Strategic Plan
Comprehensive School
Improvement Plan (CSIP)
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
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
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.
• 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
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.
Why do We Need a
Strategic Plan?
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.
Our goals reflects
our commitment to
continuous improvement
and our belief that
excellence is not a
destination, but an
ongoing pursuit.
Strategic Goals
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:
G O A L 1
10
We will ensure all
learners, regardless of
their identity, feel safe
and valued.
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
11
I N C L U S I O N I N A C T I O N
Building a Culture Where
Every Child Belongs
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.”
12
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:
15
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.
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.
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
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