Highlights February 2025

FEBRUARY 2025

Pattonville

Fall survey data shared on district data dashboard

- See page 2 for details

Details on kindergarten, preschool registration

- See page 8 for details

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

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 is

Cosmic bowling

The gym at Parkwood Elementary School became a space for cosmic bowling. The temporary redesign was set up after students learned the basics of how to bowl, including form, aiming for the pins and ball rolling. They tracked marks, or strikes and spares. To replicate the feel of a cosmic glow-in-the-dark bowling party, the gym was filled with lights and music. Top left, third grader Destiny Howard gets a spare during cosmic bowling. Top right, second graders Nevada Lagrone, left, and Dakiera Augustine set up pins in the gym. Middle right, second grader Bryce Dodd prepares to bowl. Center left, third grader Ava West lines up the ball to hit her remaining pins. Left, second graders, from left, DJ Ivy, Kane Blalock and Aayan Hussain celebrate Blalock getting a strike. Above, third grader Matias Ronderos Garzon waits to see which pins his ball hits.

From the Superintendent

Unlocking the potential of early learning at Pattonville’s Early Childhood Center

Dr. Barry Nelson Superintendent

Despite the few snow days at the start of the semester, our students and staff have settled back into a productive routine. Now is a great time to learn more about the opportunities available at the Pattonville Early Childhood Center and how we support our youngest learners’ educational journey.

At Pattonville, we believe that a strong educational foundation begins in the early years. Our early childhood program is designed to nurture intellectual, social, emotional, physical and creative development through hands-on activities and exploration. Providing a structured yet engaging learning environment ensures that every child is equipped with the skills necessary for future academic success.

The Importance of Early Childhood Education

Research shows early childhood education is crucial in shaping a child’s future. High-quality preschool programs help children develop critical thinking skills, improve social interactions and foster a love for learning. At Pattonville, we are committed to creating a positive and supportive environment where young learners can thrive.

A Curriculum Built for Young Learners

Our curriculum follows a constructivist approach to learning, where children gain knowledge through play, discovery and direct instruction. This philosophy aligns with Missouri’s Early Learning Standards (MELS), which outline key developmental expectations from infancy through kindergarten entry. Each child is encouraged to explore and learn at their own pace, guided by dedicated educators who foster curiosity and creativity. Our comprehensive early childhood curriculum includes:

• Language and Literacy: Developing early communication and literacy skills through reading, storytelling and interactive activities.

• Math: Introducing foundational math concepts using engaging, hands-on experiences.

• Physical Development: Enhancing motor skills through movement, coordination exercises and active play.

• Science: Inspiring curiosity through simple experiments and nature exploration.

• Social-Emotional Development: Teaching self-awareness, cooperation and problem-solving in a nurturing setting.

• Symbolic Development: Encouraging creative expression through art, music and imaginative play.

Commitment to Continuous Growth and Excellence

As part of the district’s Comprehensive School Improvement Plan (CSIP), the Pattonville Early Childhood Center is focused on enhancing early childhood education through specific initiatives. We are refining our assessment and progress tracking by updating report cards and benchmarks to align with MELS. Our team is also improving the placement process for early childhood special education students to ensure they receive appropriate support. Additionally, we are expanding professional development so staff can implement best practices in early learning and social-emotional growth. Facility improvements will further enhance our ability to provide a dynamic and engaging learning environment. As part of the district bond issue work, we are excited about renovating our courtyard area to address water runoff and erosion issues while creating an engaging new outdoor learning space. The courtyard will feature a sensory and dramatic play area and the new design will include a stage and stadium seating built into the hillside and sensory stations, providing dynamic outdoor education and play opportunities. Additionally, we are adding 40 parking spaces to better accommodate our community.

Opportunities for All

Our program offerings include: full-day preschool, half-day preschool, special education services, developmental screenings and the Parents as Teachers (PAT) program. PAT is free for all families to support their child’s growth and development. We serve families from pregnancy until their child is kindergarten-eligible. Our certified parent educators partner with families to promote optimal early learning and development and the health and wellness of all children in our PAT program by supporting families and caregivers. To learn more about our half- and full-day preschool options, see page 8.

Exploring Early Learning Opportunities

Enrolling your child in early childhood education sets the stage for lifelong learning. We invite parents to explore our programs and experience the enriching experiences we offer firsthand. Visit our website, ec.psdr3.org, to learn more about our curriculum, meet our staff and find out how to enroll your child. We also encourage you to share this information with others in our community so that more children can benefit from this exceptional program. For more details on our programs and enrollment options, visit our Pattonville Early Childhood Center website and discover how we can support your child’s early learning journey. We look forward to supporting our families and youngest learners.

District names two administrators

The Pattonville School District named two administrators for the 2025-2026 school year. Dr. Cara Hiripitiyage was named assistant superintendent of teaching and learning and Dr. Tammy Hasheider was selected as the director of secondary education in the teaching and learning department. Both will begin their new positions on July 1.

Hiripitiyage was approved by the Pattonville Board of Education on Dec. 10 as the assistant superintendent of teaching and learning. She is currently the director of secondary education in Pattonville. Prior to that, she was an assistant principal at Pattonville High School and an English teacher in the Lindbergh School District. Hiripitiyage has a bachelor’s degree in English from Maryville University, a master’s in educational administration from the University of Missouri-St. Louis and a doctorate in educational leadership from Maryville. She is also an adjunct professor at Maryville.

Hasheider was selected as the director of secondary education in the teaching and learning department. She is currently the assistant director of technology in Pattonville. Prior to that, she was a district technology specialist and math teacher at Pattonville High School and a math teacher in the Maplewood-Richmond Heights School District. Hasheider has a bachelor’s degree in secondary education from Southeast Missouri State University, a master’s degree in information science and learning technologies from the University of Missouri-Columbia and a doctorate in teacher leadership from Maryville.

Pattonville shares fall 2024 climate survey data

The Pattonville School District compiled and analyzed the results of its annual climate and culture survey, which gathers feedback from parents/guardians, staff and students in grades 3-12. The survey conducted in the fall focuses on key areas such as school climate, social skills, student-staff relationships, school communication, discipline, collaboration and instructional design.

This year’s survey results are available for review on the district’s data dashboard at bit.ly/PSDSurveyDashboard2024, allowing community members to explore the findings. Additionally, superintendent Dr. Barry Nelson has created a video summarizing key insights, including areas of strength and opportunities for growth. That is available at bit.ly/PSDSurveyVideo2024

“This survey provides us with invaluable insights into how we’re doing as a district,” Nelson said. “We appreciate everyone who took the time to share their thoughts. This feedback will help us identify areas where we can continue to improve and ensure that Pattonville remains a great place to learn, work and grow.”

The district will use this feedback to guide its ongoing efforts to improve the learning and working environment. In addition to the district-wide results, building-specific data has been shared with staff by administrators to support targeted improvement efforts at the school level. Pattonville remains committed to fostering a thriving school community by celebrating successes, addressing challenges and focusing on continuous improvement.

Cara Hiripitiyage

Tammy Hasheider

Our Learners Spotlight on

PATTONVILLE EARLY CHILDHOOD CENTER

Students explore with sensory bins

On Wednesdays, preschoolers in Jennifer Scarff’s classroom at the Pattonville Early Childhood Center eagerly gather around a large table, ready for one of their favorite activities — sensory bins. Each student receives their own bin, filled with interactive materials designed to spark curiosity, enhance fine motor skills and reinforce classroom learning in a hands-on way. The contents of the bins are changed each month, offering a fresh mix of textures, colors and objects for the young learners to explore.

“We do this for about a month, so they get about four opportunities to go through each of the bins like this,” Scarff said.

Some bins are filled with uncooked pasta or dry beans, while others contain clay, wooden letters or colorful beads. Many bins incorporate matching activities, such as laminated picture cards hidden beneath beans that students uncover. Another is a letter-matching exercise where they sift through macaroni to find baseball cutouts labeled with letters which they attach to corresponding baseball gloves on a laminated sheet with Velcro.

Another bin helps students practice early math skills. Laminated number cards are set on the table and students count out and place the correct number of blocks on each card. One bin includes safety scissors and paper for cutting practice, helping to strengthen hand muscles and improve coordination.

