Highlights February 2024

Pattonville awarded wellness grant

- See page 2 for details

Calendars approved for next two school years

- See page 11 for details

BOARD OF EDUCATION

Mary Kay Campbell, President

Jeanne Schottmueller, Vice President

Dr. Dan Wentz, Secretary

Lisa Kickbusch, Treasurer

Dr. Brian J. Gray, Director

Dr. Barry Nelson Superintendent

Students in the Computer Science Capstone 1 class at Pattonville High School visited second graders in Amy Christensen and Kristin Gosa’s classes at Rose Acres Elementary School during Computer Science Education Week. The high school students, led by teacher Stephanie Carson, guided the second graders in free Hour of Code games like Pirate Plunder and Space Invaders, allowing them to build their own interactive digital content. Top, second grader Carlie Payne, center, gasps after seeing her coding creation while senior Sai Dorasani, right, watches and second grader Torin Jackson works on his project. Above, senior Shaurya Pandey, second from right, works with second graders, from left, Kulsoom Faridoon, Ella Buerck and Daniel Katz. Right, senior Fred Kadima, left, and second grader Maci Linkogel anxiously watch to see if her code works.

From the Superintendent

Enhancing academic success: the critical role of consistent school attendance in Pattonville

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n the Pattonville School District, one of the pivotal elements of a student’s educational success is consistent attendance. Nationally, schools have seen a decrease in consistent attendance since the COVID-19 pandemic. Recognizing the importance of having our students in school, Pattonville is committed to elevating student attendance to levels observed before the pandemic.

Pattonville awarded wellness grant from Missouri Healthy Schools

TDr. Barry Nelson Superintendent

Our objective is clear: we aspire for every student to be present at school at least 90% of the time. The chart at right illustrates a summary of student attendance with regard to having 90% of the students present 90% of the time. Prior to the pandemic, the district was within 1% of meeting the 90/90 goal. Last school year, only 76% of the students met the goal of attending school 90% of the time.

The Impact of Attendance on a Child’s Success

Research has consistently shown that regular school attendance is closely linked to academic achievement. When a child attends school consistently, they have the chance to engage with teachers, build strong relationships with peers and participate in valuable classroom activities. Here are some key reasons why active parent/guardian involvement in ensuring their child’s attendance matters:

• Academic Excellence: According to findings in the American Educational Research Journal, students with consistent attendance records exhibit superior academic performance and attain higher scores on standardized tests (Gottfried, 2010).

• Social and Emotional Growth: Being regularly present at school is instrumental for a child’s social and emotional development, fostering a sense of community and belonging.

• Nurturing Relationships: Steady attendance facilitates the development of robust teacher-student bonds, providing a foundation for individual support and mentorship (Hamre and Pianta, 2001).

• Active Engagement: Regular attendance promotes enthusiastic participation in classroom dialogues and extracurricular ventures, enriching the educational experience (Attendance Works).

Guidelines for School Attendance: Balancing Health and Education

We understand that as parents or guardians, children’s health and well-being are top priorities. To help families make informed decisions regarding school attendance, here is guidance on when to send children to school and when to keep them home based on symptoms:

Send Children to School When:

• Mild Symptoms: If a child has mild symptoms such as a runny nose, sore throat or a mild cough but is otherwise feeling well and can resume normal activity, it is generally safe for them to attend school. To further help prevent the possibility of spreading germs and keeping everyone safe, it is important to make sure they practice good hygiene.

• Minor Ailments: For minor ailments such as a headache or stomach ache, a child can usually attend school as long as they are not in distress.

• Check With the School Nurse or Pediatrician: If there is ever a question of whether to send a child to school due to symptoms of possible illness being present, it is always a good idea to check with the school nurse or child’s pediatrician first.

Keep Children Home When:

• Fever: If children have a fever of 100.4°F (38°C) or higher, it’s best to keep them home until they are fever-free for at least 24 hours without the use of fever-reducing medication.

• Symptoms of Contagious Illness: If a child is displaying symptoms that are more severe, such as persistent cough, severe sore throat or shortness of breath, it’s crucial to keep them home and seek medical guidance as these are common symptoms of more contagious illnesses.

• Vomiting and Diarrhea: If a child is vomiting or has diarrhea, keep them home until symptoms have subsided for at least 24 hours. It’s also wise to contact the child’s pediatrician to seek medical advice.

Parent Guidance on Student Attendance

A parent/guardian’s active involvement in their child’s education, including supporting their regular school attendance, is vital for their success. By following the guidelines provided and making informed decisions about when to send a child to school, families are not only contributing to their academic achievement but also helping to maintain a healthy and safe school environment for all students. Together, as a community, we can ensure that our children have every opportunity to thrive in the Pattonville School District.

he Pattonville School District was awarded a grant from Missouri Healthy Schools (MHS), a program sponsored by the Missouri Department of Elementary and Secondary Education (DESE) and Centers for Disease Control (CDC). The fiveyear grant will provide at least $70,000 annually and will allow Pattonville to continue to promote the well-being and academic achievement of students.

Missouri Healthy Schools, an organization committed to enhancing the health and well-being of students across the state, selected Pattonville as the sole recipient for the grant because of its diversity, highlighting Pattonville’s dedication to advancing the health and academic outcomes of its students. This commitment to fostering a comprehensive approach aligns with the principles of the Whole School, Whole Community, Whole Child (WSCC) Model, emphasizing the interconnectedness of health and learning.

Funds will be utilized strategically over a fiveyear period. The first year will be dedicated to research, with a focus on completing the School Health Index (SHI) survey. This comprehensive assessment, facilitated by the CDC, will serve as the foundation for shaping the subsequent years of the program. The research findings from the SHI will guide the district in identifying key areas of focus. This approach ensures that the program is tailored to unique needs in Pattonville. The implementation process will involve collaboration with School Improvement Teams (SITs), which have been expanded to include wellness captains, physical education teachers and the school’s nurse. This multi-stakeholder approach ensures a comprehensive and inclusive strategy for addressing the diverse needs of the student body. The program’s goal is to promote equity and enhance the health, academic achievement and overall well-being of students.

“This grant will have an outstanding impact on the students at Pattonville,” said JoAnn Greenwell, director of community and staff engagement. “The added funding will allow us to grow the current K-8 after school athletic programming the district offers. We know that students who are involved in extracurriculars feel more connected to their school and that involvement has a positive impact on their academics. Additionally, we will be able to expand our focus to include wellness, nutrition and physical activity. We are excited to see the positive impact this will have throughout the district.”

