Highlights April 2025

Highlights Pattonville A top-tier district in Missouri and the U.S.

APRIL 2025

School news for parents, residents and staff of the Pattonville School District

Inside

Student representative on board adds voice - See page 2 for details

Pennies for Paws

Prop S update: Work completed on Phase 1 - See page 2 for details

Students at the Pattonville Early Childhood Center were visited by human and animal volunteers with the CHAMP (Canine Helpers Allow More Possibilities) Assistance Dogs program. The visit marked the end of the school’s Pennies for Paws community service project, with the school raising $513.20 for the St. Louis Humane Society. Students were also encouraged to dress up in dog outfits for the 101st day of school, also known as 101 Dalmatians Day. Top left, Luna Ritter Pedro, left, and Corinne Fry pet CHAMP dog Bertie. Above, Georgia Whittam, left, asks a question about service dogs along with her classmates, from left, Lucy Brown, Dakshith Pandilla, Muhammad Tariq and Naomi Hayes. Left, students in Lindsey Jones’ class learn about the CHAMP program from volunteer Barb Ness. Below left, from left, Addison Rampani, Tessa Elven, Giselle Lewis and Micah Eaton practice safely petting Bertie. Below right, students and staff in Jones’ class, back left, celebrate the 101st day of school.

BOARD OF EDUCATION

Mary Kay Campbell, President Jeanne Schottmueller, Vice President Dr. Dan Wentz, Secretary Lisa Kickbusch, Treasurer Dr. Brian J. Gray, Director Jan Schweiss, Director Rená Simmons, Director Dr. Barry Nelson Superintendent

Pattonville School District 11097 St. Charles Rock Road St. Ann, MO 63074-1509

Non-Profit U.S. Postage PAID Permit No. 1 St. Ann, MO

Pattonville is an award-winning public district in St. Louis County, Missouri. The district is fully accredited by the state and is recognized for academic success on the regional, state and national level.

From the Superintendent Student Voice: Elevating Leadership Through Board O

ne of the most impactful ways to ensure that student voices are meaningfully represented in district decision-making is through the role of the student representative on the Pattonville Board of Education.

This unique Extended Learning Opportunity (ELO) gives a high school student a seat at the table, Dr. Barry Nelson allowing them to engage directly Superintendent with district leaders, offer their perspectives and develop real-world leadership skills.

The idea for this role was sparked by a presentation Pattonville Board of Education president Mary Kay Campbell attended at the Missouri School Boards’ Association (MSBA) conference. She learned how another district successfully implemented student representation on its board and the positive impact on both students and decision-makers. Inspired by that model, the Pattonville board quickly embraced the concept, interested in the idea of better understanding the student experience and ensuring it informs the decisions that shape the future.

Although the student representative on the school board cannot vote, they serve in an advisory position and provide a student perspective on important issues that the board discusses and takes action on.

This past year, Pattonville High School senior Rylie Faasen has served as the student representative on the board of education. Faasen has been a thoughtful, articulate and consistent student advocate — attending monthly board meetings, sharing insights and building meaningful connections with board members and district administrators. Her poise, public speaking skills and leadership growth have left a lasting impression on the Pattonville community.

Beyond her presence at meetings, Faasen has committed more than 80 hours to her role as student representative, tracking her participation, setting goals and writing monthly reflections. Earlier this spring, she presented a cumulative report on her ELO experience, summarizing the importance and impact of student leadership in Pattonville.

Beginning in April, in concurrence with the board election and reorganization, Parker Hasenkamp, a junior at Pattonville High School, will take on the role as Faasen transitions to college. Hasenkamp was selected through a rigorous process that included an application, two letters of recommendation and a virtual interview similar to those done in hiring. Beginning in his sophomore year, Hasenkamp shadowed Faasen and is well-prepared to continue the work of amplifying student voice. His enthusiasm and leadership potential are already evident and we look forward to the insights he will bring to the board.

Having a student representative on the board helps ensure we are staying grounded in the real experiences of our students. It’s incredibly valuable to have a student voice helping inform our conversations, share updates from the high school and remind us who our decisions ultimately serve. Faasen has done an exceptional job, and I’m excited to see Hasenkamp continue that tradition.

We thank Faasen for her exceptional service and welcome Hasenkamp as he prepares to take on this important role. Their involvement is a powerful reminder that our students aren’t just the reason for our work — they are essential partners in leading the way forward.

Prop S Phase 1 complete; progress made on 2A and 2B T

he first phase of construction work on Prop S is complete. Prop S, Pattonville’s $111 million notax-rate-increase bond issue, was approved by voters in 2022 with a 79.4% favorable vote. Prop S work includes adding classrooms to address growth in student enrollment; providing safety and maintenance improvements; and updating school facilities to meet teaching and learning needs. Approval of the bond issue did not increase the district’s tax rate.

Phase 1 construction occurred work at Bridgeway, Parkwood and Willow Brook elementary schools and Holman Middle School. Work included a building addition at each school and additional improvements.

Phase 1 was budgeted at $40 million. See the list at right for major projects completed in this phase.

Progress on all remaining phases is ongoing. Construction on Phase 2A is in progress and expected to be completed before the 2025-2026 school year. Phase 2B is in the bidding phase, with some construction expected to begin this summer. Phase 3 is currently in its design phase. Phase 2A is budgeted at $10 million; Phase 2B has a budget of $31 million; and Phase 3 is budgeted for the remaining $30 million.