The assortment of objects in the bins are often put together using materials and supplies already found in the early childhood classroom, but they are selected strategically. Scarff tries to ensure the bins each month encourage a variety of skills for the students to practice.

“We have something with letters, we have something with sounds and we try to pick as many of those skills and certain focus areas that we want them to work on,” Scarff said.

Careful consideration goes into selecting sensory bin materials, not just for strategic skill development, but for overall student enjoyment in mind. While many popular sensory activities might use materials like shaving cream or paint, Scarff avoids overly sticky or messy textures to accommodate students who may be sensitive to certain sensations. This thoughtful approach ensures all children can comfortably participate and enjoy the experience.

When students begin to explore their bins, the classroom hums with quiet focus. A

Bridgeway Elementary School students took inspiration from Squishmallows —a cuddly plush toy — to create their own unique sculptures. The project challenged them to design their own plush-inspired characters while learning new art techniques.

Art teacher Mollie Ahlers wanted to create a project

News focusing on students, staff and schools in Pattonville

small hourglass timer marks their playtime, and when the sand runs out, a gentle bell chimes. Scarff prompts the students to pause what they are doing, take a deep breath, then pass their bins to the student next to them. The transition happens smoothly, with minimal distraction or delay, as the preschoolers eagerly immerse themselves in the new activity placed before them.

Staff in the classroom engage alongside the students, guiding exploration by asking questions about textures, shapes and patterns, reinforcing language development and sensory connections. Scarff initially planned for each session to last about 15 minutes but quickly realized that the students remained so immersed and focused that she extended the activity to 30 minutes. Some students even opt to revisit the bins later during center and free-choice times.

Through these weekly sensory bin sessions, the students are developing essential early learning skills like strengthening fine motor abilities, practicing problem solving and building foundational literacy and math skills, all while having fun and playing freely. It’s hands-on learning at its best, and the success of the program is evident in the students’ excitement and engagement week after week.

that was both simple and exciting for students.

“I combined the idea for this because I needed something that was simple in form that they would be interested in, and also give a lot of options for how they could make it their own,” she said. “And there were just thousands and thousands of options.”

Students began by sketching out a design plan before bringing their ideas to life using newspaper and masking tape. They crumpled and shaped the paper to form the base of their sculptures, similar to how a stuffed animal has stuffing inside. Once they had the right shape, they covered it with plaster strips to make it solid and sturdy.

Using plaster and other materials allowed the artists to also have the chance to earn badges for their work.

“Throughout the year, they earn different badges for learning how to use different materials, and they can’t earn something twice,” Ahlers said. “There were about five to eight different badges we focused on for this project, like plaster, using acrylic paint, adding an armature and using the hot glue gun or adding glitter.”

From there, students used their creativity to trans-

form their sculptures into all kinds of characters.

Fifth grader Kinsley Mohler created a Squishmallow based on her dog, Pebbles, a Coton de Tulear and Schnauzer mix.

“I earned badges on this project for using paint markers, plaster and acrylic, and earned another badge for doing an armature,” she said.

This is one project she plans to keep for a long time.

“I just hope it doesn’t end up being a chew toy when I show my dog,” she said. “I want to keep it forever.”

Fifth grader Melanie McElravy designed her sculpture to resemble the Lorax and earned her 30th badge for the semester for her efforts.

“I used paint and plaster and I used some pipe cleaners for the eyebrows and little pom poms,” she said. “It’s not really soft, but it’s inspired by the Squishmallow shape.”

While some students stuck closely to their original designs, others experimented with new ideas.

“I was very impressed by that,” Ahlers said. “There was even one student that created a penguin that had a removable scarf.”

Students in Jennifer Scarff’s class at the Pattonville Early Childhood Center explore sensory bins.

Above, from left, Rhya Smith, Coulson Porzel and Chance Miller work with letter shapes, blocks and rice. Left, Harper Tabers, right, works with Scarff in a bin with blocks.

Bridgeway Elementary School fifth grader Melanie McElravy shows off her completed Squishmallow-themed sculpture.

PARKWOOD

Encouraging literacy with learning, support, loved ones

Parkwood Elementary School hosted its annual GRANDS (grandparents, relatives, aunts/uncles, neighbors, devoted caregivers, someone special) Breakfast on Jan. 31 in the cafeteria and library. The event, held at the same time as the book fair, gave students the opportunity to eat breakfast with their loved ones and purchase books for themselves and their classrooms.

Teachers created wish lists of books they would like for their class, and students could donate those books with a commemorative bookplate featuring their name.

Throughout January, Parkwood celebrated Reading Month with various activities designed to promote literacy. Each student received a calendar listing events, including a coin drive, spirit day reminders and book fair details.

“If they brought the calendar back with the activities completed, they got a free $5 book,” library technology specialist Dawn Kasper-Bamberger said. “It’s a fun way to get them engaged in reading.”

Guest readers visited classrooms throughout the month to share their favorite books with students.

“I did a Masked Reader activity with the kids during library time where students guessed the identities of surprise readers and it was a lot of fun for them to try and guess who each reader was,” Kasper-Bamberger said.

A coin competition took place Jan. 13 through 16 and raised funds for classroom libraries. Each day had a designated coin — Penny Monday, Nickel Tuesday, Dime Wednesday and Quarter Thursday. The top three fundraising classrooms earned an extra recess, with Tiffany Laughlin’s first grade class finishing in first place, followed by fourth grade teacher Angela Byrne and first grade teacher Greg Stoltz in third.

DRUMMOND ELEMENTARY

SCHOOL

“We’re two-time champs now — we’re not competitive at all,” Laughlin joked.

The money raised through the competition went directly toward purchasing books for classroom libraries.

“The kids bring in the coins to donate the money and then we get to spend it for our classroom library,” Laughlin said. “It works out nicely because in first grade, we start AR (Accelerated Reader) reading in January, so they’re really excited to have brand new books in our class library.”

The competition typically raises between $600 and $800 each year.

“It’s nice because it goes right back to buying books for their classroom libraries,” Kasper-Bamberger said. “Some classes raise more than others, but we make sure every classroom gets new books.”

Alongside their GRANDS, students eagerly browsed tables of books, looking for new stories to take home. Fourth grader Peyton Burton selected a Pokémon book and immediately placed it into his Pokémon-themed book bag after his grandmother purchased it for him.

“It’s always great to see kids excited about reading,” Kasper-Bamberger said. “They love picking out books that interest them, and having a family member there makes it even more special.”

Program supports new students through introductions, continued connections

Drummond Elementary School’s Intake Program is designed to welcome and support new students as they transition into their new school environment. By providing a structured and thoughtful integration process, the program, launched last school year, helps students feel comfortable, build academic skills and successfully join their regular classrooms. With a special emphasis on English learners and students adjusting to a new curriculum, the program ensures a smooth and positive start for every newcomer at Drummond.

Before stepping into their new classroom, students spend their first day with the school’s intake specialist, Courtney Cady. Her role is to help students acclimate to their new surroundings and ease any initial anxieties.

“I want them to feel comfortable,” Cady said. “I want to make it a slow adjustment to our school. I show them around, we talk about the school-wide expectations and how recess and lunch are done and I answer any questions they have. Then we do little activities to help them build comfort, like things you would do at the beginning of the school year such as games.”

In addition to helping students settle in, the intake process includes assessments to better understand each

student’s academic background. These assessments, which vary by age, provide valuable insights for teachers, ensuring that new students receive the right level of support from day one.

“I basically build a profile so teachers are ready to get that student integrated and start teaching them,” Cady said. “All of the grade levels give me a beginningof-the-year assessment that they like me to work with.”

These assessments might include a math evaluation, a writing sample and a reading screener. For younger students, it might involve writing their name or tracing letters. For older students, the intake process often includes discussions about their personal and academic goals. This personalized approach helps teachers understand where their new students are academically and how best to support them.

The transition into the regular classroom is tailored to each student’s comfort level. Some students are eager to jump right in, while others prefer and benefit from a gradual approach. Cady remains available throughout their first day and beyond, ensuring that students feel supported as they navigate their new environment.

For younger students, early exposure to daily routines is key. Cady prioritizes helping them adjust quickly so they feel confident navigating their new school day. If a student prefers, she will stay with them through lunch and recess, giving them a familiar face throughout the day.