Through the support of this grant, Pattonville can continue to create a learning environment that not only promotes academic excellence but also prioritizes the health and well-being of every student.

In September, staff from Missouri Healthy Schools spoke to Pattonville students and staff to highlight the K-8 cross country program and its positive impact within those grades and beyond. To watch the video, got to Pattonville’s YouTube page or visit youtu.be/6-2_H50vFoQ

Our Learners Spotlight on

News focusing on students, staff and schools in Pattonville

SCHOOL

Fifth graders perform annual school musical with pirate theme, talent aspect

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ifth graders at Rose Acres Elementary School recently had their turn putting on the school’s annual musical. Every year, fifth grade classes, led by music teacher Emily Doherty, showcase their musical and creative talents with their own entertaining performance. This year’s production featured some unique twists of its own. The production on Dec. 18, titled “Pirates! 2: The Hidden Treasure,” told a sequel story to the musical performed by fifth graders the year before.

“The story began with pirates setting sail to find hidden treasure when they realized their compass kept pointing at them instead of toward treasure,” Doherty said. “Regardless, they continued on their journey until they encountered a bad storm that left them shipwrecked. The King of the High C’s concocted a plan to put on a talent show to raise money to fix their ship.”

The Rose Acres students portrayed parts of a talent show by showcasing some of their real talents to the

PARKWOOD ELEMENTARY SCHOOL

tune of a song titled “Talent to Burn.” Their talent acts included different acrobatics and one student’s series of back flips on stage.

“But the pirates quickly realized that no one would come to watch the show because the island was deserted,” Doherty said. “That is until a group of island natives appeared from behind the bushes. They praised the pirates for their friendship and teamwork and helped them to realize that the real treasure lies within each of them … The true hidden treasure is friendship.”

A distinctive feature of this year’s performance was that students stayed after school to create the set from scratch. Doherty helped facilitate roles and set up a schedule for after school assembly. Several students were assigned to set design and one started a collaborative document where the students shared all of their ideas, which they had many of. One of these ideas was using LED strip lighting for a storm scene to mimic

lightning, which parents helped attach to the ceiling.

“We were extremely fortunate to have a lot of help from parents, one of which assembled our pirate ship based on his daughter’s design and sketches,” Doherty said.

In their after school sessions during the weeks leading up to the musical, students were extremely handson and committed to the preparation process. They transformed large, mobile bulletin boards into the ocean scene using butcher paper, a small group of students wrote the opening scene to recap last year’s performance in order to lead into their sequel performance and one student helped guide the choreography.

“It seemed that students enjoyed the experience and being able to have more input definitely helped them have a better sense of ownership of their performance,” Doherty said. “I’m already planning how I can add more opportunities for next year’s group.”

Community connections give students opportunity to learn from others

Parkwood Elementary School’s kindergarten classes are engaged in a year-long project-based learning (PBL) initiative, integrating social studies with real-life projects centered around their neighborhood.

The overarching question driving the project is, “How can we, as kindergartners, help others in our community?”

Teachers Amanda Castile, Christina Livingston, Jacqlynn Nardelli-Sanchez and Denise Overman are using the social studies curriculum to connect to workers and services in the local community.

Each month, the classes focus on a different area, inviting community members to share insights. They’ve had presentations from Maryland Heights police officer Bob Heitert, who is also the school’s DARE program instructor, the Maryland Heights Fire Department on fire safety and Parkwood Skilled Nursing and Rehabilitation Center

“In the month of November, we had Loaves and Fishes come and we actually raised money and brought in donated items,” Castile said. “As a whole grade level, we donated supplies like toilet paper and laundry soap and we raised money by doing chores at home,” Castile said. “We also donated used clothing, hats and toys for them to use at the shelter.”

First Community Bank joined the initiative in January, educating students on responsible money management, emphasizing needs over wants and setting financial goals.

“With First Community Bank, we have been talking a lot about how we can save our money and how we really need to use our money for our needs more than our wants,” Castile said. “We’re also going to talk and discuss ways that they can maybe

help save money.”

Kindergartner Jiron Jurilla said he learned the value of coins and making smart choices about spending.

“We learned to save money, and how much the coins are worth,” he said.

Jurilla also shared aspirations of becoming a firefighter, inspired by a favorite past presentation where firefighters brought in a fire truck and an ambulance for hands-on exploration.

The relevance of personal finance education won’t end in kindergarten for these students; it’s actually a required class at Pattonville High School.

“They’re definitely going to be ready to graduate,” Castile said. “They know how to save their pennies and what they should and shouldn’t buy with them.”

Kindergartners in Jacqlynn Nardelli-Sanchez’s class hear from First Community Bank representative Marnell Hoemann about saving money.

ROSE ACRES ELEMENTARY

Rose Acres Elementary School students perform during the school’s annual musical. Far left, DJ Hopson performs his solo “I’ve Got a Plan.” Center, Evie Yakel, left, and Liliana McConnell open the show with a skit they wrote, including a collection of pirate jokes. Left, fifth graders perform the song “Talent to Burn” where they imitate opera singers.

Students have access to new library

Anew school library was unveiled at the Pattonville Early Childhood Center thanks to the vision of teacher Jeni Scarff. The library, like every classroom, is named after an animal, and library llama is located in two converted storage spaces underneath the staircases near the cafeteria. Taking the lead, Scarff repurposed shelves found across the district, cutting and painting them to bring her vision to life. She collected surplus library books from Drummond Elementary School. Bright green chairs were donated from Parkwood Elementary School. Rose Acres Elementary School contributed small cushion seats.

“Originally, I considered getting rolling carts and taking that to the different classrooms, but (early childhood director Dr. Greg Cicotte) told me we needed to find a space for the library,” Scarff said. “It really was a team effort.”

Her son, who attends the school help paint the shelves. Additionally, occupational therapist Suzanne Keiser helped unload a van full of donated books, custodian Bill Dinsmore assisted with making folders to hold the large books, secretary Laura Wick restocks the library and found the shelving unit on the district’s sales forum Shop and Swap and coordinator Mel Fitzgerald located the seating.

“We decided to use bins to store all of the books because the kids don’t interact with the books when they are just on the shelf,” Scarff said. “They want to go through them and see the covers.”