Due to increased construction costs since Prop S was passed, the district has been using alternative sources to help fund some of the work. Grants, as well as district and ESSER funds, have been used for playground improvements, security camera upgrades, furniture, repairs and upgrades to mechanical, electrical, plumbing and HVAC (heating, ventilation and air conditioning) systems. Nearly $4 million in ESSER funds were used as well as $5 million in borrowed operating funds. A full list of projects and updates is available online at psdr3.org/about/prop-s.

Completed Phase 1 Prop S Work Bridgeway Elementary School • • • • • •

Build a two-story addition with music room, library and flex room Add fire access lanes and locked gates to addition Renovate classrooms and office Add a bathroom to kindergarten classroom Add an outdoor learning space Add a stage in gym

Parkwood Elementary School • • • • •

Build a two-story addition with four classrooms, including art and music Add alarms to exterior doors Improve front corridors and add a dividing wall between the main entrance area and cafeteria Reconfigure entrance so visitors must enter building through office Expand and reconfigure office

Willow Brook Elementary School • • • • • • •

Build a two-story addition with classrooms and a library Create a courtyard between addition and retaining wall Expand the cafeteria Reconfigure restrooms in kindergarten rooms Add a high fence around playground Relocate the main entrance Reconfigure the office and Special School District (SSD) space

Holman Middle School • • • •

Work on Phase 1 of the Prop S bond issue is complete.

Above, librarian Kim Dickinson works with students in at Willow Brook Elementary School. Below, fifth graders play instruments in the music room at Bridgeway Elementary School.

Current Prop S Construction Phase 2A • • •

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Build a gym addition (to replace Gym B) with fire suppression system Add an entrance to the gym addition from main building Renovate basement below current gym (including locker rooms and health space) Update HVAC and replace boiler

High school culinary arts lab (completed) High school science labs (half of labs were completed in summer 2024; other half will be completed this summer) Transportation and printing spaces (formerly Holman Gym B) (in progress)

Above, the new Gym B at Holman Middle School is connected to the rest of the school. The former Gym B, located near the current transportation office, is being renovated for additional bus bays and printing and transportation offices. Left, in her new classroom, which was part of the building addition at Parkwood Elementary School, kindergarten teacher Jacqlynn Nardelli-Sanchez, right, talks to her student Ava Perkins, center, along with fifth grader Kaylee Harris, left, and her cousin Juju Drake.

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News focusing on students, staff and schools in Pattonville

HOLMAN MIDDLE SCHOOL

Students create March Mammal Madness brackets

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Pattonville Early Childhood Center teacher Sharon Wood, left, asks Lillian Dickason, center, to open a container of popcorn kernels so the group could pop popcorn as part of a reading activity. Also shown are, from left, Venugopal Prathi, Rachel Shipley and Ketsia Nyanguile.

PATTONVILLE EARLY CHILDHOOD CENTER

Classroom brings stories to life

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fter recess, students at the Pattonville Early Childhood Center returned to their classroom, but they weren’t expecting what they encountered. Set up in the middle of their class rug was a faux fire and a kettle hung from a stick. The camp-like scene was part of a recreation connected to the story “Bear Snores On” by Karma Wilson. The activity was meant to bring the children’s book alive in a creative and engaging way, allowing students to experience a unique, hands-on lesson.

Throughout the week, students in Sharon Wood’s classroom experienced “Bear Snores On” in various ways, including reading the book, watching a short video adaptation and participating in the camping activity. That activity was designed to mirror the party in the bear’s cave in the story. The faux campfire was a machine blowing air into paper flames and a machine was used to pop the popcorn.

At the end of the activity, the students had snack time, where they ate freshly popped popcorn and drank the brewing “black tea,” which was actually grape juice, just like the animals in the story.

Wood, who has repeated this activity every few years, believes these interactive experiences deepen students’ understanding of the stories they read.

“Students learn by building on their prior experiences,” Wood said. “Introducing a book and reading it on the first day, then adding a video or recreating a scene with props, allows them to continue learning through repetition and new experiences.”

This multifaceted lesson incorporated various educational components. Students practiced sequencing by retelling the order in which the animals appeared in the story. They learned new vocabulary like “blustery” and “divvy,” explored the science behind how popcorn pops and used their five senses to observe the snack preparation.

Math skills also came into play as they measured oil and popcorn kernels. Additionally, the book introduced students to lesser-known animals like moles, badgers and wrens, broadening their knowledge of the animal kingdom.

Wood emphasized the value of storybooks in early childhood education.

“Children’s storybooks are such an important part of childhood and lay the foundation for a lifetime of learning,” she said. “It’s never too early to start reading to your babies. Even when children want to hear their favorite stories over and over, they are still learning.”

This engaging experience not only made a classic story memorable but also showcased the power of bringing literature to life — one popped kernel at a time.

ions, tigers and bears aren’t just mascots in this year’s March Madness basketball tournament — they’re also real animals competing in the March Mammal Madness tournament, a science-based bracket competition introduced to students at Holman Middle School. Organized by Arizona State University (ASU), the event challenges students to predict the outcomes of animal matchups by analyzing traits, habitats and survival skills.