“With my fifth graders, I try to push them a little bit more,” Cady said. “We’ll discuss topics like, ‘What do you need to learn? What makes you feel safe? How do you want your classmates to think about you?’ So we do more of that brainstorming, then based on those answers, we ask, ‘What are your expectations for the classroom — what do you want to get out of it?’ and then, ‘What should the expectations be that you follow to meet those needs? What is your part in that and how do you play that role?’”

She encourages them to take ownership of their learning and set personal goals for the year, both academically and socially, fostering a sense of independence and responsibility for their school experience.

Beyond the initial intake, Cady continues to check in

with students. She pulls small groups of newer students for follow-ups, reinforcing key academic concepts and addressing any gaps that might arise from curriculum differences between their previous school and Drummond. The full process is completely individualized and catered to each student. Some students may only meet with Cady for the first few weeks of their new school, but she continues to be a resource for them throughout their time at Drummond.

“I always tell them they are more than welcome to see me if they need a break, if they’re having a rough day, whatever it might be,” Cady said. “And the teachers all know that they may just want to say hi or they may need a little five minute break, and then we touch base about how things are going.”

The impact of the Intake Program is clear. Through personalized support, students quickly gain confidence in both social and academic settings. With some of the small groups that she pulls each week to work on ongoing skills and language development, Cady started the year with them doing strictly repeat-after-me exercises to practice common phrases and scenarios that are encountered throughout the school day. Now, she has observed many students independently forming sentences and expressing themselves with growing confidence.

Cady has also witnessed how much parents appreciate the structured and welcoming approach the Intake Program offers, knowing that transitioning into a new school can sometimes be an intimidating process for both the students and their families.

“I feel like their parents are very pleasantly surprised,” Cady said. “I’ve noticed they’re more comfortable to leave their children that first day, knowing that it’s going to be a slow rollout into school here.”

The Intake Program was developed in response to Drummond’s growing student population. Principal Jason Van Beers envisioned a role dedicated to supporting new students, ensuring they had the best possible start at Drummond. Looking ahead, Cady hopes to expand the program, potentially creating a club for new students to provide additional peer support and engagement.

“I love being able to meet these kids where they’re at and support them so they feel successful,” Cady said.

Drummond Elementary School intake specialist Courtney Cady, right, works with students newer to the school on a repeat-after-me exercise. They are, from left, fifth grader Sophia Robles Rosales, fourth graders Handerly Gabriel Castillo and Anderson Lopez and third grader Anthony Florian Corona.

Fourth grader Peyton Burton, right, looks at a book with his grandma Yolanda Harris during the Parkwood Elementary School book fair.

ROSE ACRES ELEMENTARY SCHOOL

School hosts night of STEM

STEM Night at Rose Acres Elementary School brought science, technology, engineering and math to life in an engaging and interactive event for students and families. Designed to spark curiosity and excitement, the evening featured hands-on activities and presentations that made STEM subjects inviting and approachable.

“The evening featured opportunities for families to explore the exciting world of STEM together,” instructional specialist Danielle Badra said. “We aimed to make STEM subjects accessible and fun, highlighting their everyday applications.”

Community groups were invited to share their expertise and passion for STEM at the event. Representatives from local organizations and businesses participated, creating interactive stations where students could ask questions and try activities. The Challenger Learning Center guided families in building and launching paper rockets across the gym.

“I liked the rocket launching one because it was a fun experiment,” fifth grader Tres Diggs said. “I felt challenged and excited. Making the rocket was kind of hard. I also felt excited and happy because I got to try something new. I enjoyed seeing the different activities.”

The Department of Energy showed how yo-yos store potential energy, with each student getting one to take home. MySci offered activities like making snow in a bag and observing and learning about the life cycle of mealworms.

“There were bugs and we got to look at them with a magnifying glass,” kindergartner Ellie Meyer said. “A lot of the bugs were standing up. We got to hold them. My brother didn’t want to hold them but I wanted to and it was really cool. We put goggles on and held tools that scientists use and got to take our picture.”

The Pattonville High School National Science Honor Society (SNHS) led students in making oobleck, discussing non-Newtonian fluids and demonstrating buoyancy. Waste Management demonstrated how bees pollinate plants and led an experiment where families built water filters to produce clean water.

“I was excited doing the activities because I love to do science,” second grader Alex Anderson said. “I was happy I got to be there. My mom, my dad and my brother were there and I love science.”

Through these activities, students gained valuable insights into how STEM is used every day as well as possible careers in STEM fields.

“STEM Night is more than just an event; it’s an investment in our students’ futures,” Badra said. “It connects learning to real-world applications, encourages innovation and builds a sense of community.”

In hosting STEM Night, Rose Acres recognized the growing importance of STEM skills and also encouraged students to explore new challenges, possibly inspiring them to participate in the school’s upcoming science fair.

Pattonville High School Marketing 1 students visited Minnesota to meet with Vikings chief marketing officer and 2001 Pattonville graduate Martin Nance. Right, Pattonville students and staff who attended the Vikings game on Dec. 8 were, from left, marketing teacher Dr. Raghib Muhammad, senior Justin Robertson, senior Blake Huber, junior Summer Stuart, senior Yishan Lan and Successful Transitions teacher Chaun Tate. Far right, Nance, right, discusses Robertson’s presentation while Stuart and Lan listen.

PATTONVILLE HIGH SCHOOL

Students create plans to help Vikings with engagement

Standing on the football field at U.S. Bank Stadium, four Pattonville High School students felt the full excitement of game day — the deafening cheers, the pulsing music, the dazzling lights. But this was more than just a special moment; it was a unique opportunity to put their marketing skills to the test. The Minnesota Vikings are looking at how to engage with Gen Z throughout the year. Thanks to a connection with a Pattonville graduate, current high school students were tasked with helping the Vikings in this endeavor.

The students are working directly with Martin Nance, a 2001 Pattonville graduate, who is the executive vice president and chief marketing officer for the Vikings. In addition to his current role in professional football, Nance also played in the NFL as a wide receiver with the Buffalo Bills, Vikings and Pittsburgh Steelers when they won the Super Bowl in 2009. Nance tasked Pattonville’s Marketing 1 students with finding ways to help engage Gen Z outside of the football season.

The students learned a lot during the first few weeks in Marketing 1 to help them understand what to do, such as how to develop a SWOT (strengths, weaknesses, opportunities and threats) analysis, determining a target audience and more.

“We learned about all of the different sides of marketing in class,” senior Justin Robertson said. “Then, once we got to this project, we had prior knowledge from what we’ve been doing in class to know what we’re supposed to do, and just use that to fuel what we actually do.”

In October, the students began researching the Vikings and had the opportunity to have a virtual meeting with Nance to ask questions about the team. Students then began working on their pitches, which were shared with the Vikings. Based on their research, many of the students came up with similar ideas to engage Gen Z, but presented their ideas in different ways.

“I said that they should improve their app, because most of the time, Gen Z is always on the phone or a device,” junior Summer Stuart said. “It’d be better if they update it, because the app that they have right now is just information and sometimes Gen Z doesn’t want to see that. Maybe they can put activities or highlights of the game. Or maybe videos of victory dances and stuff like that are things they should implement.”

Seniors Blake Huber and Yishan Lan had similar thoughts. They both shared an idea for the Vikings to do more virtual reality, like a virtual locker room tour.

Business and marketing teacher Dr. Raghib Muhammad sent all of the class’s pitches to the Vikings and Nance selected students to do an on-site visit in Minnesota and pitch their ideas in person. That in-person meeting happened in December. Huber, Lan, Robertson and Stuart traveled to Minnesota where, before presenting their ideas to Nance, they had the opportunity to watch the NFL game on Dec. 8 where the Vikings beat the Atlanta Falcons 42-21.

“We got to go on the field during the pregame,” Robertson said. “We got to visit where the players come out from, see some of the different suites and go to the production room. Visiting the practice facility and seeing the business side, all of the different jobs and that building was super cool.”

After experiencing the game, it was down to work. The students presented their preliminary projects to Nance on Monday at the practice facility. Their presentations included strategies and implementation plans.

“My presentation to him was recommending how they can be more interactive,” Huber said. “I did a SWOT analysis on the team so he could see what they needed to work on, opportunities they could take and threats they faced. I also did an implementation plan and a timetable for how long the things I recommended could take.”

Nance shared his thoughts and feedback on their pitches before the students returned back to St. Louis.

