Highlights December 2024

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

DECEMBER 2024

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

Inside

Partnership with Cook Center supports families - See page 2 for details

Pattonville launches district’s data dashboard - See page 7 for details

Crepes in the classroom 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

Sixth graders in the Introduction to World Cultures class at Pattonville Heights Middle School celebrated the end of their French unit by making crepes. Students dipped an electric crepe maker into pre-made batter and cooked their own crepes which they could customize with their choice of toppings. Teacher Rachel Luckett said this hands-on culinary activity was meant to bring French culture to school. Following the French unit, the class will jump into Spanish and German units, exploring more global traditions and languages. Top photo, sixth graders, from left, Talal Abdulla, Phillip Blair III, Victorii Upchurch and Alexander Shea watch as Luckett shows Abdulla how to check to see when his crepe will be ready. Left, Daisy Cortez, left, and Eli Merrick flip their cooked crepes onto plates. Above, Maura Guss, right, tests her crepe while Mason Straight watches her process.

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.

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

Dr. Barry Nelson Superintendent

PATTONVILLE SCHOOL DISTRICT COMMUNICATIONS SURVEY From the Superintendent PLEASE TAKE OUR SURVEY Supporting Families: Mental We’d like your feedback ...

Health Resources Available Please take a few minutes to provide your thoughts.

E T he Pattonville School District is proud to provide new resources to help parents and guardians support their children’s mental health and well-being. These services, made possible through grant funding from the Missouri Department of Elementary and Dr. Barry Nelson Secondary Education (DESE), Superintendent are from the Cook Center for Human Connection to equip families with valuable tools and knowledge for addressing the challenges children face today. (See story at right.)

One of the cornerstone offerings is bi-weekly coaching sessions where parents can work oneon-one with a cognitive behavioral coach online. These personalized sessions provide expert guidance tailored to each family’s unique needs, helping parents navigate complex issues and foster a supportive environment at home.

In addition to coaching, parents have access to an extensive online mental health series. This series includes monthly webinars at 6 p.m. and 8 p.m. covering various relevant topics. Examples include managing substance use and vaping, addressing depression, de-escalating conflict and protecting children in the age of social media. These sessions are practical, informative and tailored to challenges families face in today’s fast-paced world.

For parents who prefer flexible learning, the program also features on-demand courses on critical topics such as bullying, grief and loss, anxiety, depression and suicide prevention. These courses are available anytime, allowing families to learn at their own pace or when issues arise.

There are also live monthly sessions with a behavioral therapist to complement these resources.

Parents can ask anonymous questions during these interactive sessions and receive professional advice about mental health and parenting. This format ensures families receive Parent Guidance Mental the support they need in a confidential and Health Catalog bit.ly/ParentGuidanceCatalog supportive environment.

All of these services are available through the Parent Guidance platform, an easily accessible hub for mental health resources and expert advice. (See links at right.)

We encourage all Parent Guidance Pattonville parents and Overview Video bit.ly/ParentGuidanceVideo guardians to explore these support resources by visiting the Parent Guidance website.

Information is also available on the district community resources website.

ach year, the Pattonville School District reviews it communication practices to ensure it is meeting the needs of district families, staff and community members. To get feedback on whether Pattonville’s communications team is creating effective communication plans and messaging and understands the needs of its community, the district invites community members to take a few minutes to answer an online survey. The survey will be open through Monday, Jan. 6.

To participate, take the survey online at bit.ly/PSDCommsSurvey24 or scan the QR code at right with your smartphone camera. A survey for district parents and staff is also available at the link.

SURVEY OPEN THROUGH JAN. 6

Cook Center provides resources to families T

he Pattonville School District is partnering with the Cook Center for Human Connection which provides mental health resources to families to support their child.

The Cook Center uses ParentGuidance.org to provide free on-demand courses and resources from experts who can help parents address common concerns, improve family relationships and overall support their child’s emotional well-being. The content is created by licensed therapists.

The Cook Center offers three free ways for families to access resources and information: a resource library, mental health series webinars and Ask a Therapist sessions. Families can access a library of resources that offer overview and deep dive videos, key facts, practical tips, related articles and upcoming live events on specific topics.

Each month, the Cook Center offers a series of webinars developed by licensed therapists. Events are virtual, interactive and designed to help parents support their child. Each session is offered twice a day and many are offered in English and Spanish. Topics focus around challenges adults and children may be facing, including anxiety, social media use, school avoidance and bullying, among others. The content is created and led by therapists who provide trusted and specialized courses, professional support and a safe community of parents helping each other.

Also each month, the Cook Center hosts a live Ask a Therapist session which offers an opportunity for parents to engage directly with a licensed family therapist.

Attendees can submit questions that are answered by a therapist during the virtual meeting. Participation and questions will remain anonymous.

Pattonville will share information about the webinars and Ask a Therapist session with families each month.

The sessions are all provided by the Cook Center and

any individual’s participation will not be shared with Pattonville. Staff are also encouraged to participate in topics they are interested in.

More information about the Cook Center, a detailed schedule of events for the current month and details on how to register for webinars and the Ask a Therapist sessions can be found on Pattonville’s community resources website, at www.psdr3.org/families-students/ community-resources. Monthly schedules and information about Ask a Therapists sessions will be available on the community resources page and will also be shared directly with district families via Peachjar.

The partnership with the Cook Center is made possible by the Immediate Responsive Services Grant (IRSG) grant from the Department of Elementary and Secondary Education (DESE).