Like the NCAA basketball tournament, March Mammal Madness finds students filling out brackets and making strategic picks. But instead of buzzer-beaters and slam dunks, their version features claws, camouflage and adaptation. ASU provides detailed research about each species, from biomes and diets to positions on the food chain, and releases videos on match nights that simulate the battles.

Pirate Academy science teacher Natalie Walker introduced the competition during Advisory, encouraging students to scan a QR code that linked to ASU’s research. As rounds progressed, Walker kept the excitement going by tracking points and updating standings. While not part of this year’s curriculum, the activity generated enthusiasm and critical thinking.

“This year, we’re doing it as a fun, schoolwide community-building activity,” Walker said. “It works perfectly with sixth grade science, but this year we’re in seventh grade science so we’re doing things like space and weather, but it’s still getting them excited about science.”

Students took their bracket selections seriously, blending science and strategy.

Seventh grader Pierce Graves mimicked a coati while explaining her choice to pick the small, omnivorous mammal over the fig-eating bat.

“I picked it because a coati can survive in many different biomes, and fig-eating bats only live in tropical forests,” she said. “The coati has big hands and more survival skills. With the information we got, it’s way better.”

Others, like seventh grader Talynn Glover, saw similarities between the animal battles and basketball’s unpredictability.

“It’s just like March Madness with basketball teams because you never know who might actually win,” Glover said. “The ASU website gives you the traits, biome, what they eat and their position on the food chain. You take that information to figure out who’s going to win, and then match them up against other winners until you get to the final round.”

Sixth grader Lucas Meyer took a creative approach, selecting the No. 13-seeded mudskipper to upset the No. 4-seeded coelacanth.

“The mudskipper is like Jesus on water,” Meyer said. “They can just run across the water because of their webbed feet.”

Other students leaned on instinct and favoritism to make their picks.

“I picked the No. 10-seeded quokka and No. 9 platypus,” sixth grader Aaron Voss said. “I don’t really know why, but they’re kind of my Holman Middle School favorite animals. I’m not sure if they’re students competed in a scigoing to win or not, but I’m hoping.” ence-based March Mammal Madness bracket. Left, seventh Students also considered how habigraders Pierce Graves, left, tats play a role in the competition, drawand Talynn Glover, right, work ing parallels to home court advantage. on their brackets while teacher “For example, whatever animal has Natalie Walker watches. Below, sixth graders William Meyer the better seed gets home field advanTuter, left, and Eli Dukes tage,” Walker said. “Even if one animal consider the placement of the appears to be stronger, if the environflying frog in their bracket. ment favors the other, it could be an upset.”

Seventh grader Keagen Center applied that logic when analyzing his championship matchup.

“I have a polar bear versus a puma,” Center said. “But the puma would get too cold in the Arctic. The polar bear has the home field advantage and weighs at least 200 pounds more so it’s not really a fair match.”

Center was right! The final round saw the polar bear and puma compete.

In the end, the polar bear won the championship.

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WILLOW BROOK ELEMENTARY SCHOOL

Library helpers keep area clean, books available

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t Willow Brook Elementary School, a group of dedicated fifth grade students is stepping up to keep the school library running smoothly. Selected as library helpers, these students play a key role in managing the daily return and organization of books, helping ensure that their classmates can make the most of their library visits.

Each morning, library helpers take on the important task of retrieving book return carts from classrooms that have scheduled library visits that day. Using the school’s elevator, they transport the carts up to the second-floor library, where they begin the check-in process. With handheld scanners, these students scan each book, logging them back into the system before sorting them onto designated carts by genre. This extra step means that when classes arrive for their scheduled library time, books are already where they need to be and students can jump straight into selecting new reads.

The impact of this program has been significant. The work of these fifth graders has created a seamless and efficient system for book returns and checkouts.

“We learned how to use the iPad,” fifth grader A’niyah Cosey said. “You just turn it on, press the check-in button, scan it, make sure it pops up on there and then you just put it where it goes on the cart.”

Their efforts not only support their fellow students but also help the library staff maintain an organized and inviting space for all. On any given day, Willow Brook librarian Kim Dickinson might have six classes scheduled to visit the library, which means hundreds of books will be collected for returns. If staff don’t get through all of the returned books quickly enough, and different students want to check those books out, the process can get difficult to manage.

“It’s great extra help that saves a lot of time in the morning,” Dickinson said. “If I have class first thing, I can’t check in 400 books while I’m teaching. It also helps a lot when I or (library and technology aide) Meagan (Greer) are shelving the books.”

By having all of the books returned and available first thing in the morning, before those classes make their visit, everything runs a lot smoother. It also allows Dickinson to keep better track of how many books each student actually has out at a time and thus know how many books they can check out on their next visit. This all allows both the students and the library staff to not have to worry about returns whenever classes arrive, as students can jump straight into picking out their new books.

Beyond the library logistics, the experience fosters important life skills for the young volunteers. By handling books with care, ensuring they are properly sorted and maintaining neat stacks with spines facing outward, the students gain firsthand insight into the organizational systems librarians use every day and why they matter.

“I like being able to organize the books,” fifth grade library helper Parker Johnston said.

The students take pride in the responsibility entrusted to them, whether it’s navigating the elevator independently or helping maintain the library’s efficiency. Many students say they enjoy the peaceful environment and the unique privilege of assisting behind the scenes.