Casey

“My favorite part was seeing the excitement on students’ faces as they engaged with activities and asked thoughtful questions,” Badra said. “Watching them light up when they succeeded in a challenge or discovered something new was incredibly rewarding.

The buzz of curiosity and collaboration in the room was unforgettable.”

Interacting with Nance was also meaningful for the students. For Stuart, knowing that Nance was a football player himself and then he went into marketing was interesting. Before joining the Vikings, Nance had more than 10 years of leadership experience with PepsiCo/Gatorade. He also earned a bachelor’s degree in accounting and management from Miami University in Ohio, attended Harvard Business School and has a master’s in marketing and business strategy from the University of Michigan. When he met with the students, Nance gave them an important piece of advice.

“He was like, ‘I was where you guys are now, so just know that you can do anything. Don’t have doubts.’ That’s what he told us,” Huber said. “‘Do whatever you want to do. If it works out, it works out.’ ”

This spring, students will continue to hone their ideas and pitches. The four students said the game and visit was a unique experience that also helped them better understand the team.

“My favorite part of the trip was the presentations,” Lan said. “I got a lot of ideas from Mr. Nance when he talked about how marketing relates to their games and fan experience and how the marketing team works together and cooperates. It gave me a lot of inspiration for the presentation.”

Another virtual meeting with Nance will take place and final pitches will be shared with the Vikings in April. For the students, though, having the chance to develop and share marketing ideas for a professional organization has been a unique experience.

“We are the age that they’re trying to engage, and they’re giving us a platform to explain what we would do and how we could help, and that is cool,” Robertson said.

Rose Acres Elementary School students and families attend STEM Night. They are, from left, parent

Anderson, kindergartner Elijah Anderson and English learner teacher Dr. Maritza Caldera’s son Jose Caldera.

HOLMAN MIDDLE SCHOOL

Smashing, investigating rocks leads to surprise

Students broke things in class — and didn’t get in trouble for it. In fact, they were encouraged to do it!

Matt Parker’s science students at Holman Middle School grabbed hammers and headed outside to crack open geodes, uncovering the hidden crystals inside. The hands-on experiment was part of their Cycles on Earth and Geologic Time unit, where they studied how rocks form, change and break apart over time.

Before the smashing began, students watched a video explaining how geodes form.

“A lot of them have volcanic origins,” Parker said. “They start as hollow, bubble-filled rocks and then water gets in, minerals build up and crystals form.”

Students had to answer questions in their science journals using their iPads before and after the activity. They described what their geode looked like and predicted what they expected to find inside. Afterward, they recorded their observations and explained what they found.

After learning how geodes could take millions of years to form, students were surprised by how quickly they could break them open.

“I had to take a hammer and break this thing open, and it took, like, one second,” sixth grader Sherman Houston Jr. said. “And then it just broke and I was able to take a look inside.”

PATTONVILLE HEIGHTS MIDDLE SCHOOL

Most of the geodes revealed clear quartz.

“Sometimes when other minerals get mixed in while it’s forming, it can change the color,” Parker explained. “But ours looked like it was pretty much clear quartz.”

For many students, it was their first time breaking open a rock.

“I never did something like this before, but I hit the rock just right, and boom, it opened up, and I got to see the minerals inside,” Houston Jr. said.

Sixth grader Gracie Reigle has plans for the geode that she gets to keep.

“I thought it was really pretty,” she said. “I’m probably going to make a bracelet out of it or put it in a case and display it.”

When people look at it, she plans to teach them about it.

“It’s not just a rock,” Reigle said. “Some geodes come from volcanoes and some could form underwater. It’s really neat.”

Sixth grader Edson Delgado Martinez was amazed by the time scale involved.

“I watched that video, and it said these could have taken millions of years to form,” he said. “It’s so incredible, like millions of years to form it, and you just break it apart really fast. I mean, science is cool.”

Breaking things in school usually comes with consequences, but not this time, according to Delgado Martinez.

“You’re actually kind of getting rewarded for breaking something,” he said

Middle school students craft creepy sagas that are publication perfection

The classroom at Pattonville Heights Middle School was dark, lit only by the glow of iPads. The only sound was eerie music, barely audible, playing from somewhere unseen. The students sat hunched over their screens, typing their stories.

One student stared at the blinking cursor, his fingers trembling. The story wasn’t right — too long, too short, not scary enough. But with each draft, it got better. The pressure of the ticking clock made the keys feel heavier,

but the words finally flowed. Finally, he clicked “Submit.” Some were excited, some were nervous. The story would be published, read by others.

For Halloween, students in Sarah Slane’s Pirate Academy classroom at Pattonville Heights aced a challenge — write a 100-word horror story. The rules? Write a mini saga (a story told in up to 100 words) creating tension, atmosphere and suspense.

There was more at stake than just a fun classroom activity. This year, students had the chance to submit their work for publication through Young Writers USA.

Out of more than 50,000 entries submitted nationally, 38 Pirate Academy middle school students were chosen to have their horror stories published in an anthology entitled “Fright Club.”

“I always do a Halloween freewrite,” Slane said. “We turn off the lights, play scary music and, if they’re brave enough to read their story aloud, they get a piece of candy. But this time, they had to keep it under 100 words, which was really tough for some of them.”

The challenge forced students to

focus on revision, word choice and sentence structure.

“So many of them wanted to keep writing and make their stories longer,” Slane said. “But they had to learn how to cut unnecessary words while still keeping the suspense.”

Sixth grader Korraligh Johnson was one of the students whose story was selected for publication. She found the restriction difficult but rewarding.

“My story was about a kid moving into a house and his friends dared him to open a closet and there was a dead body and a monster inside of it,” she said. “Writing only 100 words was really hard.”

For sixth grader Cohl McTyer, writing is a passion. Having already authored a book, he wasn’t afraid to take the challenge and submit his work for publication.

“It’s really exciting, and I really love writing,” McTyer said.

His story was inspired by one of his favorite films.

“I wrote about ‘The Shape,’ which is inspired by Michael Myers from ‘Halloween,’” McTyer said. “It’s based on the scene where the babysitter checks the closet because the boy said there was someone inside and he was too scared to look.”

Beyond the scares and the suspense, Slane saw the assignment as a valuable lesson in concise storytelling.

“It wasn’t just about writing something spooky,” she explained. “It was about being intentional with their words, editing their work and making sure there was some sort of closure.”

Students in Matt Parker’s sixth grade science class learn about geodes by breaking them open. Above left, Aaron Rogers IV explores the geode he selected and records information about it. Above center, Keira Breneisen looks at the crystals in her cracked rock. Right, Aaron Carter, left, and K’Den Porter use hammers to break open their geodes.

Sarah Slane’s Pirate Academy English students at Pattonville Heights Middle School work on writing horror stories. They are, from left, sixth grader Logan Kirton, seventh grader Judah Metz and sixth graders Korraligh Johnson and Adrienne Vanengelen.

Students across grades learn together

F

ourth graders in Alexis Paul’s class at Willow Brook Elementary School took their opinion writing beyond the classroom, reading their essays to an audience of second graders in Elizabeth Neumann’s class. While Buddy Classes at Willow Brook typically meet for structured activities, this was a special opportunity for students to share their work in an authentic way and gather feedback.

Paul’s students had been working on opinion writing, creating essays on topics of their choice. They learned how to support their opinions with three clear reasons, structure their writing effectively and use research to strengthen their arguments. To wrap up the assignment, the class invited Neumann’s second graders to listen to them read their essays and provide input.

“The fourth graders got to hear their own writing out loud and see how it resonated with a real audience,” Paul said. “Reading their work to someone else helps them recognize the strengths of their writing and areas where they can improve.”

Each second grader listened to a fourth grade reading buddy and completed a student-designed survey, rating the essays and sharing whether they agreed with the opinions presented.

Fourth grader Adriana Hernandez wrote about why companies should lower their prices.

“I wrote about how things should be less expensive because restaurants, clothes and a lot of other things cost too much,” she said. “It was fun to read to my buddy and see what he thought about it.”

Her second grade buddy, Raleigh Turner, gave the essay five stars.

“I agree with her because we need to spend less money so we don’t lose it all on food and clothes,” Turner said.

She didn’t always agree with the opinions shared in the essays, though.