See more resources ...

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he Pattonville School District has developed a community resources webpage with information about groups in the community that provide services for families. In addition to information about Cook Center programs, the page contains resources for food, housing, health and more. Families can contact their school counselor, social worker or social-emotional support specialist for additional support or resources. Find these resources at www.psdr3.org/ families-students/community-resources.

Filing for district school board seats closes Dec. 31 F

iling for positions on the Pattonville School District Board of Education began at 8 a.m. on Tuesday, Dec. 10, and ends at 5 p.m. on Tuesday, Dec. 31. Persons interested in running for a position on the school board may file at the Pattonville Learning Center, 11097 St. Charles Rock Road, St. Ann, Missouri. Candidates will be placed on the ballot in order of filing. There are two positions available on the April 8, 2025, election ballot, each with a three-year term. Board members whose terms are expiring are Mary Kay Campbell and Dr. Dan Wentz.

Candidates may file during the district’s regular business hours, which are Monday through Friday from 8 a.m. to 4:30 p.m. On Dec. 31, filing will be open from 2 p.m. until filing closes at 5 p.m. Hours are subject to change. Except for the first and last day of filing, filing will not occur on days that the school district’s central offices are closed due to inclement weather or other unforeseeable reasons. The district may not open on the first and/or last day of filing if weather conditions make it unsafe for district staff to travel. Filing will also not occur on the following dates when the district’s superintendent’s office is closed for winter break: Dec. 23 through 27 and Dec. 30.

For more information or to confirm if offices are open for filing, contact the secretary to the board of education at 314-213-8001 or collinsa10@psdr3.org. For information on qualifications and training requirements, visit our website at www.psdr3.org/about/board-of-education.

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Our Learners Spotlight on

News focusing on students, staff and schools in Pattonville

PARKWOOD ELEMENTARY SCHOOL

Students participate in nutrition relay to test speed, food identification skills S

econd graders at Parkwood Elementary School recently spent a PE class participating in a fun, hands-on lesson in nutrition. Students competed in a healthy foods relay, which combined physical activity with a lesson on food groups. Led

by Parkwood PE teachers Karri Merseal and Kyle Schaper, the lesson aimed to reinforce students’ understanding of nutrition groups in a fun and active format.

The class began with students sitting on the gym floor as Merseal and Schaper reviewed the five food groups and shared examples of each. After the introduction, students were divided into small teams and lined up behind cones along the length of one side of the gym floor. Each group’s station was equipped with a MyPlate diagram and scooter boards for the activity.

In the nutrition relay, students took turns scooting across the gym floor to retrieve plastic food items from a scattered selection along the opposite wall, representing various examples from each of the major food groups. The first student from each team picked any item they liked, then brought the item back to place on their group’s MyPlate in the correct category. The next student then quickly took their turn, looking for any food item that belonged to one of the open sections from their MyPlate, with the challenge narrowing for each student to fill in the remaining food groups as they went along. Groups worked collaboratively to ensure all categories were filled, strategizing together to decide which students would be responsible for finding an item to fill each food group for their plate. For the initial rounds, students avoided “sometimes” foods, as their teachers instructed, focusing on core food groups like fruits, vegetables, proteins, grains and dairy to represent a balanced diet. After students successfully completed the first round of creating a balanced plate, they

were allowed to bring back one “sometimes” food.

With each round, the students were also challenged to use a different form of movement to reach the other side of the gym — first scooting, then skipping, galloping and finally running to complete the last relay. This part of the exercise was designed to reinforce the different types of locomotor skills that the students learn about in gym class. This simultaneously added a physical challenge to the informative lesson, creating a more competitive atmosphere that motivated the students to do well in the activity.

“My favorite part was when we got to do all the different kinds of movements,” second grader Zaria Jimerson said.

The students’ excitement grew as they completed each round, cheering on their teammates and eagerly discussing which type of food item to look for and collect next. The relay helped reinforce teamwork, as students encouraged each other and made decisions as a group. In this activity where the students had to think quickly to identify food items and physically sort the items into the correct groups, they were able to make tangible connections between what they learned about the idea of building a well-balanced meal. When asked about the importance of learning about food groups, their responses were enthusiastic.

“It’s important so you don’t get sick and so you know how to eat healthy foods,” second grader Micah Collins said. grade students at Parkwood Elementary With this interactive lesson, Merseal and Schaper are able Second School participate in a nutrition relay during PE to give second graders a memorable and exciting lesson on class. Top, Lily Libhart finds a plastic piece of wanutrition education that blends health concepts with movetermelon while rolling on a scooter board to collect items for her team. Above, Micah Collins, left, looks ment to keep them engaged and active. The nutrition relay at a piece of plastic fruit to determine its place on his is a recurring activity for second graders, offering them a team’s MyPlate chart while classmates Ethan Krings, dynamic way to build foundational knowledge about healthy center, and Elijah Pennell determine what other food eating. they need to complete their chart.

WILLOW BROOK ELEMENTARY SCHOOL

Book study introduces students to stories highlighting author, illustrator differences

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uring the spooky season, creepy tales, mixed with a lot of humor, were the go-to stories for a group of young learners. The stories were all part of a book study kindergartners at Willow Brook Elementary school participated in.