“They’re always asking to come up,” Dickinson said. “They’re very responsible and they’re all very helpful. E ​ specially with the kiosk — if I’m not in here or there are younger kids who don’t know what to do, they can help take care of that and I can trust that they do that.”

Through this hands-on leadership opportunity, Willow Brook’s library helpers are not only keeping the books in order but also gaining confidence, responsibility and a deeper appreciation for their school’s library system.

Students at Willow Brook Elementary School help keep the library running smoothly. Top left, librarian Kim Dickinson, left, shows students a list of projects to complete. They are, from left, fifth graders Cylee Spears, Parker Johnston, Bre’Ya Shannon and A’niyah Cosey.

Left, Spears and Johnston help check in books.

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PATTONVILLE HEIGHTS MIDDLE SCHOOL

Eighth graders in the SIGMA program at Pattonville Heights Middle School create a city of the future that can withstand rising sea levels.

Chandi Kennedy, left, works on a school while Skylar Kuzuf creates a playground for their group’s city.

Students create city of the future

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IGMA students at Pattonville Heights Middle School are participating in a hands-on challenge to design sustainable floating cities as part of the Future City project, a nationwide program that encourages students in grades 6-8 to apply science, technology, engineering and math (STEM) concepts.

Using the engineering design process and project management skills, students are tasked with addressing real-world challenges. This year’s theme asked them to build a floating city that can withstand rising sea levels and keep its citizens safe and healthy. Each class chose a location, such as San Francisco, and designed self-sustaining cities with essential facilities like schools, post offices and parks.

SIGMA teacher Natalie Graneto emphasized the importance of integrating real-world applications into the lesson.

“We’re learning about engineering and infrastructure, including how a city is built and how everything intertwines,” Graneto said. “We also focus on sustainability and why floating cities might become necessary due to rising sea levels. Each class picked a location and thought about whether their city would be fully independent or connected to the mainland and what it would take to keep it self-sustaining.”

Eighth grader Chandi Kennedy focused on adding a school to her class’s floating city, inspired by the design of her own school.

“I started with a flat box, folded it up to make the shape and used scissors and hot glue to build it,” Kennedy said. “Since people will actually live there, we’re trying to make it self-sustaining. Schools are important in real cities, so we added one to ours.”

Another eighth grader, Skylar Kuzuf, is designing a playground that features a swing, a slide and other equipment.

“I like this activity because I get to build all day in class,” Kuzuf said. “It’s fun to be creative and do something hands-on in a class that’s not usually about art. I can listen to music and just focus on building.”

As part of the project, students watched a documentary about the potential need for floating cities in the future and discussed factors like population growth, transportation and environmental sustainability.

SIGMA teacher Dodie Logue, who teaches at Pattonville Heights and the Academy of Innovation at Remington, secured a Missouri Retired Teachers Foundation (MRTF) grant to provide additional supplies for students.

“The students are supposed to build primarily with recycled materials, but they’re allowed to spend up to $100 on extra supplies,” Logue said. “I used the grant to buy things like glue sticks, paint, trees and even Lego gears so they could create moving parts, like windmills, for their cities.”

While the project is part of a national competition, Pattonville Heights is using it as a class learning experience this year. A parent showcase is planned to highlight the students’ work.

Even though the floating city concept captured the students’ imagination, some, like eighth grader Sharon Judge, aren’t sold on the idea of living in one.

“I wouldn’t want to live on a floating city because I don’t really like being on the water,” Judge said. “And if I am around water all the time, I’d rather have a beach, and there’s no sand to lay on in our city.”

Whether or not they’d live on one, students agree the project has opened their minds to new possibilities. As eighth grader Julianna Riley pointed out, thinking ahead is key when designing for the future.

“We had to think about how the population would grow and how to prepare for the future,” Riley said. “Even if it’s a future city, you still have to think about the future of the future city.”

PATTONVILLE HIGH SCHOOL

Link Crew creates connections between different grades

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lively game of rock-paper-scissors wrapped up a recent homeroom class, filling the room with laughter and friendly competition. Before the game began, Link Crew leaders — upperclassmen dedicated to helping freshmen adjust to high school — led discussions about clubs, sports and extracurricular activities the freshmen might explore next year. These engaging, connection-building meetings are a key part of the Link Crew program at Pattonville High School, where juniors and seniors work to ease the transition to high school and create meaningful relationships that last beyond freshman year.

Link Crew, a national leadership program, debuted at Pattonville this year with a mission to support ninth grade students as they adapt to high school life.

“Link Crew is basically a freshman transition program that helps smooth the transition from eighth grade to high school,” senior and Link Crew leader Alyssa Lee said. “Especially because being in high school is a way bigger responsibility. Teachers aren’t patting your back as much as they were in middle school and grades matter a lot more. We’re really instilling that and trying to encourage them to branch out and try everything.”

Every junior and senior is invited to be a Link Crew leader, with more than 100 choosing to participate. The aim is to create a diverse group of leaders — including athletes, thespians and students from various clubs and programs — to connect with freshmen of all interests.

Link Crew leaders visit ninth grade homerooms once or twice a month, with more frequent visits during critical times like the beginning of the year, finals and class registration. These homeroom sessions are designed to foster community, build communication skills and encourage teamwork. Students remain in the same homeroom for their entire high school experience, making these sessions crucial for creating a sense of belonging.