“Sometimes I didn’t agree with what they said but that’s OK because we can have different opinions,” Turner said.

Lauren Pursley, another fourth grader, focused her essay on why winter is the best season.

“I was nervous to share my writing because I didn’t think the second graders would be this smart,” she said. “But they are! They answered my survey and talked to me about my writing.”

For second graders, the experience provided an early look at structured opinion writing and a chance to share their thoughts.

Neumann said she was excited for her students to be part of the process.

“Ms. Paul asked me if her class could share their wonderful writing, so we came down to listen and learn about what they’ve been working on,” she said. “It’s always great when they have an older student to look up to, and it’s just awesome to see them reading and working together.”

After the readings, Paul’s students analyzed the survey data they collected, using the responses to reflect on their work.

“This was a great way to get together outside of that planned buddy time,” Paul said. “It gave them a sense of accomplishment because sometimes sharing your work with other people makes you feel proud of what you’ve done.”

ACADEMY OF INNOVATION AT REMINGTON

School read-a-thon organized by 8th graders

The library was full of students of every grade sitting excitedly listening to a story. They sat criss-cross-applesauce, with their knees pulled against their chest or with legs stretched out in front them. They smiled and laughed as their reader changed voices for each character or shook their arms and legs when one of the characters made a snow angel. The reading session was part of a unique read-a-thon opportunity at the Academy of Innovation at Remington.

The read-a-thon was organized by eighth graders as a way to foster a love of reading, support their school and give back to their community. Students began planning early in the year. First, they had to decide what group they wanted to donate to. Each eighth grader was able to propose a group and everyone voted on the suggested groups. The Humane Society received an overwhelming majority of votes. In preparation of the read-a-thon, the students visited the Humane Society to better understand the organization they were supporting.

“The trip was kind of about what the Humane Society does for the animals and people,” eighth grader Navraj Mann said. “There were a lot of activities and we got to pet animals. I learned that if you need someone to take care of your animal, you can bring them overnight to stay in a kennel and they’ll take care of the animal overnight. We wanted people who are donating to know what they’re donating to. That was kind of the whole point of going.”

In addition to ensuring the students knew about the organization they’d be donating to, the eighth graders had to make sure other students in the school knew about the read-a-thon. They each took on leadership roles, serving as ambassadors to different grade levels, explaining the purpose of the read-a-thon. They presented slideshows, handed out pledge sheets and answered questions, ensuring every student understood how to participate.

To raise funds, students distributed pledge sheets to every student in the school. Participants committed to reading a certain number of pages, with family members and friends pledging donations based on their reading achievements. Some donors also chose to contribute flat amounts. To further incentivize participation, the eighth graders organized a pizza party for the class that raised the most money. The eighth graders had a goal of $1,000, which they exceeded by $78.20.

“I really enjoyed being inside the classrooms,” eighth grader Luke Ruffus said. “I have (fifth grade teacher Karrie) Peters. She was so nice to me when I did the presentation. When I shared that the class that gets the most donations gets a pizza party, all the fifth graders just jumped up and started cheering. I like helping the little kids. I got to go down and help all the little fifth graders and it’s fun seeing all the little kids get excited. Like giving them their pledge sheets — I helped them individually write down their stuff.”

The read-a-thon took place on Dec. 13. A highlight of the event was the special readings in the school’s library. The eighth graders invited guest readers, including local police officers, to read the book “All Right Already! A Snow Story” by Jory John and Benji Davies to every class.

“We wanted to have people read to students to have more of a fun environment,” Mann said. “We thought it would be more of an event in the day to have someone read to you and then have your own time to read. I really enjoyed seeing the police officers come in and read. It was great seeing everyone look forward to the read-a-thon and get excited about having a guest come to read a book. The read-a-thon was also to help foster a love for reading for kids.”

The eighth graders, as well as their teacher Heather Williams, hope the read-a-thon will become an annual tradition at the school, and they hope that it will grow beyond Remington. They would like to see future students engage more of the community to market the read-a-thon and invite people beyond Remington to participate, and maybe also get local businesses to help support their efforts.

“My advice for next year is to be OK with things that didn’t go your way,” Mann said. “Don’t always expect the result that you have in your head to always happen, because there’s going to be a lot of unexpected things you won’t expect having to deal with, but it will still have the outcome that you probably wanted.”

Ruffus suggested the future students also have a structure and have a plan built before jumping in.

“I’m excited to see what other grades in the future decide to do,” Mann said. “It’ll probably be a lot more than what we did, because it’s just our first year doing it. But what they end up doing, it might be a lot bigger, and so it’d be fun to see what they can accomplish.”

Guest readers came to the Academy of Innovation at Remington on Dec. 13 to read to classes for the school’s reada-thon. Left, Maryland Heights Police Department officers Erica Stough, left, and Justin Spradlin read to a group of sixth graders. Above, fifth grader Trinity Ellis reads “All Right Already!” with school resource officer (SRO) Stough.

Fourth graders in Alexis Paul’s class at Willow Brook Elementary School wrote opinion essays in class. They then partnered with their Buddy Class, second graders in Elizabeth Neumann’s classroom, to get input on their argument. Shown above are, from left, second graders Zeena Strickland and Ayden Horton and fourth graders Juan Monroy Velasquez and Jermell Howard Jr.

Kindergarten registration for 2025-2026 school year starts in March

How to register

To register, visit psdr3.org/enrollment to complete the online registration process.

A student services representative will contact you within 48 business hours to assist with next steps. Student services staff will prioritize kindergarten registration between Monday, March 3, through Wednesday, March 5. After March 5, kindergarten registration will be reviewed in order of receipt of all district enrollments.

Students currently enrolled in early childhood

Students enrolled in Pattonville’s early childhood program who are entering kindergarten do not need to complete online registration but must submit proof-of-residency documents. Early childhood staff will provide information to families via email. Documents can be completed online or dropped off at the Learning Center in the enrollment drop box at the front entrance.

Who can start kindergarten?

Children must be 5 years old on or before July 31, 2025, to be eligible to attend kindergarten for the 2025-2026 school year.

Free kindergarten screenings

Early childhood offers free developmental screenings for all Pattonville children ages 3 months to entry into kindergarten. Screenings help parents learn more about their child’s development. For a free kindergarten screening, go online to ec.psdr3.org and click on “Screenings.”

Which elementary school will my child attend?

What is Remington?

Save the date ... What do I need to register?

To see a list of documents needed for registration, visit psdr3.org/enroll/enrollment

Classes for the 2025-2026 school year begin on Aug. 18.

Preschool

If you are unsure which school your child will attend, go online to psdr3.org/map, type your address in the box and click “Search” to locate your home on the map. Pattonville’s elementary schools are Bridgeway, Drummond, Parkwood, Rose Acres and Willow Brook. Pattonville also has a K-8 school called Remington open to any student living in Pattonville. Selection for Remington is done by random draw.

registration for 2025-2026 school year

What options are available for preschool?

Full-day tuition-based program

The Academy of Innovation at Remington is the only school in Pattonville serving students K-8, providing a continuity of learning and familiarity. Remington features a learning model focused on student-led learning. Any child living in Pattonville can choose to attend Remington at any time, but space is limited. Selection is based on a random student draw. Families interested in attending Remington should enroll in Pattonville at their home school as instructed at left then submit an application for Remington. Applications, due March 28, will be available online. The drawing will take place April 2 at 6 p.m. For more information, call Remington at 314-213-8016. To find out more, visit remington.psdr3.org.

in progress

The full-day preschool program runs from 8:15 a.m. to 3:15 p.m. Monday through Friday. The program is tuition based and applications are accepted on a first-come, first-serve basis.

Half-day tuition-based program (new option)

The tuition-based half-day preschool program runs Monday through Thursday. The morning session goes from 8:15 to 11:15 a.m. and the afternoon session runs from 12:15 to 3:15 p.m. Applications are accepted on a first-come, first-serve basis. Children must be 4 years old and potty-trained by July 31, 2025, to participate in the half-day tuition-based pre-K program.

Half-day integrated free program

The half-day integrated no-cost preschool program runs Monday through Thursday. The morning session goes from 8:15 to 11:15 a.m. and the afternoon session runs from 12:15 to 3:15 p.m. Admission is selected through random lottery draw.

