and I volunteered for the subcommittee that really really looked at the draft and added and tweaked and changed. And I'm very happy to say that, yeah, we're going to bring the draft to the Governing Council and we'll vote on that.

But I just... There are so many things now in these bylaws that are going to help boards like ours really understand whoever our delegate is and our alternate, which I'll get to next, really understand their role in the governing council and how important it is. And every district needs to understand this better, ours included. And so the bylaws, we have this sort of realization that even onboarding of new governing council members needs to be part of the bylaws.

All of these things that I'm really hopeful will strengthen the governing council, therefore the SSD, Board of Education, Therefore, all the services that we provide for these students. So I'm happy about this work. Dr. Macklin's been amazing in just encouraging us to really take a real honest look and do what we need to do to improve.

And I feel like that's the steps we're taking. So I'm excited about that. alternate one of the one of the things in the bylaws that I wasn't even aware of because they I think they were in the previous ones from 20 years ago but again I was never exposed really directly to those bylaws even as a new SSD governing council member which will change you know now that we've decided that that's you know a missed opportunity and Is that every board does need to have both a delegate and an alternate for the SSD governing council? You know, we had neglected to do that as other boards.

I'm sure have were the same But it is required that either the delegate or the alternate go to each of the four meetings of the SSD governing council and so I've always taken that seriously. I've gone to all of them, et cetera. But participation in these meetings is extremely critical. So yeah, I just want to make sure that we are all aware.

I will not always be here. Meade will not always be hear. But it just needs to be a norm that whoever is that SSD governing council person you know in my case it's I'm the delegate and me will be our alternate but yeah it's really critical for them to understand the importance of attendance and the importance of two more things reporting to you all about what has happened at the meeting but also before elections happen for SSD board of elections you know in April we have they elect new members to their board It is the governing council's role to vote, to decide who those people will be. And it's really important that, unlike what I've done in the past, because I really wasn't told that I should and didn't have the foresight to, you know, think to do this on my own unfortunately but I'm just being honest that I should consult with all of you because it really shouldn't I'm not really there to represent just myself I'm there to represent all of you and our district as a whole and so I will do a better job of you know especially before the budget you know vote you know that comes up we have to approve the budget you know and before the vote for the Board of Education new members and that I will really consult with all of you and make sure that you're aware and that you have had a chance to really give me the feedback so that I can go and make a vote that really represents all of us and the district.

So that's the new plan. That's great. Thanks. And I think we all appreciate your, you know, the amount of time and effort and awareness that you bring to SSD.

So it's great. I have an update. So actually there have been two CEF meetings since our last Board of Education meeting and they've been great. No yeah they I've actually really enjoyed it.

It is a really cool group. So I'm just getting to know them, but they have a couple of great updates. So I'll just start with the most recent meeting, which I feel like Nisha should almost be taking over the update because I think it is her vision along with Ali Rossini's vision and probably other members of the CEF, but to really align what CEF is doing with our strategic plan align their work with our three goals and so it's nice to be talking about the strategic plan tonight so rather than funding just individual grants throughout the year or at at the end of the year and hoping that we get teachers that apply for these grants and whatnot there's going to be kind of a shift hope you know pending board approval um towards a sort of bigger more strategic partnership so Under each of sort of our goals, we'll tie into an objective or rather a pillar, I think they're calling it, for the CEF. So pillar one would be educational opportunities, or sorry, pillar one tying back to goal one, but then divided those up into kind of how do we Tie into each of the goals through educational opportunities.

And then alumni engagement, how do we tie into each of the three goals through alumni engagement and then community engagement So how do we tie in to each of the three goal so. Sort of the idea, like for example, you know, for under A Place for Everyone, sponsoring potentially like the Clayton Cares Community Speaker Series, you know, putting some energy and effort behind like the HBCU college tour. And so using some of the funds for those kinds of initiatives that really tie into what we're doing as a district and kind of where our goals are. And under, like, under Goal 2, like, to grow as learners.

So, you know, how can CEF support the robotics program, catalyst program, things like that. So, anyways, it's just been a nice – it was a nice – I think I got – I think it's a great sort of opportunity for clarity around their vision and their mission and gives them greater impact. So, yeah. Thank you for that.

I didn't have a chance to say that after that, but yeah. So, yeah, that's it really for the big updates from them. Great. Thank you for that, that was a good update.

Anyone else? Oh, Ben. There was a Parks and Rec meeting, my favorite. The only thing, there was so much that we had talked about.

It was great. But no, really the thing that most impacted for the district I think is that, like I mentioned it before, there's this Youth Sports Advisory Commission that's been formed which is going to allow parents, coaches an opportunity to kind of like interact with our lead directors, you know, with our center staff on issues that come up and just kind of how to continuously improve. There was some issues the last couple years over some Conduct and things so fortunately, I think it was handled beautifully. I would like I'm happy to say all of our elementary schools are represented on the Commission And also I think Forsyth Forsyth school and some enrichment Heights in there.

I think they have like seven There's 12 members total. So anyway, just wanted to report that so it ought to be interesting to hear how that All right did anyone else have a meeting this is a busy summer I All right, well then we're done.