In their homeroom visits, Link Crew leaders engage freshmen in interactive activities. These include name games to help students learn each other’s names and icebreakers that encourage conversation. Leaders also facilitate discussions on understanding different perspectives and emphasize the value of diverse viewpoints.

“The games are always talking and moving around and working together, but they also have a real-world lesson attached to them,” Lee said. “For example, we played a game about different perspectives. We showed pictures that can be looked at in different ways and see different things. This will build a bridge to this idea about how everybody has a different perspective. It’s important to listen to everybody.”

In addition to the classroom visits, the Link Crew leaders welcomed the new class with a freshman orientation.

“My favorite part was the freshman orientation day before school started,” Lee said. “We had a big pep rally in the gym. Then we gave them a tour, and we played games in the classroom. That day was fun and setting up for it was fun. I want people to know how welcoming Link Crew is.”

Lee had the idea for implementing a freshman transition program last school year after talking to some of her coaches and to other teachers who said that they felt freshmen could use more support adjusting to high school. She reached out to princi-

pal Teisha Ashford about creating a mentorship program to help ninth grade students transition to high school and understand what it means to be a student at Pattonville High School.

“The ninth graders walked into school in August feeling good about being here,” Pattonville High School senior and Link Crew leader Alyssa Lee, right, competes against freshman Gage Lindsey in a said Jared Beucke, assistant principal and one of the pro- version of Simon Says where the winner is determined by who grabs the cup on the floor the fastest. gram’s coordinators. “Transition to high school can be an anxious time. Link Crew helped ease any fears some of the students may have had when they arrived at PHS on the first day of school.”

Feedback from both freshmen and Link Crew leaders has been overwhelmingly positive. In a recent survey, many freshmen expressed appreciation for the support and guidance they received, while Link Crew leaders shared that they enjoyed the experience and would encourage others to participate.

“The goal of Link Crew is to create connections and a system of support for our ninth grade students,” Beucke said. “Their leaders have been with them since August, so they have comfort in going to them if needed. They have a group of upper class students they can go to for advice, guidance and support. It also creates a leadership opportunity for our older students, helping them develop skills they can use beyond high school.”

For many Link Crew leaders, the experience has been an opportunity to grow as leaders.

“As we have gone through the year, some of those who doubted themselves at first have become comfortable and developed into amazing student leaders,” Beucke shared. “It’s rewarding to see them find their confidence and embrace their roles.”

The impact of the Link Crew is also seen by the teachers in the freshmen homerooms.

“I think that it gets the kids talking and building a little bit of a relationship,” Spanish teacher Rachel McAllister said. “They have fun most of the time and I’ve noticed that some of the kids are like, ‘Man, I wish one of my Link Crew leaders were here today,’ and they’re looking up to some of the upperclassmen, which is great. This semester they have been a little more engaged. Last semester, they seemed to reluctantly participate, but this whole semester, they’re opening up more.”

The success of Link Crew not only resonates with the freshmen and teachers, but it also leaves a lasting impact on the school’s culture and community.

“I believe Link Crew has created an opportunity for our students to leave a legacy after they move on,” Beucke said. “They feel as though through programs like Link Crew, they can ensure future Pattonville High School students understand what it means to be a Pirate and appreciate their time here.”

ACADEMY OF INNOVATION AT REMINGTON

Second graders step into lives of historic Black individuals to share their story

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istory came to life at the Academy of Innovation at Remington as second graders hosted the annual Living History Museum. Each student in Emily Cook and Ashley Senn’s classes selected an important Black figure to research and bring to life for their classmates, staff members and families through information and portrayal.

During the school’s Living History Museum, Academy of Innovation at Remington second grader Jace Brooks, left, shares what he learned about runner Usain Bolt with Andrew Jefferson, the parent of another second grade student.

With the press of a button, the young historians transformed into notable figures such as Harriet Tubman and Barack Obama, sharing key facts and inspiring stories. Families were invited to attend the event and listen as students delivered memorized speeches detailing their figures’ birth, accomplishments and legacies.

“Second graders have been working hard for the last month or so learning about famous African Americans, and today we put on our Living History Museum for parents and our families,” Senn said after the presentations. “They did so good. We’re so proud of them.”

The Living History Museum has become an annual tradition at Remington. Each year, students research and portray notable Black figures as part of their Black History Month studies, sharing what they have learned with their school community.

To prepare for the event, students used iPads to research their chosen figures using resources like Google, Epic! and PebbleGo. They created posters using Canva, which were printed at the Pattonville print shop and displayed at their tables. Each student wrote and mem-

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orized a speech with facts about their historical figure, including a quote.

“We worked really hard to learn about our person,” Ronney Givens said. “We did a practice day and then we did a day where the whole school could come. Then a day for our parents to come.”

After weeks of preparation, students were excited to showcase their hard work and share what they learned.

“I liked that our parents came and we got to say speeches,” said Muhammad Tariq, who portrayed Obama.

Abby Fick, who transformed into Tubman, said she enjoyed the project.

“I liked what we were doing, and I learned a bunch about her, like how she helped hundreds of slaves to freedom through the Underground Railroad,” Fink said.

All of the students wore clothes to reflect their historical figures.

“I liked dressing up and celebrating Black history,” Givens said. “Showing that we know about Black History Month was the best part.”