Students in kindergarten were doing a book study to assist in learning about the different jobs of the author and illustrator. Because each contributes a distinct aspect of a book, understanding their separate roles allows for a deeper appreciation of the creative process, especially in children’s literature where visuals play a Willow Brook Elementary School significant role. kindergartner Malachi Garrison The book study fowrites about what makes him cused on the “Creepy” proud in Anise Glenn’s class.

series, a bestselling picture book series about a young rabbit named Jasper Rabbit and his eerie encounters, written by Aaron Reynolds and illustrated by Peter Brown. The books the students read were “Creepy Carrots,” “Creepy Crayon” and “Creepy Pair of Underwear.”

“The stories lend themselves in a fun way to this time of year,” teacher Samantha Stuppy said.

The book study was also a way for students to practice text to self connections and the concept of retelling.

After they read each book, students completed activities to grow their knowledge and understanding.

Students used each story to practice text to self connections. After finishing “Creepy Crayon,” a story about Jasper Rabbit finding a crayon that helped him do better in school but starts acting odd, students shared things they were proud of. When they read “Creepy Pair of Underwear,” about a pair of creepy glow-in-the-dark underwear, students were asked what they are scared of.

After reading “Creepy Carrots,” where Jasper Rabbit fears his favorite treats are out to get him, students were introduced to the concept of retelling. Using pictures from the book, the class worked together to retell the

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story in order. After doing it as a class, each student used the same pictures to put them in order independently.

For each of the books, the kindergartners also got to do a crafty activity. Students got to make their own creepy crayon and creepy carrot, which they colored and cut out to practice following directions and their cutting skills. All of the carrots were added to a carrot patch in the hallway.

“I liked making the creepy carrots,” kindergartner Aldo Santos Jr. said. “My favorite book was ‘Creepy Pair of Underwear’ when Jasper threw his underwear to China.”

In “Creepy Pair of Underwear,” the main character buys all of the glow in the dark underwear and hangs them in his room to create a night light. So students at Willow Brook each decorated their own creepy underwear — not glow in the dark — and then strung the papers in the hallway to recreate the scene from the book.

“I liked making the creepy underwear and hanging them in the hallway like in the book,” kindergartner Kristian Drayton said.

ROSE ACRES ELEMENTARY SCHOOL

Students explore alternate communication types

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indergarten and first grade students at Rose Acres Elementary School had a unique opportunity to learn about their classmates who communicate a bit differently than them for Augmentative and Alternative Communication (AAC) Awareness month. AAC means different ways people communicate that can be paired with or used in place of verbal speech, such as using speech generating devices, sign language, gestures, visuals and more. In October, a student who uses AAC and Bri Neavill, the school’s speech/language pathologist, led the presentation. The students learned that not everyone communicates the same way and had the chance to try out an alternative communication method.

“Students who use AAC helped with the presentations by using their devices to greet the class, tell them a joke and explain what their device is for,” Neavill said. “Although the students seemed nervous about being in front of a classroom full of students at first, they quickly warmed up. They seemed excited to lead a presentation, get to sit with new friends and show them how to use AAC.” During the presentation, students watched a video about a child using AAC and the presenters worked with the students on how to communicate with their classmates who use one. They also learned about different types of

Kindergartners Charles Schnell, left, and Elijah Williams use core boards to communicate as part of a presentation for Augmentative and Alternative Communication (AAC) Awareness month at Rose Acres Elementary School. Core boards have pictures that can be pointed at to convey messages.

AAC, including speech generating devices, core boards, sign language and picture books. One of the most engaging parts of the presentation came when students had the chance to try AAC. Students who use AAC got to instruct their classmates on which words to find.

“I was most excited to let the students practice using different types of AAC and to have the student helpers tell them which words to find,” Neavill said. “Students who do not use AAC are always curious about the devices the students use and want to touch them. I think this gave them the chance to explore them and realize it is not an iPad for playing or school work, but for communication.”

One of the types of AAC they showed was core boards, which have pictures on them with common words, such as “eat,” “drink” and “go.”

Core words are words that are used approximately 80% of the time when people speak.

If students’ devices break or are not charged, Neavill said they often use core boards until they get the device working again. The students recognized that they see these core boards around the school and on the kindergarten playground.

“One of the points of using the core boards was to show how frustrating it can be for our AAC users when they don’t have a symbol they are trying to communicate, which is why we work closely with our AAC facilitators to get robust systems for our students,” Neavill said.

“When people are non-speaking or have difficulty communicating, it is important that they have some type of AAC to communicate, such as core boards.”

Neavill had one first grade student clarify, “So they just use this to talk like I use my voice?” Neavill hopes the students feel more comfortable including and interacting with students who communicate in different ways.

“We are seeing a large increase in people utilizing AAC,” Neavill said. “It is important that we expand our knowledge about the different ways people communicate so that we can make them feel included, heard and accepted.”

Pattonville High School freshman Danny Bautista Gomez, left, and sophomore Amal Ali work together to build a solar-powered house after completing a solar-powered car on International STEM Day.

PATTONVILLE HIGH SCHOOL

Students build solar-powered items I

n celebration of International STEM Day, Pattonville High School hosted representatives from Schneider Electric and the National Society of Black Engineers for a day of hands-on solar activities and a career panel discussion.

Students from various classes volunteered to participate in the event, which featured collaborative projects like building solar-powered houses and cars. The activities allowed them to apply science, technology, engineering and math (STEM) skills in a real-world setting while emphasizing the importance of teamwork.

“The purpose of it was to show them a little bit about solar power, show them the importance of reading instructions, following directions, asking questions and problem-solving,” technology teacher Darrell Langston said. “They learned some general engineering-type principles to help them see a glimpse of what it takes to work in an engineering field.”