Library rules include being safe, being helpful and being kind.

“We want to teach them how to behave in the space, so being gentle with the books is expected and we want them to put them back where they belong,” Scarff said. “We also ask them to use quiet voices, take turns and share.”

They’ve also been adding a few things like carpets.

“We also had a whole bunch of extra stuffed animals,” Scarff said. “We found the kids really like reading with a buddy.”

PATTONVILLE HEIGHTS MIDDLE SCHOOL

Learners make argument for research

Are video games a positive or negative influence in a person’s life? This question was posed to sixth graders at Pattonville Heights Middle School and the responses varied among the students. Whichever stance they took on the issue, each student learned how to use research to defend their decision.

Pattonville Heights English teachers Chelsea Bowles, Abby Gibbs, Amy Meyers and Emily Weber, along with librarian Rachel Woodson, worked together to transform the sixth grade research writing unit into an engaging and collaborative learning experience. Students chose a side of the issue to argue and met in groups with other students who shared the same perspective. Even though they had the same ending answer, the reasons for their choice sometimes varied. Sixth grader Natalie Nawik said that video games are negative because of how distracting and addictive they are.

“You spend almost too much time that you don’t even spend time outside,” Nawik said. “And all you talk about, it’s just playing the game. Even when you’re outside of playing the game, you also think about the game so you kind of get distracted by it.”

Since students are not only developing their research skills, but also practicing how to work collaboratively, each group had to work together to narrow down to the top two reasons which they would focus on to explain their argument. This was one of the first steps before students began the work that will culminate in each student’s argumentative essay to conclude the unit.

“We will lead them through the research process from finding sources to taking notes to compiling research into a four paragraph essay to citing our sources,” Weber said.

During the unit, the students learned what makes a source reliable, where to find credible material, how to cite evidence supporting their original work and the elements of writing an impactful argumentative essay. The next time someone has a research question, the sixth graders at Pattonville Heights can be their guide on how to find the answer.

Sixth grade leadership council gives students a voice, say in their class, school

Agroup of sixth graders at Remington Traditional School, inspired by a culture of open communication and feedback, has formed a leadership council that is making impacts across the school. These young leaders are taking ownership of their educational environment, fostering creativity and leaving an indelible mark on their school community.

All sixth graders can choose to participate in the council that meets daily, and those who don’t use team time to get work done. The group had so many ideas each meeting, so the students created branches, or small groups based on what they were interested in and how they can improve Remington. The five branches are speak out, public relations (PR), service, design and achievement and celebration.

“I like that we have different branches because not everybody is the same at everything or likes the same things,” sixth grader Charlie Johnson said. “So I like how they have so many areas for people to try.”

Each branch creates their own unique projects, coming up with not only what they want to focus on but also deadlines and tasks. For example, the design branch has been investigating ways to improve seating in the cafeteria, including researching seating options and looking at ways to fund the purchase of new items. The service group came up with a way for students to sign up to help school custodian Malissa Fedrick after lunch with mopping, cleaning off tables or with the trash.

While each branch generally works independently, they can also collaborate and overlap if they want. The Valentine’s Day party was a perfect example of that. The speak out group decided they wanted to organize the event, and they worked with the design group to create the invitations and the PR group to publish details

on the council’s website.

“I’m excited for the Valentine’s Day party because we thought last year was going to be the last year doing them because my older sister stopped doing it in sixth grade,” Johnson said. “But I’m glad that I get to decide that we get to do a Valentine’s party this year.”

Johnson is the branch leader for the speak out group. Each branch has a group leader, and the entire council has a president and secretary. They take the minutes and share out their progress to keep each other on track, and sometimes even meet as branch leaders.

“I feel like it helps and gives other people suggestions on stuff and people will take that suggestion and try to fit that in if it works for the school,” Johnson said. “I just like doing it for fun, because it’s fun trying to help people out. And I like knowing what’s going on in the school and I like having a say.”

Meetings Monday through Thursday last for about 15 minutes and meetings on Friday are extended to

35 minutes. During that time, teacher Lauren Niewald meets with the branches and helps them however they need support, including brainstorming ideas or posing questions for them to consider.

“Students are taking ownership of our school,” Niewald said. “Teachers are used to emphasizing owning behavior choices, but now we are literally passing ownership of the school to the students. We come in and reinforce that every day in our conversations and routines. The possibilities are endless. They know we might try something for a few weeks and if it’s a flop, that’s okay. It’s amazing how much their willingness to take risks and confidence has grown. With this sixth grade class and the journey we are on as a school (see story on page 11), this is the most excited I’ve ever been as a teacher. The passion from the students and the endless possibilities make me excited to come to work each day.”

Recently, students in the leadership council asked Niewald if they could talk to the seventh grade teachers about continuing the group next year. Not only do they enjoy having a say, but they want to make sure that anything they’ve started, like the cafeteria design project, will continue into next year.

“A lot of the students still have best friends that are not in the leadership council, so they’re also getting feedback from that group and bringing it back to the leadership team and incorporating their thoughts,” Niewald said. “It’s not like it’s one clique over here and one clique over there which is really impressive. People with all sorts of interests are a part of this. So it’s really cool. I get to see so much more of their personalities too. It is a time to build relationships while empowering them as leaders of their school.”

Early childhood teacher Jeni Scarff, left, reads with students in the school’s new library area. Shown are, from left Max Markovich, Phillip Grant, Eilan Payne and Cora Manning.

Remington Traditional School sixth graders Ella Whitehead, left, and Vanessa Little are part of the design branch in the leadership council.

Sixth graders at Pattonville Heights Middle School work on a research unit project. They are, from left, Khaleah Dorsey, Cohen Kopplin, Joe McCarthy and Paul Patton III.

Pirate TV studio remodel gives students access to professional equipment, new set

The Pirate TV studio at Pattonville High School recently received significant updates to more closely simulate a real-world studio experience. Pirate TV, a student-led broadcast show airing monthly throughout the entire school, requires each student in the course to put together three features: a segment, an advertisement and a promotional clip. Throughout the course, students experience various roles and tasks that are involved in this industry, including writing skits, presenting news updates in front of the camera, directing the recording process from behind the camera, editing footage and experimenting with lights and sound along with other special effects from within the new control room.