BRIDGEWAY ELEMENTARY SCHOOL

Students explore value of recycling through performance

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Guest presenter Ben Winkler talks to second graders at Bridgeway Elementary School about recycling and reducing waste.

econd graders at Bridgeway Elementary School took an exciting step toward environmental awareness with a special visit. On Feb. 5, Ben Winkler brought his puppet show, “How Recycling Changed My Life,” to the school as part of an ongoing effort to support the school’s recycling initiative.

The 30-minute presentation by Winkler, an environmental representative of waste diversion for the St. Louis Department of Public Health, aligned with the second grade science curriculum, teaching students the basics of recycling and how it can significantly reduce household waste. The show featured entertaining dream sequences, a sneaky villain, a chase scene and even flying objects. A Q&A session followed the performance, allowing students to further explore the importance of recycling.

“The students especially loved the dream sequence and all of the action-packed moments,” second grade teacher Julie Watson said. “It was a fun and engaging way for them to understand how recycling works and why it’s important.”

Following the presentation, students participated in activities to reinforce what they had learned. They wrote persuasive pieces about the importance of recycling, created step-by-step guides on how to recycle correctly and studied the environmental impact of waste. The experience also tied into their ongoing lessons with reading teacher Jeanne Fernandez, who leads the school’s recycling initiative. This includes the lunchroom recycling program, helping students connect classroom learning to real-world applications.

By reinforcing these environmental lessons, students develop lifelong habits that benefit the planet. Thus, the interactive lessons will continue through the spring. Winkler will come back in April to introduce students to another critical environmental topic — soil and decomposition. During this visit, students will explore a compost sample, examining the decomposition process and identifying the various organisms that contribute to healthy soil.

“This next lesson will be hands-on, and that’s something the students always look forward to,” Watson said.

“They may not all remember that he’s coming back, but once he arrives, they’ll be excited to dig in — literally!”

ROSE ACRES ELEMENTARY SCHOOL

Black History Month programming introduces students to important historical figures

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hroughout February, students at Rose Acres Elementary School immersed themselves in Black History Month with hands-on projects and interactive activities designed to educate, inspire and celebrate. From classroom research projects to creative art pieces and STEM (science, technology, engineering and math) explorations, students took an active role in learning about influential Black figures who have shaped history.

Each classroom door featured a unique Black History Month theme, turning the school’s hallways into a visual tribute to historical and modern figures. Students also participated in a daily Black History Bingo game during morning announcements, with each week focusing on a different theme. One week emphasized inventors, while another highlighted poets and authors.

“I think the bingo board was a favorite for sure,” said English learner (EL) teacher Dr. Maritza Caldera, who facilitated all of the school-wide activities. “They just love playing bingo, and it was a daily thing for a whole month where they were learning about new people every day.”

The students looked forward to this every morning and enjoyed talking about the important figures that were featured in the bingo game.

“A lot of them changed people’s lives,” third grader Aimie Wanaswa said.

Students also engaged in a Who Was ... research project inspired by the popular biography book series. Each student selected a notable Black figure, conducted research and created a biographical poster. Third grader Lola Dafflitto chose Aretha Franklin and presented her findings in a school-wide video shown during morning announcements.

“Aretha Franklin is a world-famous singer,” Dafflitto said. “I know about her because my mom introduced me to some of her music and I really like it. She was very respected, she was in the Civil Rights Movement and she won 18 Grammy awards and the Medal of Freedom in 2005.”

During Rhondalyn Logan’s art classes, students explored the work of Black artists, including Nigerian-born, New York-based artist Laolu Senbanjo. Inspired by a video of Senbanjo painting a shoe as an example of how he finds inspiration in everyday objects as a canvas, students created their own shoe designs, incorporating personal artistic expressions.

Paraprofessional Rungsee Suvansri’s STEM classes focused on Black innovators in science and technology. Kindergartners built model traffic lights to honor Garrett Morgan, the inventor of the three-position traffic signal. Fourth graders crafted miniature computers in recognition of Mark Dean, who co-developed the personal computer. Other students studied astronaut Mae Jemison, the first Black woman in space, and created projects inspired by her achievements.

“These were simple STEM projects modeled on these inventions and innovators,” Suvansri said. “It just helped keep them thinking about it.”

The month-long celebration concluded with a themed spirit week and an all-school assembly, featuring performances by the Pattonville High School choir, drill team and

jazz band, followed by guest speaker Earnest Hart Jr., a St. Louis-based martial arts professional and actor. Students were captivated by his experiences in martial arts and Hollywood, including his role in the 1995 movie “Mortal Kombat.”

Caldera emphasized the impact of the month’s activities.

“I think it was beneficial and they learned a lot,” she said. “The more we talk about Black History Month, the more they think about it and realize how important it is to celebrate.”

Through these meaningful projects and engaging activities, students celebrated Black History Month and deepened their understanding of the achievements and contributions of Black leaders, artists, scientists and change-makers throughout history.

Students at Rose Acres Elementary School celebrated Black History Month throughout February. Right, third grader Aimie Wanaswa participates in a game of hallway Black History Bingo. Below, students attend an all-school assembly featuring guest speaker Earnest Hart Jr., a St. Louis-based martial arts professional and actor.

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During Parkwood Elementary School’s fifth grade Survivor Day, students used teamwork and things they’ve learned to compete in challenges. Above left, from left, Kaylee Harris, Romeo Lucas and Melanie Rodriguez work together to solve math problems. Above center, Charli Eisen keeps tally of how her house is doing in the competition. Right, Cityanna Kumlachew, left, jumps for joy after sinking a ball in a plastic bin while her classmate Dominique Mure Jr. celebrates.