Students enjoyed the opportunity to learn by doing. Freshman Danny Bautista Gomez said collaboration was key to overcoming challenges.

“Doing the work today, I found that teamwork is key,” he said. “With my car, it was really hard. On some steps, I couldn’t figure it out, so I asked my partner, and he would help me out. We basically worked together to succeed.”

Sophomore Amal Ali shared her excitement for STEM, noting her experience in a STEM club outside of school.

“I just find it really interesting and fun,” she said.

The day also featured a career panel discussion in the auditorium where students heard directly from individuals about their career paths and experiences in STEM fields. The opportunity to ask questions gave students a deeper understanding of how STEM education connects to future careers.

Freshman Gabe Muller said he was excited to attend.

“My teacher (Principles of Biomedical Science teacher Jamie Jobe) told us about it, and I was like, ‘Oh wow, I would totally want to do that,’” Muller said.

For Bautista Gomez, the significance of STEM education is clear.

“It’s important because it can help you get into many things,” he said. “Let’s say you want to become an engineer; you can take STEM classes, and they will help you learn more about it.”

BRIDGEWAY ELEMENTARY SCHOOL

International Night showcase cultures to families I

Bridgeway Elementary School hosts its annual International Night with activities throughout the school. Permanent substitute Michelle Evans, center, works with students to create their own Mancala game. Second grader Naomi Salvador Mendieta, second from right, and third grader Estrella Salvador Mendieta, right, use egg cartons and beads to create their variation of the Ethiopian game while their mom Yesenia Mendieta, left, and younger sister Jackie watch.

nternational Night at Bridgeway Elementary School is a special event that brings the community together through experiences that are unique or special to other cultures, many of which are represented by students and staff at the school who are from or have family in other countries.

The event featured a school filled with unique cultural performances, activities and food. Third grader Jossi Munoz Chombo and members of the Baila Folklorica dance troupe performed. Community music teacher Meriam Dwidar taught students the tabla, a percussion instrument often played with tambourines, from Palestine.

Other activities included games like Dakpanay from the Philippines, Elephant Stampede from Kenya and Cincos Canicas Marbles from El Salvador. Students could also complete art projects like fans from China, maracas from Honduras and hieroglyphic stones from Egypt. The event

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concluded with students participating in a parade of flags set to the song “Wavin’ Flag” by K’Naan performed by Bridgeway fifth graders.

Two local restaurants provided food samples.

Acapulco, which is owned by second grader Arianna Madden’s grandmother Maribel Zegar, served chicken and beef enchiladas and Flavors Indian Cuisine shared chicken tikka masala.

“Our biggest takeaway is the joy that we see on our students’ and families’ faces as they learn about the different cultures we have here at Bridgeway,” English learner teacher Tracey Hill said.

Following International Night, students expressed interest in their classmates cultures.

“Hearing the kids the next few days at school say things like, ‘I tried a game from the country where your family is from, want to play at recess?’ was inspiring,” Hill said. “This inspires all of us to learn about our heritage.”

Third graders at Drummond Elementary School participate in bee-themed activities. Left, teacher Jennifer Hoppe, center, helps third graders Riley Green, left, and Lula Schwartzkopf create a bee out of pipe cleaners.

Center, a group shows off their bee crafts to teacher Morgan Kiffmeyer, left. Right, students observe bees kept in an examination case.

DRUMMOND ELEMENTARY SCHOOL

Students get first-hand look at beekeeping, honey making

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hird graders at Drummond Elementary School recently dove into the world of bees during an interactive beekeeping presentation led by local beekeeper Susan Shirk. A retired teacher and mother of Drummond third grade teacher Bonnie Beer, Shirk captivated students in the library by sharing insights into bee behavior and the inner workings of a hive while testing the students’ knowledge of bees with trivia questions throughout the presentation. One fact that surprised nearly every student was that a single bee produces only 1/12 of a teaspoon of honey in its lifetime. Facts such as this highlighted for students the scale and hard work required for bees to produce honey in large quantities.

In the kiva space, Shirk introduced students to real beekeeping tools and demonstrated how honey is extracted from honeycombs, showing video clips of her family members working through these steps at home.

She even brought a small group of members from her own beehive that were safely contained in an examination case where they continued to work as students could take turns coming up and getting a closer look at the insects. Students were also able to take turns cranking a honey extractor machine and could examine some of the honey boards up close. The third graders were particularly excited in this rotation to be able to try on a full beekeeper’s suit and mask.

“I loved seeing all of the bee tools and trying on the beekeeping suit,” third grader Carmelo Allen said. Fellow third grader June Elliott agreed and added, “At the kiva I tried on a bee suit and it looked so funny!”

Following the presentation, students rotated through several learning stations between classrooms, each offering a hands-on activity to deepen their connection

and understanding of the life of bees and their role in nature. At one station, students created miniature craft bees from supplies such as pipe cleaners, then mimicked the pollination process by moving their bees between plates decorated like flowers and dusted with powder, which clung to their bees just like real pollen.

The students made buzzing noises as they moved from table to table to collect the pretend pollen from each flower plate in the classroom.

“My favorite part of the bee day was when we did the craft in Mrs. (Catherine) Hicks’s class,” third grader Olivia Fikar said. “The whole day was just filled with fun!”