Among the updates, the studio features a new background and upgraded lighting system for recording broadcasts, a new green screen and an improved recording booth for podcasts or voiceover work. Additionally, students have been able to utilize new cameras and an entirely upgraded control room to support a more advanced range of possibilities for their productions.

Junior Charlotte Johnson, who previously took Television Studio Production and Video Production prior to enrolling in the Pirate TV course, has spent a lot of time around the old studio and expressed enthusiasm about the new studio.

“It’s been really nice having the new studio because when I was at the studio before, it was right before they renovated it and a lot of the equipment was starting to not work and we wouldn’t be able to be in the studio,” Johnson said. “But now that we have brand new equipment and since we were able to get all these new features, there’s a lot more opportunity for our show.”

Her sentiment was shared by other students.

“You can fine tune a lot in here now,” junior Tyler Bass said. “The camera is better, better photos, better product overall.”

The modernization of the studio extends beyond its appearance, providing students with an opportunity to learn how to use the updated tools and technology that make the creation of a high-quality product possible.

“I really like it because it can help make our shots for PTV (Pirate TV) look a lot more elevated and modern,” junior Charlotte Lohman said. “It’s really cool that

BRIDGEWAY ELEMENTARY SCHOOL

we have a full working video production studio. I think it’s really cool that we’ve been given the ability to use it to enhance things that might seem small to others but are really important to us because this class is kind of our passion project class.”

Television and video production teacher Karolyn Florence, who instructs the students in Pirate TV, shared ways that every aspect of the upgrade makes a difference in the overall experience the course can offer.

“With the incorporation of the green screen and the teleprompter on both of these Hitachi high-end cameras, we are able to do more on the fly,” Florence said. “We’re able to do more live work, where a lot of it was staged, rehearsed and memorized then edited later, which was a lot more time consuming.”

Florence can attest to the development and benefit of this studio in every stage. The high school’s original TV studio was built in 1989 with the program launching in the early 1990s. Florence was one of the original producers in the program when she attended Pattonville High School as a student.

“It’s always been my dream as I’ve come back as an instructor to take the studio to the next generation,” Florence said. “It was a long time in the making.”

New generations of Pirate TV have been inspired in many ways. A current member of Pirate TV, Morgan Walker, was interested in Pirate TV but had some knowledge going into the course, as her older brother was part of Pirate TV during his time at Pattonville High School.

“It has been a lot of fun,” she said. “I can see why my brother enjoyed it.”

For decades, this program has offered real-world experience in a multitude of roles spanning various fields beyond traditional on-air news broadcasts, including podcasting, music producing, radio production and more.

“They don’t necessarily have to go into production,” Florence said. “They can go into behind-the scenes work or maybe they want to go into on-air talent somewhere. It’s just giving them the real-world experience of what it’s like to be a production assistant, write a script and work as a team in a studio that matches the technol-

ogy they’re going to end up using,” Florence said.

Additionally, Florence highlighted the advantage the program will provide since the studio now mirrors facilities at Lindenwood University, Southern Illinois University Edwardsville (SIUE), the St. Charles Family Arena or anywhere they might have an internship.

“I’m thrilled to be able to realize this dream come true of coming into the digital age and teach kids what it’s actually like to work in the industry,” Florence said. “They’re going to be in a studio learning as high school students what they would then go on to experience at a college campus or within the industry. They’re going to be the ones that classmates turn to because they’ve had experience in a course like this. This is an advanced course that they’re very fortunate to have a part of.”

Entire school reads same book, gets visit by special furry friend following donation

In a celebration of community and reading spanning over a decade, Bridgeway Elementary School once again fostered connections through the pages of a single book with its One School One Book (OSOB) initiative. The project, which kicked off on Jan. 11, unites the entire student body and their families in a shared reading experience by having everyone read the same book.

Bridgeway librarian Nora Bakula organizes this literary project for the community. Every year, she leads the process of selecting a book that might be of interest to a diverse array of readers. This year, the school read “Dog Days” by Karen English.

“We try to find a book that is appealing to all grade levels,” Bakula said. “We look for books that are engaging, diverse and fun. Students tend to love the animal books we have picked in the past so we thought this would be a great choice.”

Feedback from families has been overwhelmingly positive. Students, in particular, enjoyed the optional take-home activities that included instructions on how to make

Students at Bridgeway Elementary School read the book “Dog Days” and participated in related activities. Far left, from left, first grader

Smith, kindergartner

Hiltner

origami dog faces, a Dogs of Many Sizes measuring challenge and several dogthemed words searches, word scrambles, coloring pages and more. They also enjoyed the daily trivia challenges related to the book, eagerly participating for a chance to win small prizes. The introduction of family groups at Bridgeway this year further enhanced a sense of community and shared excitement with this project. Students from different grade levels meet with assigned staff members monthly to allocate time for fostering positive relationships across the school. It was during a family group session that the OSOB kick-off occurred, where students received a packet of materials and colored bookmarks while listening to Bridgeway principal Dr. Bill Casner read the beginning of the first chapter out loud.

A highly anticipated assembly at the culmination of the project added an extra layer of excitement for the students, who were stoked by the related service project they did throughout OSOB. Throughout the OSOB project, Bridgeway collected materials to donate to Duo Dogs, a non-profit that trains dogs to connect with and assist individuals with specific physical, emotional and social needs. On the day of the assembly, a Duo Dogs representative, Christina Smith, brought her Labrador retriever, Evie, to educate students on the role of service dogs and their impact on people’s lives. The duo’s demonstrations elicited awe and laughter from everyone in the Bridgeway gym. Students had an opportunity to ask questions at the end, many of which were about Evie and how she got her name, where she lives or what she likes to eat. At the conclusion, Evie received many happy and gentle pets from the students of Bridgeway, who all gained a positive memory with reading and their school community.

Students in Pirate TV at Pattonville High School use their remodeled studio. Top, from left, juniors Tyler Bass and Charlotte Lohman and senior Sai Dorasani work out scripting details as junior Charlotte Johnson prepares to record. Above, from left, junior Prince Nkoua, senior Gavin Clay and junior Morgan Walker work in the control room.

Camdyn

Maria Sanchez Colula and first grader Titus

color paw print bookmarks. Left, first grader Amanuel Berhanu, left, pets Evie, a service dog from Duo Dogs who came with her handler, Christina Smith.