PARKWOOD ELEMENTARY SCHOOL

Surviver Day challenges allow students to review knowledge learned throughout year

I

t’s outwit, outplay and outlast — but with a twist.

Fifth grade students at Parkwood Elementary School recently participated in the Survivor Games, a competitive yet collaborative event where students combine teamwork, knowledge and strategy to earn points for their houses. Just like the hit TV show “Surviver,” students had to outsmart their competition, but instead of facing physical challenges, they tackled academic ones in the subjects of English language arts (ELA) math and science.

The Survivor Games are a highlight of the school year, giving students a fun and engaging way to review important concepts while fostering a sense of teamwork and friendly competition. Students are divided into three teams — Vineet (“respectful” in Sanskrit), Wajibu (“responsible” in Swahili) and Pantera (“panther” in Spanish).

Each team is made up of students from the three fifth grade classes, ensuring a mix of students from different classrooms on each team.

Throughout the games, students rotate through stations led by their teachers, competing in challenges that test their understanding of the material they’ve learned.

This spring, each teacher focused on a specific area of learning. Jaimyn Hacker led the math station, where students reviewed multiplying and dividing fractions. Lindsey Schaefer handled the ELA station, where students were tested on grammar and spelling skills. Regina Wright guided the science portion, while students demonstrated

their knowledge of the earth’s rotation.

“At the beginning of the year, each class gets split into different houses,” Hacker said. “On our Survivor Days, we review content we’ve been learning by gamifying it.

Students earn points for their house and, at the end of each grading period, we crown a champion. The house with the most points at the end of the year wins.”

Progress is tracked on a scoreboard in the hallway. The intensity builds as the year progresses, with a final house champion crowned after the last Survivor Games event.

The competition is fierce, but it is also a chance for students to strengthen their comprehension in a more collaborative and interactive environment.

“It’s like a sportsmanship and strategy game where you have to work together to get more points,” fifth grader Justus Midkiff said. “Whoever has the most at the end of the year gets a trophy.”

For many students, the Survivor Games were a welcome break from the usual routine, especially leading into spring break.

“I like all the games we get to play,” fifth grader Tamera Cooper said. “It’s fun the day before spring break to have a competition.”

As the year continues, the excitement will only build as Parkwood’s fifth graders work toward the final Survivor Games championship, reinforcing their understanding of key academic concepts while fostering teamwork and collaboration.

DRUMMOND ELEMENTARY SCHOOL

Pajamas as costumes set the tone for all-grade musical about adventures of bedtime D

First grade students at Drummond Elementary School sing about bedtime while wearing their pajamas during their all-grade musical, “Pajama Party,” in a performance for their families.

rummond Elementary School’s first grade students took the stage wearing pajamas and carrying stuffed animals. It was part of the theme of the musical “Pajama Party” by Cristi Miller and Jay Ferguson that shows that bedtime can be a blast. Students enjoyed showing the adventures of picking up toys, taking a bath, brushing teeth and putting pajamas on to end the day, all through song and dance.

The musical gave first graders the chance to experience the thrill of performing on stage, something music teacher Kori Phillips believes is invaluable.

“It’s one thing to watch a performance, but it’s entirely different to be the ones on stage,” Phillips said.

“Being in a musical gives students the chance to see what it’s like to perform on stage. For most kids, just getting to sing on stage is a huge deal, and they really enjoy it. Many of our students love being the stars and getting to sing for their families.”

While the performance didn’t require elaborate sets, students engaged with props as part of their roles, including their favorite stuffed animals from home.

The simple costume choice — pajamas — allowed all students to feel like they belonged and also comfortable and confident while performing.

Parents were equally enthusiastic, supporting their children and showing pride in and excitement for their performance. Phillips said Drummond families have consistently supported the school’s music programs,

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and this show was no exception.

While all grade levels have opportunities to showcase their musical abilities, each performance experience is unique. Third graders host a Family Folk Dancing Night and fourth graders demonstrate their recorder skills at Fine Arts Night. But the first grade musical is a relatively new tradition at Drummond.

The selection of “Pajama Party” was an easy decision for Phillips, who was inspired by a fellow music teacher’s production of the show. She appreciated that several of the songs were based on familiar melodies, making them easy for young students to learn. The fun, pajama-themed concept also made the experience even more special for the students.

“These kids are incredible young musicians,” Phillips said. “They worked so hard to prepare, and we are so proud of them. It is truly a joy to teach them music.”

Drummond continues to provide students with creative outlets to explore and develop their talents, and the first grade musical is just one of many ways the school celebrates the arts.

“These kids are incredible young musicians, and they all worked so hard to prepare for the show,” Phillips said. “Our music programs are always looking for ways to show off how talented our students are, and we are so proud of the work our first grade students put into this show.”