At another station, students decorated paper crowns to wear to represent the queen bee of each hive, reinforcing one of the concepts they learned related to the jobs that different bees are responsible for within a single beehive. While the day was centered around bees, students left with more than just bee facts; they gained a new appreciation for how different living things contribute to larger ecosystems and how complex of a process is often necessary to bring us everyday items like honey on a grocery store shelf.

“Our students were so excited to learn all about honeybees,” Beer said. “They were engaged in each activity and are still talking about all that they learned. It was very exciting for them to do so many hands-on activities throughout the day that helped to enhance their learning and gain a better understanding of how honeybees impact our world.”

At the end of the day, students were able to take home a gift bag that included a small jar of local honey with bee-themed bookmarks, a sticker, an activity book

and a hexagon shaped can of beeswax. Later that week, third grade classes took a field trip to Eckert’s Millstadt Fun Farm to see the patch of pumpkins growing on vines and enjoy the activities there.

“They were able to make connections from our bee presentation about pollination and how flowers turn into fruit,” Beer said.

The cross-curricular connections continued for third grade as they created honeycomb bee pictures in art class that week. Drummond art teacher Carolyn Elliott made honey bee stamps so students could learn about printmaking techniques. This project culminated in a hallway display of third graders’ bee artwork.

To tie everything together, third grade students wrote thank you notes to Shirk for her visit and presentation.

In these letters, students reflected on their experiences learning about bees and what their favorite parts were.

Many students took the opportunity to include a bee-related pun in their writing.

“Dear Mrs. Shirk, we all appreciate you bee-ing here,” third grader Christian Johnson wrote. “I really want you back at the school. It was fun looking at the bees. I want you to come back next year. My favorite part of the day was rotations. I liked this because we had to work with every teacher. Sincerely, Christian.”

Students were able to expand on their learning connections by incorporating what they learned in multiple classes and on a field trip that week. This kind of interactive, real-world learning sparked their curiosity about broader connections in nature, encouraging them to think about where things come from and how everything, even the smallest creatures, plays an important role in our world.

ACADEMY OF INNOVATION AT REMINGTON

Lit Boxes create reading, unboxing excitement G

Sixth graders at the Academy of Innovation at Remington participate in a Lit Box program. Above, library technology specialist Jill Ramig, second from the right, watches as students unbox their first Lit Box. They are, from left, Eliana Seyoum, Sahasra Maram, Loretta Eckhardt and Jayden Machuki. Left, Prestyn Driy, left, and Brighton Frost explore their October Lit Box.

etting called to the teacher’s desk on Halloween might be scary, but for 10 middle schoolers at the Academy of Innovation at Remington, it was no trick — just a treat! The students were surprised to learn they were winners of the October Lit Box, a special prize from library technology specialist Jill Ramig.

The Lit Box program, introduced earlier this year, gives students a chance to win themed book boxes each month. Ramig hides flyers around the school or creates a raffle to determine winners, creating a fun way to promote a love of reading.

Sixth grader Eliana Seyoum, a winner of the first Lit Box in September with a Hispanic Heritage Month theme, said the program is exciting.

“I didn’t see the flyer on the wall at first, but my friend pointed it out to me,” Seyoum said. “She said, ‘Hey, the Lit Boxes are out!’

I saw the flyer and ran to the library without even asking my teacher.”

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Seventh grader Rodniese Randall said she was surprised when her name was announced as an October Lit Box winner.

“I thought I was in trouble at first,” she said. “I didn’t think I was going to win, but it was a nice surprise. For Halloween, it was definitely a treat!”

Randall said her favorite part of the Lit Box was the Takis, along with spooky-themed goodies and a copy of “The Undrowned” by K.R. Alexander.

Ramig said she’s excited to see the program grow and inspire students to read more.

“We’ll try to do one every month,” Ramig said. “I wanted to focus on kids reading more, especially middle schoolers, so this is just one of the new reading promotion programs I started to help get them excited about books.”

The monthly Lit Boxes have quickly become a hit at Remington, offering students a mix of snacks, prizes and an introduction to new reads.

Preschool students at the Pattonville Early Childhood Center make spider cookies using Oreos and pretzel sticks during buddy class time. Left, Lucas Howell breaks his pretzel sticks to place between the Oreo to make the legs of the spider. Center, Roman Jamison shows off his completed spider cookie. Right, teacher Jenny Sidy, right, works with Navy Cotton, left, and Summer Stewart to build their sweet treat.

PATTONVILLE EARLY CHILDHOOD CENTER

Students from different classes connect during recess, weekly buddy activities

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tudents in the cheetah and dragon classrooms at the Pattonville Early Childhood Center end their school week with activities that bring the two groups together.

Every Thursday, students in the classes come together to build relationships, skills and shared experiences.

The classes started meeting during the second week of school. The two classes have recess together, so on Thursdays, when they come inside after, they go straight to their buddy class. Students attend school for a half day, so teachers Jordan Garner and Jenny Sidy do this both with their morning and afternoon groups. Having consistent buddy classes has helped the students develop friendships.

“I have a student that will stand by the fence and wait for the other class,” Sidy said. “I see real relationships forming and it’s so cool when it’s students from across the hall. It’s really expanded those peer interactions. They’re wanting to play games on the playground together. They’re wanting to take turns on the swings. It’s really growing their social skills. It’s been really cool.”

The connections allow the students to develop and grow a variety of skills.