How to register

Registration for Pattonville’s preschool program began on Feb. 3. To register, visit ec.psdr3.org and click on “Academics” and, on the next page, select either the full-day tuition, half-day tuition or half-day integrated program from the dropdown options. Complete and submit an application for the preschool program that you are interested in. Parents will be notified via email if they receive a spot in either the full-day or half-day programs and will receive instructions on how to complete enrollment in Pattonville. Enrollment begins in March. Those who do not receive a spot will be notified and added to a waiting list.

Who can enroll?

Unless noted, children must be 3 years old on or by July 31, 2025, to participate in the early childhood program during the 2025-2026 school year

Willow Brook Elementary School kindergarten teacher Kate Ackman reads a story to her students on the first day of the 2024-2025 school year.

BRAGGING WRITES

Honors, Awards and Achievements by Pattonville Students and Staff

PARKWOOD ELEMENTARY SCHOOL

Emerson Excellence in Teaching

Fourth grade teacher Audrey Masek was selected as a recipient of the 2024 Emerson Excellence in Teaching Award. The annual program recognizes St. Louis area educators, selected by their schools’ administrators, for their accomplishments and dedication to their students and the teaching profession.

ACADEMY OF INNOVATION AT REMINGTON

1,000 Books Before Kindergarten

Kindergartner Arjun Samudrala completed the 1,000 Books Before Kindergarten Challenge hosted by the St. Louis County Library. This literacy challenge encourages families to read 1,000 books with their children before they enter kindergarten. Samudrala and his family often read more than 10 books a day, with Eric Carle being his favorite author.

Do the Right Thing Award

PATTONVILLE HEIGHTS MIDDLE SCHOOL

Juneteenth Poetry

Eighth grader Chanell Burnett was honored for her poetry and visual art submissions in the 11- to 13-year-old division of the Juneteenth Heritage Award contest. Submissions were open to those between the ages of 5 and 25 and centered around the prompt “How do you celebrate your Juneteenth heritage?” The contest was sponsored by Alltru Credit Union. Awards were presented to five honorees who demonstrated outstanding artistic achievement at St. Louis City Mayor Tishaura Jones’s office in a special ceremony. Burnett’s work was published in Alltru’s spring publication. She was taught by English teacher Melissa Wetzel.

Congressional App Challenge

Junior Eli Dukes and senior Matthew Wasser were selected as the winners of the 2024 Congressional App Challenge for Missouri’s First District for their app Town Talk.

Band

Fourth grader Avery Thomas was selected to receive the Do the Right Thing Award, a recognition sponsored by the Missouri and Illinois Police Chiefs Association and KMOV. Recipients of this award are nominated by teachers, community members and school resource officers (SROs). Thomas was honored at a ceremony held at the Maryland Heights Police Department. Maryland Heights police officer and SRO Erica Stough nominated Thomas for his selflessness, positivity, empathy and caring nature and for his initiative idea to create a bug club at school.

HOLMAN MIDDLE SCHOOL Band

Eighth grader Elijah Clayman was selected to the St. Louis All-Suburban Middle School Honor Band for tenor saxophone. Selected students had the opportunity to perform in the All-Suburban Honors Band Concert in January. The band consists of students in seventh and eighth grade from throughout the St. Louis area. The band is directed by Adam Hall and Steven White.

Orchestra

Three sixth graders were selected to the Sixth Grade St. Louis All-Suburban Orchestra for violin based on the recommendation of their orchestra teacher. They were Joseph El-Ghazal, Aaron Voss and Evelyn Yakel. The orchestra is directed by Irena Goren-Scheer.

Eighth grader Omolola Ogunmola was selected to the St. Louis All-Suburban Middle School Honor Jazz Band as third trombone. She performed in the All-Suburban Honors Jazz Band Concert in January. The band is directed by Abby Hall and Liz Pace.

Orchestra

Eighth grader Bricyn Love was selected as second violin for the 7th/8th Grade St. Louis All-Suburban Middle School Orchestra. Musicians were given two pieces of music to audition with. The orchestra is directed by Carlye Feeney.

Officer of the Month

Police officer and school resource officer (SRO) Britney Morton was named the Maryland Heights Police Officer of the Month for her commitment, professionalism and contributions to keeping Pattonville Heights safe. The Maryland Heights Police Department recognized her as a role model to students and her fellow officers.

PATTONVILLE HIGH SCHOOL Chamber of Commerce

Senior Katarina Garland was named the Maryland Heights Chamber of Commerce Student of the Month in November. The program recognizes students from the high schools located in Maryland Heights at the Chamber of Commerce monthly luncheon program, where students receive a plaque and their accomplishments are shared with members of the organization.

An independent panel of judges unanimously selected Town Talk as the winner for its innovative approach to fostering community connections through a digital bulletin board. Town Talk connects users to both local and global boards, broadening their horizons while facilitating meaningful interactions. The local posts system encourages community engagement by allowing users to plan events, ask questions and discuss local topics. The global bulletins aim to foster cross-cultural understanding, enabling users to connect with people from around the world. Overall, the app seeks to build closer, more connected communities through digital interaction. Their work will be showcased on the U.S. Capitol website and displayed in the Capitol Building. Additionally, they have been invited to participate in the House of Code event in Washington, D.C. in the spring. These students are taught by computer science teacher Stephanie Carson.

National Merit Scholarship

Three Pattonville High School seniors were recognized as National Merit Scholarship finalists. These students were Matthew Cutrell, Gabby Hurd and Omolara Ogunmola. The National Merit Scholarship Program is an annual academic competition for high school students to earn recognition and college scholarships. To enter, students must meet program entry and participation requirements, including taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT).

Young Artists and Their Teachers

Five Pattonville High School students received honors and had artwork featured in Lindenwood University’s Young Artists and Their Teachers Exhibit. Sarah Pruitt received first place in mixed media; Ellis North received second place in painting; Nola McFarland received third place in ceramics; Melaina Prentice received third place in painting; and Harlee Wood received third place in drawing. These students were invited to a reception on Nov. 3. Art teacher Scott Fader also had a piece showcased in the exhibit. Ceramics 2 students were taught by Fader and AP Art and Design students were taught by Beth Kathriner.

Arjun Samudrala

Omolola Ogunmola

Bricyn Love

Britney Morton

Katarina Garland

Avery Thomas

Matthew Wasser, left, and Eli Dukes, center, won the 2024 Congressional App Challenge for Missouri’s First District with the support of teacher Stephanie Carson.

Chanell Burnett, right, had her poetry and visual art submission selected for the Juneteenth Heritage Award contest. She was taught by Pattonville Heights Middle School teacher Melissa Wetzel.

Holman Middle School orchestra students who earned honors include Joseph ElGhazal, left, and Aaron Voss.

Art teacher Beth Kathriner, left, taught AP Art and Design students who had work selected for the Young Artists and Their Teacher Exhibit. They include, from left, Melaina Prentice, Sarah Pruitt and Ellis North.

Omolara Ogunmola

Choir

Field Hockey

Softball

Three students earned placement in the AllState Choir following an audition after being selected to the St. Louis All-Suburban District Honor Choir. They were Nicholas Benbow, Savannah Branson and Omolara Ogunmola. Branson and Ogunmola also earned a perfect score on the sight-reading bee, qualifying them to participate in the state bee competition. Students who qualified for an All-State Choir audition after being selected to the St. Louis All-Suburban District Honor Choir were Addison Candela, Christi Dyer, Lydia Greenwalt Hamil, Mark Kendrick, Chuanjie Li, Elijah McCollum and Spencer Mitchell. Additional students selected to the St. Louis All-Suburban District Honor Choir were Dylan Blassingame, Zoe Click, Kaylee Dyer, Danya Green, Caleb Harrington, Jeremiah Lopez Monteverde, Ian MacDonald, Logan Monroe, Ellis North, Hannah Richardson and Eleanor VanEngelen. Students selected to the St. Louis All-Suburban District Treble Honor Choir were Ameera Hameed, Kaydence Harris, Mikayla Meekie and Tristyn Russell. The choir is directed by Melynda Lamb and Aaron Zart.

Boys Cross Country Brayden Halter and Simon Muthemba were named all-conference first team. Students named academic all-conference were Daniel Clifford, Eli Dukes, Muthemba, Dezmond Stone and Matthew Wasser. The boys cross country team was coached by Matt McClellan with the assistance of Caleb Stroop.