Students enjoy Grinch Day activities

Willow Brook Elementary School’s fifth grade students experienced a festive and educational experience before winter break with a Grinch Day celebration. The day featured a STEM challenge that engaged the students in hands-on learning and an activity that enhanced their understanding of character and plot.

The activities were led by fifth grade teachers Maria Farmer, who teaches English, and Billy Thompson, who teaches math and science. With Grinch Day, the duo aimed to create a meaningful learning experience that combined their subjects. In Thompson’s class, students delved into a STEM (science, technology, engineering and math) challenge with the objective of helping the Grinch return the presents he had taken. Students had to create a sleigh using candy canes as the base and their choice of other construction materials for the carriage.

“This project aligned seamlessly with science learning targets, emphasizing the use of the engineering design cycle and the ability to plan and conduct fair tests,” Thompson said. “The challenge prompted students to consider the pros and cons of each material, fostering critical thinking and problem-solving skills. The ultimate goal was to create the most durable sleigh capable of supporting the largest load of presents”

After prototypes were created, the class discussed pros and cons of each building material as well as which sleigh design created the most solid base to connect to the candy canes and support the most weight.

“I thought it was exciting because we did not know what was going to happen,” fifth grader Vasquez Alvarado said. “Making the sleighs was so fun.”

Simultaneously, in Farmer’s room, students engaged in a comprehensive analysis of the Grinch story. They listened to Farmer read the book and students analyzed the Grinch’s character development, identified the central problem and grasped the underlying theme. After discussing the story, the students watched the cartoon to compare the movie adaptation with the original text.

“In class, we have been discussing characters and how the plot is written to show the change in a character,” Farmer explained. “‘The Grinch’ is a great example of this, so it only made sense to utilize this as a fun opportunity to learn.”

Students were enthusiastic about the interdisciplinary approach.

“It was chaotic, but in a good way,” fifth grader Logan Woolridge said. “There were a ton of ways to make (sleighs) and it was fun. In Ms. Farmer’s class, it was fun to watch and talk about the cartoon.”

Grinch Day is just one way the teachers blend academic content with hands-on, enjoyable activities. Farmer and Thompson strive to create positive and impactful learning experiences for students, fostering a love for learning that extends beyond the classroom.

“Despite the rigorous curriculum, it is important for the kids to be kids and enjoy their learning,” Farmer said. “We work to add elements of fun into the classroom in order for the kids to continue to want to be here.”

Around 400 people attended Drummond Elementary School’s chili cook-off. Far left, fourth grader Xavier Chandler tastes a spicy chili. Center, fourth grader Olivia Davis, left, is interviewed by fourth grade teacher Amy Powell, right, as her dad, Daniel Davis, watches. Left, fourth grader Colden Heitman, right, celebrates voting for PE teacher Kevin Hughes’ table.

DRUMMOND ELEMENTARY SCHOOL

Annual chili cook-off is popular community event

Drummond Elementary School’s annual PTO chili cook-off is not just a night of friendly competition, but an opportunity for the school community to come together for camaraderie and bonding. The event showcased the culinary talents of staff and even community members.

“The best part of the chili cook-off is the community involvement,” art teacher and organizer Carolyn Elliott said. “Staff bring their families, and students bring their extended family and friends. Everyone is there together enjoying the chili and the friendly competition.”

The cook-off has evolved over the years into a spirited competition where teachers, staff and even the local police and fire departments prepare their own signature chili recipes. To add an extra layer of creativity, teams also decorate their tables and don costumes based on their chosen theme. Themes this year included the Mandalorian, football, secret special agents, red carpet, tacos and winter warm-up.

To determine which group had the best chili and the best decorations, each attendee received a perforated card to place in a table’s box to vote. When votes came their way, staff at that table celebrated with cheers, horns, gongs and other creative expressions of excitement. Fourth grade won for the seventh time.

This year’s event saw an unprecedented level of community involvement, with participants from the Bridgeton Police Department and the Community Fire Department and new contributors the Pattonville Board of Education and the St. Ann Police Department, who did not compete for votes. Mary Kay Campbell, board president, volunteered to participate after hearing about last year’s event from counselor Carla Robertson.

“I told her that I would participate this year so there would be another crock pot,” Campbell said. “I made a large amount of chili mac and was happy to be part of this event.”

There was also an overwhelming support from volunteers, including fifth grade ambassadors, high school students and numerous parent volunteers, who saw an estimated 400 attendees.

HOLMAN MIDDLE SCHOOL

Games teach reading skills

Sixth graders sat around a table in the library at Holman

Middle School putting alternating color cards in descending order on stacks of other cards. They were playing the card game Kings in the Corner to improve their informational reading skills, with the game supporting critical thinking, pattern recognition, prediction and math skills.

First semester, the same students did an activity where they had to take a board game they didn’t know and then figure out how to play it — without instructions. Using context clues they had to figure out what they do and don’t know and how to play this game. Even some of them who may have known it, had to really read the directions.

“It just took them a while to figure out because, for example, with Clue, how they play at home is not how the instructions work,” sixth grade English teacher Ryan Shea said. “Uno is the big one — everybody’s got their own Uno rules.”

The activity second semester was essentially the opposite of that. Each group of four or five got a deck of cards and a copy of the instructions to play the game Kings in the Corner. During the first 10 minutes, the groups had to read and determine the rules and begin playing based on what they read. After that, Shea gave them the opportunity to ask questions while also discussing the challenges they were having, whether it be something about the steps or the vocabulary.

“You’re going through and you’re figuring out what’s important,” Shea said. “One of the instructions there is you put the deck in the center, take the top four cards and put them in a cross around the deck, and one of my students read it as across. So it’s a lot of paying attention and critical thinking, but also determining how these rules make sense with the structure and recognizing different patterns.”

Shea said students are often reluctant to do something because they think they can’t or that they’ll fail. For Shea, games are a covert way for students to think critically, but with something they know and feel they can succeed at.

“It’s up to us to get them to either grow their own intrinsic motivation or for us to do a fun thing,” Shea said. “Hopefully doing these types of things that are a little bit more interesting leads to more engagement. As teachers, we have to think about what is fun for us and do it. It’s going to be at a high level and tie into the curriculum, it’s just how you do it.”