Socially, students work on taking turns, sensory experiences and expressing their emotions as well as learning that their peers may learn differently than them. They are also building their fine motor skills and vocabulary through the activities they do every week. The classes have made homemade applesauce, piggy bagels and fire

truck graham crackers together. On Oct. 31, the classes had their weekly meeting and made spider cookies. The teachers collaborate on the weekly activities and align their activities around the curriculum and classroom themes to reiterate learning.

“We’ve been talking about pumpkins and spiders,” Sidy said. “We have been wanting to bring what we’ve been doing for the entire week to end our week and round everything out and really make it meaningful for them.”

The spider cookie was made from Oreos students had to separate and pretzels they had to break. As students got ready to add eyes to their spider cookie, they were asked how many eyes a spider has. Earlier in October, the teachers put parts of a spider in gelatin and the students had to pick the parts out to create their own spider. In a future week, Sidy said they plan to do a sensory science activity where they use Coke and Mentos to see if they can make a pumpkin explode.

“It’s amazing to see the kiddos collaborating and building relationships outside of our own classroom,” Sidy said. “It’s actually really helped that we’re in this large group and they’re looking at what their peers are doing. They’re kind of following that social cue of we’re sitting at the table, we’re doing this activity or following this recipe. A lot of my students also have been able to look to their peers to see what they’re doing next, which is really a comfort to them, versus the teachers just telling them everything. We want to make their preschool experience meaningful.”

PATTONVILLE HEIGHTS MIDDLE SCHOOL

October walking challenges designed to connect students, staff in fitness fun

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or Pattonville Heights Middle School students and staff, the mile run wasn’t just about beating the clock; it was about the time spent together with fitness and wellness in mind.

The PE department held its fall mile run from Oct. 21 to 25, where students completed four laps around the track as part of their fitness curriculum. To create a sense of shared purpose, staff members were invited to participate by joining students.

The mile run coincided with Spooky Walktober, a districtwide wellness initiative organized by the Pattonville Wellness Committee. The event, designed to encourage regular staff physical activity, required participants to get 8,000 steps a day.

PE teacher Sammie Bezzole serves as a district wellness captain at Pattonville Heights.

“We thought, ‘Hey, if you’re part of this challenge, why wouldn’t you want another way to get your steps in?’” Bezzole said. “Seeing everyone walk or run together highlighted that wellness matters to everyone in the building.”

Art teacher Katrina Van Ryn, who joined the challenge, said she was motivated by both the incentives and her love of walking outdoors.

“It was a great way to be outside, and it was even better to encourage students in a setting outside the classroom,” Van Ryn said.

One of her 3D art students, eighth grader Myah Bailey, joined her one morning. The two kept a steady pace together for Bailey’s first half mile.

“It was the fastest I’ve ever done the first two laps,” Bailey said. “Usually I walk pretty slow, but she made it more fun. I was a little happier about doing it with her.”

Spooky Walktober also overlapped with a six-day cardiovascular unit where students completed 36 laps each day, logging a total of nine miles, which is the equivalent of walking from school to the Gateway Arch.

It was part of the FitnessGram, a physical fitness assessment for middle schoolers that includes the mile run and other tests to measure cardiovascular endurance, muscular strength and flexibility, helping students understand and improve their fitness levels.

“We explained that it was helping them build endurance ahead of the mile run which is part of the class,” Bezzole said. “We encourage the kids to get out and walk, so we found a way to get the staff out here to join them, too.”

Staff were encouraged to walk or run a mile during the week, and since more than half of the staff participated, they earn a Dress Like a PE Teacher Week — instead of just a day — for completing laps at home and joining students twice during non-teaching periods.

In addition to staff dressing like PE teachers, on Oct. 3, Bailey dressed as Van Ryn during homecoming when

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Pattonville Heights Middle School students and staff participate in a fall one-mile run/walk challenge. Participating are, from left, art teacher Katrina Van Ryn, eighth grader Myah Bailey and PE teacher Sammie Bezzole.

it was Dress Like a Teacher Day. Bailey wore a yellow shirt with a long flower skirt because Van Ryn’s favorite color is yellow.

“During that spirit week, she dressed up as me, and she had one of the best costumes,” Van Ryn said. “It didn’t surprise me that she would walk with me because she’s a great kid. We’re here to motivate and have fun.

It’s wonderful to spend time with students like her.”

HOLMAN MIDDLE SCHOOL

Escape challenge tests critical thinking, teamwork skills

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tudents at Holman Middle School embarked on a thrilling classroom challenge that combined problem-solving, teamwork and critical thinking in an interactive escape room inspired competition. Organized by library media specialist Angie Huesgen, this activity utilized Breakout EDU kits to transform the library into an engaging and festive learning environment, where students collaborated to solve puzzles and unlock clues in a timely Halloween themed challenge.

Over the past few years, Huesgen has been steadily building a collection of Breakout EDU kits, and this year is the first time she had enough sets for an entire class to participate in smaller groups. She arranged escape room sessions for eighth-grade English classes, and even a class of seventh graders joined in to test the challenge.

Throughout the activity, students worked together to decipher clues and open various locks. Each table held a board depicting a house layout, allowing students to visualize their progress as they escaped from each room by unlocking the corresponding lock. Students had to solve riddles and examine materials at their desks closely, sometimes looking under desks or on the back of notes to uncover hidden clues, which encouraged resourcefulness and attention to detail.