BRAGGING WRITES

Honors, Awards and Achievements by Pattonville Students and Staff

ROSE ACRES ELEMENTARY SCHOOL

PATTONVILLE HEIGHTS MIDDLE SCHOOL

Students from Rose Acres Elementary School were selected to have their short stories published in the St. Louis Writers Guild: Young Writers Awards Students from Rose Acres Elementary Collection School who were selected to have their anthology. In short story published in the St. Louis Writers Guild: Young Writers Awards Collection this annual contest, student anthology are McKenzie Claeys, left, and Ethan Scott. authors from fourth through 12th grades are selected to have their stories published in an anthology that is available for purchase on Amazon. These students were invited to an awards ceremony and story-reading celebration on Jan. 11. PEGS fifth grader Abigail Donjon received third place for her story. Additionally, fifth graders McKenzie Claeys, Zach Sumner and Sophia Wilson and PEGS fourth graders Matthias Schillinger, Maxwell Schneider and Ethan Scott had their short stories selected for publication. These students are taught by PEGS teachers Allison Bennett and Robin Chang and fifth grade teachers Gina McKelly and Nicole Youngquist.

Choir students from Pattonville Heights Middle School were selected to participate in St. Louis Suburban 7th/8th Grade Honor choirs. Students Pattonville Heights Middle School students selected to the St. Louis Suburban 7th/8th were selected Grade Honor choirs are, from left, front by their school’s row, Nomin Amgalanbaatar and Hunter choir director to Johnson and, back row, Skylar Kuzuf, Aria participate in an Kuhn and teacher Kurtis Heinrich. ensemble with students from other schools around the St. Louis area. These honor choirs performed a concert together on Jan. 25. Students selected to the 7th/8th Grade Mixed Honor Choir were Mason Biship, Golden Curtis, Hunter Johnson, Skylar Kuzuf, Carly Ratcliff and Ellen Slocum. Student selected to the 7th/8th Grade Treble Honor Choir were Nomin Amgalanbaatar, Blair Bittick, Lauren Hearns, Aria Kuhn, Omolola Ogunmola and Rosemary Vanengelen. The Pattonville Heights choir is directed by Kurtis Heinrich.

Young Writers Guild

Holman Middle School choir students selected to the St. Louis Suburban 7th/8th Grade Honor choirs are, from left, Madison Jurilla and Kylie Williams. Heather Blackwell teaches these students.

HOLMAN MIDDLE SCHOOL Choir

Choir students from Holman Middle School were selected to participate in St. Louis Suburban 7th/8th Grade Honor choirs. Students were selected by their school’s choir director to participate in an ensemble with students from other schools around the St. Louis area. These honor choirs performed a concert together on Jan. 25. Students selected to the 7th/8th Grade Mixed Honor Choir were Madison Jurilla, Jayden Neal and Taylor Williams. Students selected to the 7th/8th Grade Treble Honor Choir were Aurora Christmas, Evie Reinwart, Laila Sterling, Layla Stuart, Kylie Williams and Rebecca Wulf. The Holman choir is directed by Heather Blackwell.

Choir

PATTONVILLE HIGH SCHOOL Band

Pattonville High School band students were selected to AllState and All-Suburban honor bands. Two students were selected to the All-State Jazz Band after being selected to Pattonville High School students the St. Louis All-Subselected to All-State and All-Suburban Band. Hunter urban honor bands include, front Riley was selected for row, Julio Torres and band director trumpet and Zoe Click Jacob Bubb; and, back row, Chwas selected for honor- uanjie (JJ) Li and Hunter Riley. able mention bassoon. Students selected to the St. Louis All-Suburban Band were Emily Derhake for trombone and Janani Kamalakkannan for clarinet. Students selected to the St. Louis All-Suburban Band as alternates were: Chase Cheatham for euphonium, Savannah Harris for tuba, Chuanjie (JJ) Li for trombone and Julio Torres for French horn. The high school band is directed by Jacob Bubb, Laura Livesay and Anna White.

Orchestra

Pattonville High School orchestra students were selected to All-State and All-Suburban honor orchestras.

Pei Lin Lan was selected to the All-State Orchestra for honorable mention violin. The following students were selected to the St. Louis All-Suburban Orchestra: Clare Adrian Woods Derhake for violin, Logan Monroe for viola, Omolara Ogunmola for cello, William Truong for viola and Adrian Woods for viola. The high school orchestra is directed by Paul Rueschhoff.

COLLEGE SIGNINGS

T

he following Pattonville student-athletes made a commitment to play a sport at the collegiate level.

They are: Ian Artelt, swim and dive, Truman State University; Faith Cunningham, volleyball, Missouri Valley College; Landyn Driy, baseball, Rochester Ian Artelt Faith Cunningham Community and Technical College; Emma Eiswirth, swim and dive, Lynn University; Hannah Fenton, cheer, McKendree Landyn Driy Emma Eiswirth University; Kennedy Horton, basketball, University of Tennessee at Martin; Tristan Jackson, football, Kennedy Horton Hannah Fenton MidAmerica Nazarene University; Akira Kendrick, cheer, Missouri Baptist University; Mason Lee, Tristan Jackson Akira Kendrick baseball, Bradley University; Reagan Nelson, volleyball, Southeast Missouri State University; Adam Reddy, swim Mason Lee Reagan Nelson and dive, University of Wisconsin-Stevens Point; and Jatouris Simon Jr., football, Dodge City Community Adam Reddy Jatouris Simon Jr. College.

Pattonville Highlights is published throughout the school year for residents of the Pattonville School District by the Pattonville school-community relations department.

11097 St. Charles Rock Road, St. Ann, MO 63074. 314-213-8025. Website: psdr3.org. Email: kgordon@psdr3.org.