Students are also learning about instructional reading through a whodunit project. Shea created two scenarios: the vandalism of the Mona Lisa and a space murder mystery set in 3057 where a person is killed aboard the starship Enterprise. Students got to pick one of the scenarios and then had to figure out who did it. Sixth grader Aryanna Contreras thought the process of learning Kings in the Corner translated to what they were doing with the whodunit project.

“It’s similar because you had to read the rules and figure out all the clues and who did it and for this game you had to read the instructions to understand the game better,” Contreras said. “The game was kind of like the murder mystery where we had to see who did it and figure out all these clues and putting it together to find the actual case.”

Sixth graders learn to play King in the Corner at Holman Middle School as part of an informational reading unit. Playing are, from left, Caleb Sosman, Jacob Michels and Jace Booker.

Above, Willow Brook fifth grade teacher Maria Farmer reads “The Grinch” to her class. Left, fifth grader Destini Varela builds her sleigh.

BRAGGING WRITES

Honors, Awards and Achievements by Pattonville Students and Staff

BRIDGEWAY ELEMENTARY SCHOOL

T-shirt designer

Parkwood Elementary School

fourth grader Brian Padilla Jimenez was selected as the winner of the Maryland Heights T-Shirt Design Contest for the premier collection of the Maryland Heights Swag Shop. The contest allowed all Maryland Heights residents to submit a design to be featured on T-shirts in the new shop collection, which opened in January. Padilla was also featured in the December-January issue of the Maryland Heights Life magazine.

DRUMMOND ELEMENTARY SCHOOL

Staff honors

Michael Williams, a custodian at Drummond Elementary School, was recognized for his act of service to a fourth grade student during an incident during lunch. Williams noticed a student choking in the cafeteria and quickly responded with the appropriate steps to assist the student. He provided a swift response that ensured this student’s safety and well-being.

ROSE ACRES ELEMENTARY SCHOOL

Published authors

Students from Rose Acres Elementary School were selected to have their short stories published in the St. Louis Writers Guild: Young Writers Awards Collection anthology. In this annual contest, student authors from fourth through 12th grades are selected to have their stories published in an anthology that is available for purchase on Amazon. Students were invited to an awards ceremony and story-reading celebration on Jan. 13. Three students received honors for their story. Avery Dye received first place, Sean Hendrick received third place and Vivien Hescock received honorable mention. Six additional students had their short stories selected for publication. They are: Kolton Carlson, Levi Dukes, DJ Hopson, Pearl Krieger, who had two short stories published in the anthology, Aaron Voss and Evie Yakel. These students are taught by Allison Bennett, Robin Chang, Gina McKelly and Nicole Youngquist.

WILLOW BROOK ELEMENTARY SCHOOL

Fundraising honors

Willow Brook Elementary School fourth grader Gracie Smith was recognized as a Top 10 fundraiser of candies and nuts in the fall for the Girl Scouts of Eastern Missouri’s Project Thank You. Girl Scouts asks customers to purchase boxes for donate and, for every $5 donation, Project Thank You provides a box of Girl Scout cookies, candy or nut item to be distributed by USO of Missouri and Operation Food Search. Girl Scouts of Eastern Missouri established this Treats and Reads and Cookie service project as a way to treat others in our community with kindness, caring and appreciation. As a top fundraiser, Smith joined a group at St. Louis Lambert International Airport on Dec. 18 that greeted and handed out candy and treats to soldiers traveling home from Fort Leonard Wood. Smith was interviewed by Fox 2 News about her experience greeting the soldiers and was featured in a special segment on their broadcast that day.

HOLMAN MIDDLE SCHOOL

Published author

Holman Middle School eighth grader Harry VanDernoot wrote and published a book titled “Greek Myths: A Compilation of the Life and Times of Eros Phanes.” It is a collection of short stories following the life of Eros Phanes, the primal deity of love and emotion from Greek mythology. VanDernoot’s book was published in July and is now available for purchase on Amazon.

PATTONVILLE HIGH SCHOOL

100 Neediest Cases awards

Students from Pattonville High School submitted artwork to the 100 Neediest Cases art contest sponsored by the United Way and the St. Louis Post-Dispatch Sophomore

Young Artists and Their Teachers Exhibit

Pattonville High School art students had work selected by their teachers for the Young Artists and Their Teachers Exhibit at Lindenwood University. Two students’ artwork earned honors by the Lindenwood faculty judges. Corina Baker, from Ceramics 3, placed second in the ceramics category and Maggie Haselbauer, from AP Art and Design, received second place in the mixed media category. Additional students from AP Art and Design who had artwork selected were Emmy Benson, Kristen Bowers and Rylee Cochran. Students selected from Painting 1 were Mia Baczynski, Natalie Hernandez and Mackenzie Newell. Students enrolled in both Ceramics 2 and AP Art and Design who had artwork selected were Macy Bunton and Lizzy Zacheis. Students from Ceramics 2 and 3 were taught by Scott Fader. Students from AP Art and Design and the Drawing 2 students were taught by Beth Kathriner. Students from Painting 1 were taught by Laura Thomson.

Rosemary Lopez Chanocua’s scratchboard piece “In the World Beyond” was selected as a top 20 artwork and was published in the St. Louis Post-Dispatch on Dec. 6 and on the 100 Neediest Cases program website. Additionally, senior Megan Grote had a black and white charcoal on paper piece titled “Mother and Sick Baby” selected for the program. Both students were in Drawing 2 and had their artwork on display at the Missouri History Museum between Dec. 11 and Jan. 8. These students were taught by Beth Kathriner.

Cheer honors

The varsity cheer team competed at the state competition and placed fourth overall. In addition, two students on the team earned individual honors and were named to the all-state cheer team for jumps: Riesen Riley, who was tied for best jumps on the all-state team, and Chelsea Tate. Students who were part of the varsity cheer team that placed fourth at state were: Kenya Butler, Jaciess Clinton, Sarah Flippin, Danya Green, Gail Griffin, Journi Guthrie, Alyssa Hamilton, Akira Kendrick, Clare Ridings, Tristyn Russell, Kayleigh Schumer, Gabriella Serra and Imari Young. The cheer team was coached by Kalli Hunt.

Padilla Jimenez

Michael Williams

Students from Rose Acres Elementary School who had artwork selected for publication are, from left, front row, DJ Hopson, Vivien Hescock and Aaron Voss; second row, Avery Dye and Sean Hendrick; and, third row, Levi Dukes, Kolton Carlson and teacher Robin Chang.