Girls Cross Country

Margareth Mendoza was named all-conference second team. Students named academic all-conference were Olivia Brown, Zoe Click, Kaylee Corona Damian, Julissa Garcia Ortiz, Lydia Greenwalt Hamil, Marissa Marsala, Molly Maue, Nola McFarland and Addison Swanson. The girls cross country team was coached by Margaret Hall with the assistance of Kathleen Gengler.

Akasha Figueroa Rosario was named all-conference first team. Students named all-conference second team were Valentina Alatorre Quintero, Josie Dunnegan and Addyson Peterman. Students named academic all-conference were Alatorre Quintero, Graciela Esquivel, Erin Greenblatt, Lucy Hartley, Lexi Lam, Peterman and Ellie Winkler. The girls field hockey team was coached by Jessica Hale with the assistance of Carolyn Overton.

Football

Students on the football team were named to all-conference teams. Players named all-conference first team were Tristan Jackson as a defensive back and Bryan Orta as a defensive end. Students named all-conference second team were Evan Bryant as an offensive lineman, Kameron Eleby as an athlete, Braden Kluba as a linebacker, Orta as a punter and Jerrail West as a wide receiver. Students named all-conference honorable mention were Mekhi Allen as a linebacker, Tahj Dillon as a defensive lineman, Eleby as a defensive end, Terrell Lyles as a wide receiver, Peyton Marmon as an offensive lineman, Josh Schindler as a linebacker, Jurnie Thompson as a defensive back, Jaiden Wells as a defensive back and West as a defensive back. Additionally, Marmon was selected to receive the all-conference sportsmanship award. The football team was coached by Steve Smith with the assistance of Kent Booth, Christian Brinser, Antonio Bryant, Travis Harris and Bernard Quinn.

Girls Golf

Brooklyn Chan and Zelletta Wyatt were named all-conference first team. Students named all-conference second team were Sofia Hailstone, Alexandra Wyatt and Annabelle Wyatt. Additionally, Isabella Hutchison-Dibello was named all-conference honorable mention. The girls golf team was coached by David Gross with the assistance of Scott Hutson.

Soccer

Students on the softball team were named to all-region, all-district and all-conference teams. Jalisa Thomas was named all-region second team, all-district first team and all-conference first team. Students named all-district second team and all-conference second team were Alivia Ball, Bailey Leedle and Asah Wharton. Students named academic all-conference were Ball, Rihanna Carter, Leedle, Isabella Sanfilippo, Thomas and Kalie Vogel. Additionally, Vogel was selected to receive the all-conference sportsmanship award. The softball team was coached by Danelle Emerick with the assistance of Victor Fink.

Swim and Dive

Adam Reddy was named conference diver of the year. Students named all-conference first team were Ian Artelt for the 100 yard breaststroke, Zackary Brower for one meter diving and Reddy for the 50-yard freestyle and one meter diving. Students named all-conference second team were Ethan Arana for the 200-yard individual medley, Cooper Salvia for the 500-yard freestyle and Drew Simpson for the 100-yard breaststroke. Students named academic all-conference were Arana, Artelt, Elliot Bland, Gruxton Hartley, Reddy, Salvia, Simpson and Minh Tri Nguyen. The boys swim and dive team was coached by Tom Crockett.

Tennis

Mark Kendrick, Tyler Manker and Alex Toler were named all-conference first team. Students named all-conference second team were Mateo Ballesteros, Nathan Davidson and Emilio Torres. The boys soccer team was coached by Marcus Christian, who was named the conference coach of the year for boys soccer. He was assisted by Tom Iffrig.

Savannah Ewing was named all-conference first team for singles and all-conference second team for doubles. Olivia Grace was named all-conference second team for singles and doubles. Additionally, Iris April was selected to receive the all-conference sportsmanship award. The girls tennis team was coached by Shaun Patrick with the assistance of MaryClare Stoker. Additionally, Patrick, along with his family, was recognized as the Tennis Family of the Year by the United States Tennis Association (USTA) St. Louis for his nearly life-long involvement in the sport. He was nominated by another USTA member, with criteria for the award being a family that is active in local events, volunteering for USTA, coaching, playing in the area and/or involved in player development. This year, Patrick and members of the tennis team assisted at a diversity tennis clinic.

Field hockey players who earned recognition are, from left, Josie Dunnegan, Akasha Figueroa Rosario and Ellie Winkler.

Softball players who earned honors are Asah Wharton, left, and Bailey Leedle.

Earning football recognition are Josh Schindler, left, and Tristan Jackson.

Students earning cross country honors are, from left, front row, Matthew Wasser and Simon Muthemba; and, back row, Eli Dukes and Brayden Halter.

Golfers who earned recognition are, from left, front row, Isabella Hutchison-Dibello, Alexandra Wyatt and Sofia Hailstone; and, back row, Zelletta Wyatt and Annabelle Wyatt.

Cross country runners earning recognition are, from left, front row, Olivia Brown, Julissa Garcia Ortiz and Margareth Mendoza; and, back row, Marissa Marsala and Addison Swanson.

High school students earning choir recognition are, from left, front row, Nicholas Benbow, Addison Candela and Ellis North; second row, Ameera Hameed, Omolara Ogunmola and Jeremiah Lopez Monteverde; and, back row, Mikayla Meekie.

Divers and swimmers who earned recognition are, from left, front row Drew Simpson; second row, Adam Reddy and Ian Artelt; and, back row, Elliot Bland.

Nathan Davidson

Savannah Ewing

Volleyball

For the fourth year in a row, the volleyball team was conference champions. Reagan Nelson was named American Volleyball Coaches Association (AVCA) all-region, all-metro first team, all-district first team and all-conference player of the year. This season, Nelson was the state’s all-time kills leader with 2,143 kills. She also had 1,544 digs and 306 aces. Players who received the AVCA Best and Brightest award were Jordyn Courson and Nelson. Students named all-district second team and all-conference first team were Jenna Cochran and Faith Cunningham. Students named all-district honorable mention were Courson, Madison Dunn and Kiley Wallace. Courson and Wallace were named all-conference second team. Dunn and Parker Bergfeld were named all-conference honorable mention. Students named academic all-conference were Bergfeld, Viola Cappelli, Cochran, Courson, Gwendolyn Fallert, Jaydn Harvick, Nelson, Ava Schaffer, Sydney Stranghoener and Wallace. The girls volleyball team was coached by Jenell Franken.

DISTRICTWIDE

ALUMNI SUCCESS Graduates in the news

come my way,” Landgraf said. “I would encourage any current students considering this line of work to make it a priority to be as multi-faceted as possible. In a (comparatively) smaller market like St. Louis, the ability to fulfill many roles is useful to both clients and employers and has served me well in my career.”

Poetry Student Contest

Last spring, students at Rose Acres Elementary School submitted their original poems in the American Library of Poetry’s 2024 Student Poetry Contest. Four students had their submissions selected for recognition in the contest and were given the opportunity to have their work published in a book of student poetry titled “Gifted” that was released last fall. Students recognized in the contest, and their current grades, were Rose Acres fourth graders Emily Pitlyk and Ethan Scott, Rose Acres fifth graders Abigail Donjon and Vivien Hescock, Holman Middle School sixth graders Levi Dukes and Sean Hendrick and Pattonville Heights Middle School sixth grader Dawanzelle Hopson Jr. These students were taught by Allison Bennett and Robin Chang.

Jazz Academy

Aaron Landgraf, Class of 2013 - Landgraf won two Emmys during the 48th annual Mid-America Emmys Awards on Oct. 26. One award was in the Public Affairs Program category for “Power of the Pitch,” which examines the ways professional sports can impact a city and looks at the way London parallels what is happening in St. Louis with City SC. Landgraf served as director of photography and co-editor on the project. Filming in London coincided with the two-game series between the St. Louis Cardinals and Chicago Cubs in 2023.

The other award was in the Short-Form Environmental Science category for “Trees as Underwater Habitats,” a story about the St. Louis County Parks Department using disposed Christmas trees as habitats for fish in Spanish Lake Park for the weekly show “Living St. Louis.” Landgraf was the videographer for the project.

Both projects were produced by Nine PBS, where Landgraf has been a freelancer for six years. Additionally, Landgraf has been a full-time freelancer for three years.