Instrumental Halloween music played softly in the

Pattonville ranks No. 15 in Missouri by Niche on 2025 list O

ut of about 458 public school districts in Missouri, Pattonville is ranked No. 15 among the top districts on Niche. com’s 2025 Best School Districts in America list. Nationally, Niche ranks Pattonville in the Top 8% of districts (No. 793 out of 10,561).

In Missouri, Pattonville is ranked No. 1 for Most Diverse School Districts and No. 7 for Best Places to Teach and, in the St. Louis area, it ranks No. 16 for Districts with the Best Teachers. Pattonville earned an overall grade of A from Niche, with grades ranging from A- to A+ in the following categories: administration, college prep, clubs and activities, diversity, food, resources and facilities and teachers. Niche is an online service that ranks private and public schools and districts based on dozens of statistics and opinions from students, parents and staff. Find out more at bit.ly/psdNiche.

background, adding a layer of suspense and excitement as the students moved through the stages of the challenge, hoping to reach the finish line before the other groups in their class. Every student was invested and determined to solve their puzzles. Huesgen said she was very impressed with how students who typically appear more reserved were taking initiative and demonstrating leadership within their groups during this activity.

“The grit and tenacity they showed in sticking with it until they solved it has been amazing,” Huesgen said.

After each escape room session, Huesgen held a reflection time where students shared their thoughts and feedback. Many expressed enthusiasm for future escape room activities, even requesting more challenging puzzles.

“We got a lot of good feedback from kids,” Huesgen said. “They want to keep doing them, and they want them to be harder.”

Huesgen hopes to expand the program with content-specific escape room kits for different subjects, including elective courses, allowing students to engage Students in Jessica Smith’s eighth grade English class at Holman with a wide range of topics in this interactive format.

Middle School participate in an escape challenge in the library.

Top, from left, Nicholas Tillis, Ethan Norton and A’Kiyah Kent use The Breakout EDU escape room challenge at Holman is proving to be a powerful tool for building teamwork a picture to determine the code to a lock box. Above, library media specialist Angie Huesgen, second from left, assists students and problem-solving skills, all while creating a memo- with a puzzle. They are, from left, Aaron Castro, Jourdyn Knight, rable learning experience.

Amori Burton and Clayton Jones.

Pattonville launches data dashboard

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he Pattonville School District has launched a new online data dashboard, providing families, staff and the community with real-time insights into key metrics that support student achievement and reflect district performance. The dashboard is designed to offer a transparent view of how Pattonville is preparing students for success in high school, college, careers and beyond.

Pattonville’s commitment to student success is reflected in its collaboration with the Success-Ready Students Network (SRSN). In 2023, the Missouri State Board of Education approved a three-year innovation waiver for districts in the SRSN’s System Design Zone (SDZ), including Pattonville. Along with 19 other Missouri districts participating in SDZ, the waiver allows Pattonville to use personalized, growth-based assessments to measure student progress multiple times during the school year. This approach allows the district to track learning outcomes more accurately, ensuring that students, teachers and parents/guardians receive real-time feedback on academic performance allowing students to receive timely support as they work toward their academic and personal goals.

This helps students take an active role in setting learning goals and working toward mastery at their own pace. The dashboard highlights how Pattonville is tracking student growth and preparing students for future success in a rapidly changing world.

“We are excited about the potential of the Pattonville data dashboard as we continue to develop and enhance this vital tool,” superintendent Barry Nelson said. “In the future, it will provide students, parents, teachers and administrators with even deeper insights into student performance, helping to guide learning and ensure persistence toward graduation. As we build the dashboard, it will become a key resource for tracking progress and supporting success, preparing our students for high school, college, careers and beyond.”

Key features of the district’s data dashboard include: • District at a Glance: Overview of district metrics, including school enrollment, diversity, staff qualifications and awards.

• District Enrollment and Demographics: Data on student population, diversity and students on free and reduced lunch and those with Individualized Education Plans (IEPs).

• High School Readiness: Tracks readiness indicators for students in grades K-8, ensuring they are on track for success in high school.

• College, Career and Workforce Readiness: Data on readiness, certification achievements and other career-related milestones.

• Graduation Rate and Follow-Up: Statistics on graduation rates and follow-up data regarding alumni post Pattonville.

• End-of-Course Exams: Assessment results that show how well students are mastering core academic subjects.

• Attendance and Resources: Information on attendance trends and available support resources.

The dashboard also reflects Pattonville’s strategic efforts to prepare students for high school, college, careers and life after graduation. In addition to tracking academic progress, the dashboard also aligns with the district’s efforts to monitor attendance, behavioral interventions and participation in various programs. It provides data necessary to support program evaluations and strategic planning for the future. By sharing this information through a public-facing dashboard, Pattonville reinforces its commitment to transparency and continuous improvement, ensuring that every student is supported on their path to success.

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Pattonville marks Veterans Day with activities

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attonville schools spent the weeks surrounding Veterans Day learning about and thanking local veterans for their service to the country. Several schools held special events.

At the Pattonville Early Childhood Center, students participated in activities related to Veterans Day, including creating American flag inspired art using their hands as the stars.

At Bridgeway Elementary School, each class created cards and letters which were given to the Missouri Veterans Home – St. Louis, an area Elks Lodge and veteran family members of students. Three classrooms also heard from veterans who shared their military experiences.

Second graders in Isabel DiSalvo’s and fifth graders in Brittany Lunders’s buddy classes heard from DiSalvo’s dad, Michael DiSalvo. Third graders in Natasha Malone’s third grade class had visits from William Johanson-Kubin and Kevin Wren, the fathers of students in her class.