Megan Grote, right, had artwork selected for the 100 Neediest Cases art contest. She is taught by Beth Kathriner.

Gracie Smith

Harry VanDernoot

Students had artwork selected for the Young Artists and Their Teachers Exhibit. Shown are, from left, first row, teacher Beth Kathriner, Lizzy Zacheis and Corina Baker and, back row, Mackenzie Newell, Emmy Benson and Macy Bunton.

Members of the cheerleading team that placed at state include, from left, Akira Kendrick, Chelsea Tate and Riesen Riley.

Band honors

The Pattonville High School marching band and guard earned recognition at multiple competitions this semester. At the Farmington Marching Invitational on Sept. 16, the marching band earned first place in its division and awards for best music, best visual performance and best color guard. At the Music at the Meramec Marching Festival on Sept. 30, the marching band and guard earned second place out of 17 schools. At the Rebel Invitational on Oct. 21, in the preliminary round, Pattonville earned first place in its division, awards for best guard, music, drumline and visual and were ranked as the second seed overall going into the final round. In the final round, they earned first place overall as well as awards for best guard and best visual. This marked the eighth grand championship title earned by the current senior class during their high school career. Pattonville High School band students were also individually selected to honor bands. TyRen Thompson was selected to the All-State Jazz Band as bass trombone alternate and earned honorable mention for trombone. Additional students were selected to St. Louis All-Suburban honor bands. Students selected to the honor concert band were Zoe Click for bassoon, Janani Kamalakkannan and Marques Rutlin for clarinet and Emily Derhake for trombone alternate. Students selected to the honor jazz band were Dylan Jamison for drum set, Kyle Manker for alto saxophone, Floyd Davis III for tenor saxophone, Thompson for trombone, Peter McCullough and Hunter Riley for trumpet, Kyle Brenner for baritone saxophone alternate and Sydney Hoynacki for bass alternate. The Pattonville High School band is directed by Denny McFarland, Laura Livesay and Anna White.

Orchestra honors

Students from Pattonville High School orchestra were selected to honor orchestras. Norina Shao was selected to the Missouri All-State Orchestra for violin. Students selected to the St. Louis All-Suburban Honors Orchestra were Sydney Hoynacki for bass, Harrison Killion for violin and Logan Monroe and William Truong for viola. The orchestra is directed by Paul Rueschhoff.

Choir honors

Pattonville High School choir students auditioned for the Missouri All-State Choir and St. Louis Suburban All-District choirs. Only 16 students are selected to the All-State Choir and this year a quarter of them were from Pattonville. They performed at the Missouri Music Educators Association (MMEA) Conference in January. Students were selected to the All-State Choir after being selected to the St. Louis Suburban All-District Mixed Honor Choir. They were Savannah Branson, Diego Halbeck, Maggie Haselbauer and Omolara Ogunmola. Halbeck and Ogunmola also qualified for the State Sight-Reading Bee after receiving a perfect score in music reading literacy during their audition. Students who qualified to audition for the Missouri All-State Choir after being selected to the St. Louis Suburban All-District Mixed Honor Choir were Jon-Michael Brown II and Paul Palermo. Additional students selected to the St. Louis Suburban All-District Mixed Honor Choir were Addie Candela, Zoe Click, Isabella Crawford, Christi Dyer, Kaylee Dyer, Lydia Greenwalt Hamil, Mark Kendrick, Jeremiah Lopez Monteverde, Hannah Richardson and Isaiah White. Students selected to the St. Louis Suburban All-District Treble Honor Choir were Andrea Aguilar, Kristen Bowers, Jacqueline Bradshaw, Emily Erickson Karanja, Danya Green, Gail Griffin, Sofia Hailstone, Sophia Hershberger, Riley McKeever, Jules Pyle, Haleigh Rigdon and Tristyn Russell. The Pattonville High School choir is directed by Melynda Lamb and Aaron Zart.

Cross country state qualifiers

Football honors

Students on the football team were named to all-conference teams. Players named all-conference first team were DeAndre Rush Jr. as a punt returner and Terrell Porter Jr. as a defensive end. Students named all-conference second team were Mekhi Allen as a linebacker, Michael Allen Jr. as a tight end, Evan Bryant for offensive line, Jordan Kedl Thomas as a defensive back, Bryan Orta as a kicker and Rush Jr. as a wide receiver. Additional students named all-conference honorable mention were Allen Jr. as a defensive end, Anthony Clark as a defensive back, Kameron Eleby as a quarterback, Clinton Griffin III as a linebacker, Damion Harris as a defensive back, Lawrence Jackson as a running back, Brady Kluba as linebacker, Orta as a linebacker and punter, Porter Jr. for offensive line, Rush Jr. as a kick returner and Avery Saffold as a defensive end. Additionally, Kedl Thomas and Rush Jr. were named academic all-conference and Kluba earned 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, Corey Lewis and Bernard Quinn.

Golf honors

Students from the girls golf team were named to all-conference teams. Golfers named all-conference first team were Tehya Cox Potter and Zelletta Wyatt. Students named all-conference honorable mention were Eva Benson, Alex Wyatt and Annabelle Wyatt. The girls golf team was coached by David Gross with the assistance of Scott Hutson.

Soccer honors

Students on the boys soccer team earned all-conference honors.

Students on the boys cross country team competed at the state championship competition and were named to all-conference teams. Luke Stevenson was named all-metro second team and earned an all-state medal for placing 13th and was named all-conference first team. He was also named as one of five high school cross country runners to watch by the St. Louis Post-Dispatch at the beginning of the season. Students named all-conference second team were Ian Moore and Simon Muthemba. The boys cross country team was coached by Matt McClellan with the assistance of Caleb Stroop.

AJ Swartwout was named the all-conference defensive player of the year and all-conference first team. Students named all-conference second team were Jack Flores as a midfield player, Tyler Manker as a defensive player and Alex Toler as a goalie. The boys soccer team was coached by Marcus Christian with the assistance of Tom Iffrig.

Tennis honors

Girls tennis players were named to all-conference teams. Students named all-conference first team were Norina Shao for singles and doubles and Savannah Ewing for doubles. Ewing was also named all-conference second team for singles. The girls tennis team was coached by Jeff Grass with the assistance of Emily McDaniel.

Members of the band include, from left, Sydney Hoynacki, TyRen Thompson and Kyle Manker.