“I’m grateful for every opportunity that has

The Mid-America Emmy Awards is one of 19 chapters of the National Academy of Television Arts and Sciences (NATAS). The mid-America area broadcasts to Arkansas, Illinois, Missouri and surrounding designated market areas (DMA). Entrants are judged by peers in other chapters.

Alexander “Louie” Perez, Class of 2019 - Perez scored his first goal in the Major Arena Soccer League (MASL) on Feb. 1. Perez is a forward with the St. Louis Ambush. This is Perez’s second season with the Ambush. He was called up by the team in March 2024 after playing with the Ambush 2 in the MASL 2 league.

Prior to joining the Ambush organization, Perez played semi-pro soccer in 2022 with the St. Louis Lions in the USL League Two Heartland Division. Perez attended and played soccer at Missouri Baptist University where he earned all-AMC honorable mention four years, broke the university’s single-game record for points with nine and collected numerous other accolades, including in academics.

During his time in Pattonville, Perez played on the 2017 team that won a district title and was Impact Player of the Year for his team. In 2018, he was team MVP and set a school record for most goals in a season with 34. Perez started playing soccer at the age of five and played club soccer at St. Louis Scott Gallagher, Sporting STL and JB Marine.

Pattonville partners with program for school before, after care

On Jan. 14, the Pattonville Board of Education approved an agreement with Right at School to provide before- and after-school care for Pattonville students starting in the 2025-2026 school year.

Students at Pattonville’s elementary schools and the Academy of Innovation at Remington will be able to register for before- and after-school care through Right at School. Registration information will be shared with families before registration opens in March.

or the YMCA. The partnership with Right at School puts all of Pattonville’s schools in the same beforeand after-school care program.

Three students from Holman Middle School were selected at the end of last school year by Jazz St. Louis to participate in its Jazz Academy, which started in September. Members meet three times a week and receive individual lessons, ensemble instruction, supplemental music assignments and more. Additionally, they have the chance to work with touring artists through the Artist Residency program, attend Jazz St. Louis shows for free and perform on the Jazz St. Louis stage. Jazz Academy empowers students to be leaders in their schools and band programs. Students selected for this program, and their current grades, were Pattonville high school freshman Aliyah Brown for cello and Holman eighth graders Amora Greenlee for viola and Ciara Ratliff for bass. These students were directed by Irena Goren-Scheer.

Next school year, Right at School will offer services each weekday at every elementary school beginning at 6:30 a.m. and ending at 6 p.m. when school is in session. Families will have more flexibility in their participation through Right at School, including being able to select how many days a week they need care for. Additionally, families can opt for drop-in care or a 10-day punch card system for instances where occasional care throughout the school year is needed. Right at School will also offer services during non-school days and school breaks, including a summer program starting in July 2026 and service discounts for select groups. In some cases, such as no-school staff work days, district staff may also be able to utilize Right at School services. For the remainder of the school year, families will continue in their current program, either Buddy Club

“Our partnership with Right at School will allow us to bring all before- and after-school programming under one umbrella, creating a consistent experience for families across our district,” said JoAnn Greenwell, Pattonville’s director of community and staff engagement. “We’re excited about the expanded resources and opportunities this partnership will provide for our students and families, and we look forward to seeing how it meets the diverse needs of our community.”

Right at School also provides students with a comprehensive enrichment curriculum designed to foster engagement and development. Each day includes healthy snacks, fitness activities, team building, leadership development and dedicated time for homework. Students will also participate in themed two-week units, such as Getting Down to Business, where they explore money and commerce; Icky Experiments, which introduces chemistry concepts through hands-on activities; and Variety Show, where students rehearse and perform individual talents. Families can contact the community and staff engagement department for more information at communityengagement@psdr3.org or 314-213-8095.

Aliyah Brown

Students who submitted poems to the Student Poetry Contest are, from left, front row, Emily Pitlyk and Abigail Donjon; and, back row, Levi Dukes and Ethan Scott.

Students who earned volleyball honors are, from left, Sydney Stranghoener, Ava Schaffer and Viola Cappelli.

Louie Perez

Aaron Landgraf

SCHOOL BOARD ELECTION | April 8, 2025, Election

Two candidates on ballot to fill two open seats on Pattonville Board of Education (shown

in order of filing)

Three candidates filed to be placed on the April 8 election ballot to fill two open seats each with a three-year term on the Pattonville Board of Education; however, one of the candidates has since decided to withdraw their name from the ballot. Those who filed are, in order of filing, incumbent Mary Kay Campbell, incumbent Dr. Dan Wentz and Dr. Summer Johnson. On Jan. 17, Johnson shared her intent to withdraw from the election. Her statement can be found online at psdr3.org. Because she withdrew before candidate certification, her name will not be on the ballot. An election will still take place due to there being more candidates than open board seats at any time during candidate filing. Board members whose terms are expiring are Campbell and Wentz. Find out more about each candidate remaining on the ballot below.

A 31-year resident of Pattonville, Campbell is a retired Special School District (SSD) teacher who taught in Pattonville for 32 years. She holds a bachelor’s and a master’s degree in special education from Fontbonne University. She is currently employed by the St. Louis Cardinals as a recycling coordinator. A resident of Maryland Heights, she is the mother of two Pattonville graduates, one from the Class of 2006 and one from the Class of 2009.

Volunteerism/Experience

“I have served on the Pattonville school board for 10 years. I have been a member and officer of the Bridgeton Kiwanis Club for eight years and a volunteer at KidSmart for 13-plus years. I have been an Oasis volunteer for five years working with students in Pattonville elementary schools.”

Statement of Purpose

“As a retired SSD teacher, serving in Pattonville for 32 years, I have a unique perspective of where the district was, where we are and how we need to continue to grow. Serving Pattonville remains a priority as I believe our community is stronger when our public schools excel.”

A 31-year resident of Pattonville, Wentz is a veterinarian and owner and president of the Ferguson Animal Hospital. He earned a bachelor’s degree in agriculture and a doctorate of veterinary medicine from the University of Illinois at Urbana-Champaign.

A Bridgeton resident, he and his wife, Julie Wentz, are the parents of four children, three who are Pattonville graduates, one from the Class of 2006, Class of 2020 and Class of 2023.

Volunteerism/Experience

“I have served on multiple 501c3 boards for over 25 years. Have been involved in many youth mentoring programs. I am an Eagle Scout. Have been recognized for excellence by the St. Louis Post-Dispatch, St. Louis Business Journal, as well as being a finalist for America’s Favorite Veterinarian.”

Statement of Purpose

“I wish to help provide every student is educated in a safe and secure environment. In this setting, they become proficient in reading, writing, math, science and life lessons. To keep politics out of the curriculum. To be a good steward of the taxpayer’s money.”

Students celebrate 100 days of school

Students throughout Pattonville’s elementary schools celebrated their 100th day of the school year on Feb. 4. Right, Drummond Elementary School kindergartners, from left, Hope Crumpton, Rylee McFarland and Mia Vazquez participate in a class activity. Below left, Parkwood Elementary School teacher Christina Livingston, left, helps Joshua Harper count to 100 by 10s using papers illustrating scoops of ice cream. Below right, at Willow Brook Elementary School, Emmanuel Chala, right, uses a Pete the Cat stuffed animal to read along with his book while his classmates Isabel Woodard, left, and Rikiyah Kidd read behind him.

Below left, at Rose Acres Elementary School, Simone Wiggins works on a stacking activity. Below right, students at the Academy of Innovation at Remington practiced counting to 100 in different increments, including 10s. They are, from left, Saanvi Matharasi, Warren DeBrecht, Beckett Lewis and Maximus Davis. Bottom right, Bridgeway Elementary School kindergarten teacher Amanda Brodbeck helps Liam Llanos Ortiz put on a paper crown celebrating that the students are 100 days smarter. See the full slideshow at bit.ly/100thDay2025

Staff clean snowy walkways, parking lots

embers of the Pattonville School District custodial and maintenance staff are at the forefront of ensuring that schools and buildings around the district are safe during winter weather. From salting sidewalks and roads as needed to clearing walking and driving paths, these staff members ensure that Pattonville facilities are ready for everyone to be at school and work.

MARY KAY CAMPBELL

DR. DAN WENTZ

Shoutout

Members of the Pattonville School District maintenance department prepare to plow snow during inclement weather in January.