Drummond Elementary School hosted its fourth annual Veterans Day Torch Run on Nov. 8. Students and staff invited current and veteran military members to walk through the hallways as students and staff held up signs and cheered for them. Following the run, students were invited outside for a special visit from a helicopter and presentation from St. Ann Police Department DARE officer Ana Russell about the military working alongside local police departments. The helicopter demonstrated its sirens and lights before and after landing. St. Ann police officer Joe Kinealy, who also serves in the Missouri Army National Guard, arranged the helicopter landing.

At Parkwood Elementary School, fourth grade students honored veterans during the school’s annual Veterans Day concert. Before the concert, music teacher Katie Leonard guided fourth graders as they developed speaking parts, wrote scenes and created decorations. The day of the concert, students greeted guests and performed patriotic songs. At the end of the performance, veterans in attendance were individually thanked for their service as students and staff exited the gym. Any veteran in the community was invited to attend.

Pattonville High School students in the Rho Kappa National Social Studies Honor Society place flags on Veterans Day as part of a fundraiser through Disabled American Veterans (DAV) called Field of Flags. They are, Reilly Edmonds, left, and Jett Mercer.

Students at Drummond Elementary School participated in the school’s annual Torch Run then went outside for a visit from a helicopter and presentation about the military working alongside local police departments.

ALUMNI SUCCESS Graduates in the news Lindsey Price, Class of 2013 -

Rose Acres Elementary School invited military family members to have a special lunch with their students. Second grader Camden Albin, right, takes a picture with his dad, Christopher Albin, in front of a banner thanking veterans for their service.

Rose Acres Elementary School invited military family members to share a special lunch with their students. The cafeteria was decorated with student-made banners and featured a slideshow highlighting pictures of the veterans present which played during all lunch shifts.

At Willow Brook Elementary School, students participated in classroom activities related to Veterans Day. At the Academy of Innovation at Remington, kindergarten through third grade students watched a video and discussed the branches of the military and what it means to be a veteran. In addition, each student constructed a card with illustrations and brought them home to be distributed to veterans that they have a connection with.

Middle school students were presented with choice board activities related to Veterans Day that they self selected to do. Activities ranged from listening to podcasts to creating pixel art depicting elements of Veterans Day. All products created from choice board activities were distributed to veterans.

At Holman Middle School, students and staff wore red, white and blue or other patriotic colors. Family members and staff who shared that they are veterans received a gift bag to honor their service which included a veterans collectors coin and certificate personalized to their line of service. Some advisory classrooms also shared lessons or activities related to Veterans Day. At Pattonville Heights Middle School students wrote letters and completed coloring pages and sent them to active and veteran military members through Operation Gratitude. Students also participated in classroom activities related to Veterans Day. Pattonville High School hosted its annual Veterans Day breakfast and program on Nov. 11. Members of the Student Council and Rho Kappa National Social Studies Honor Society cheered veterans upon their arrival. Community participants who served in the armed forces and as first responders received a breakfast made and served by high school culinary arts students while listening to the high school orchestra perform. Afterward, a program in the auditorium featured flag folding and missing man ceremonies conducted by members of American Legion Post 213. The high school band and chamber choir also performed and a special veteran appreciation video was shown. This fall, Rho Kappa also participated in a fundraiser through Disabled American Veterans (DAV) called Field of Flags. Through the program, for every $250 raised, DAV sent 24 flags to put in the ground to create a field of flags. Rho Kappa students planted the flags the morning of Nov. 11 so visitors could see the display. The flags were up for about a week and will be saved to add to next year’s installation.

Price (nee Crow) self-published “Shadow and Ash,” a novel set in St. Louis, featuring fictional felines in locations like Forest Park and Creve Coeur Lake Memorial Park. The book Lindsey Price is the first in a series called “The Ferals,” with upcoming installments — “Shell and Thorn,” “Past and Present,” “Family and Future” and an additional untitled entry — scheduled for quarterly release over the next year. Price publishes under the pseudonym Amie Crowsong.

Price hopes the stories will resonate with local readers and cat lovers alike in a setting with a familiar backdrop. She has also designed her books with accessibility in mind, using a unique format she refers to as Tick Tock to Attention.

This approach strategically manages the number of words per chapter and their placement on the page, making it easier for readers who find lengthy books intimidating. The format is intended to reduce anxiety that can come with reading long texts and will be applied to her future works in various genres.

Originally released in January 2020, “Shadow and Ash” was re-launched this summer and is available on Amazon in paperback and e-book formats, with an audiobook version coming soon. Beyond her work as an author, Price has experience in the pet industry and as a freelance writer. Having recently relocated to the United Kingdom, she is now focused on her writing career, with more books slated for release in the coming months, both within and outside of “The Ferals” series.

“Despite being far from where I grew up, I will never forget it and it will always remain dear to my heart,” Price said. “Since the story takes place in the St. Louis area as well, I am particularly thrilled to be able to encourage a potential audience who also know and love the region.”

Matthew Jacobi, Class of 2023 - Jacobi was named the

2024-2025 digital production director on the editorial board at The Maneater, the student newspaper at the University of Missouri.

During his time at PattonMatthew Jacobi ville, Jacobi was an editor for the Pirate Press, the student newspaper at the high school and was editor-in-chief for the Holman Pirate Times while at Holman Middle School.

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: www.psdr3.org. Email: kgordon@psdr3.org.