Members of the choir include, from left, front row, Zoe Click and Sophia Hershberger; middle row, Emily Erickson-Karanja and Addie Candela; and, back row, Lydia Greenwalt Hamil, Diego Halbeck and Jeremiah Lopez Monteverde.

Members of the orchestra include, from left, front row, Norina Shao, Sydney Hoynacki, William Truong and teacher Paul Rueschhoff and, back row, Harrison Killion and Logan Monroe.

Members of the golf team include, from left, Eva Benson, Zelletta Wyatt and Tehya Cox Potter.

Members of the soccer team include, from left, Tyler Manker, AJ Swartwout and Jack Flores.

Members of the cross country team include Ian Moore, left, and Simon Muthemba.

Softball honors

Students on the softball team were named to all-district and all-conference teams. Alli Pearia was named all-district and all-conference first team. Players named all-district and all-conference second team were Ashley Santel and Jalisa Thomas. Liv Ball was named all-district second team. Students named all-conference honorable mention were Ball, Bailey Leedle and Genna Pavia. Additionally, Ball, Charlotte Lohman and Thomas were named academic all-conference. Jaida Phillips-Jones earned the all-conference sportsmanship award. The softball team was coached by Danelle Emerick with the assistance of Victor Fink.

Swimming and diving honors

Swimming and diving students qualified for the state championship and competed in multiple events. Adam Reddy was named a conference champion in one meter diving. Additional swimmers qualified for state. Ian Artelt qualified in the 100 yard breaststroke. Jack Pfister qualified in the 100 yard freestyle relay. In the 200 yard freestyle relay, qualifiers were Ethan Arana, Artelt, Pfister and Reddy. In the 200 yard medley relay Artelt, Kaden Camenzind, Pfister and Reddy were state qualifiers. In the 400 yard freestyle relay, state qualifiers were Arana, Camenzind, Pfister and Reddy. Students who qualified as alternates for the state championship were Zack Brower, Cooper Salvia, Brennan Shipman and Drew Simpson. The boys swimming and diving team was coached by Anna Braswell with the assistance of Tom Crockett.

ALUMNI SUCCESS

Graduates in the news

Jim Usry, Class of 1986 - Usry was recognized as a Hometown Hero during the Kansas City Chiefs wild card playoff game against the Miami Dolphins on Jan. 13. The Hometown Hero program recognizes public servants and frontline workers who have gone above and beyond to make a difference in the lives of others and positively impact the region. Usry, who is the Pattonville Fire District fire chief, was recognized during the third quarter with a video presentation on the jumbotron at GEHA Field at Arrowhead Stadium.

Volleyball honors

Volleyball students were recognized with local and national honors. Kylie Surratt was named American Volleyball Coaches Association (AVCA) all-American third team and all-region. Players who received the AVCA Best and Brightest award were Shea Duncan and Surratt. Reagan Nelson broke the Pattonville High School volleyball record for aces and was recognized for having 1,000 digs. She was also listed in Volleyball Magazine’s player of the year watch-list for the state of Missouri. This list presents top high school performers in all 50 states and Washington, D.C. Additionally, Nelson and Surratt were featured in a St. Louis Post-Dispatch article, “Pattonville’s dynamic duo looks to prolong final run together: Girls volleyball spotlight.” Nelson and Surratt were also named all-state first team, all-district first team and all-conference co-players of the year. Nelson was also named all-metro first team and Surratt was named all-metro third team. Students named all-district second team were Jenna Cochran, Faith Cunningham and Kiley Wallace. Players named all-conference first team were Cochran, Cunningham, Nelson and Surratt. Students named all-conference second team were Jordyn Courson and Wallace. Students named academic all-conference were Cochran, Courson, Duncan, Larissa Harned, Nelson, Surrat, Wallace and Alaja Worsham. Harned also received the all-conference sportsmanship award. The volleyball team was coached by Jenell Franken with the assistance of Allison McNamara.

DISTRICTWIDE

Publication feature

Holman Middle School sixth grader Amelia MacLean and Parkwood Elementary School art teacher Janel MacLean were featured in The Interview Issue of Bee Culture, the magazine of American beekeeping. In this issue, Amelia MacLean shared her interest in honeybees, how she started keeping bees with her family and a recipe for her honey butter.

Work continues on Prop S bond issue construction

Construction work continues on Prop S, Pattonville’s $111 million no-tax-rate-increase bond issue. Recent work includes the completion of the stage at Bridgeway Elementary School, office relocation at Willow Brook Elementary School and locker room renovation at Holman Middle School. To see an update shared during February’s Pattonville Board of Education meeting, visit bit.ly/PattonvillePropS.

Phillips-Jones

Teacher Janel MacLean, left, and sixth grader Amelia MacLean were featured in Bee Culture magazine.

Members of the state qualifying swim and dive team include, from left, front row, Kaden Camenzind and Ethan Arana and, back row, Jack Pfister and Ian Artelt.

Photo courtesy of the Kansas City Chiefs Jim Usry, center, is shown at GEHA Field at Arrowhead Stadium. Usry was recognized as a Kansas City Chiefs Hometown Hero during the wild card playoff game against the Miami Dolphins on Jan. 13.

Bridgeway Elementary School’s stage addition can be seen on the front (right) of the building near the parking lot. The footprint of the building addition is also visible on the back side of the building (left).

The addition at Parkwood Elementary School is visible near the school parking lots (right).

Willow Brook Elementary School’s two-story addition (left of building near Schuetz Road) is taking shape.

The final panels are added to the building addition at Holman Middle School.

Kindergarten registration for 2024-2025 school year starts March 1

How to register

To register, visit www.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 Friday, March 1 through Tuesday, 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 by email to kindergartenenrollment@psdr3.org or by dropping them off at the Pattonville Learning Center in the enrollment drop box in the front entrance.

Who can start kindergarten?

Children must be 5 years old on or before July 31, 2024, to be eligible to attend kindergarten during the 2024-2025 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 “Screening.”

What do I need to register?

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

Save the date ...

Classes for the 2024-2025 school year begin on Aug. 19

What elementary school will my child attend?

If you are unsure which school your child will attend, go online to www.psdr3.org/map, type your address in the box at the bottom left of the page and click “search” to locate your home on the map. Pattonville’s elementary schools are Bridgeway, Drummond, Parkwood, Rose Acres and Willow Brook.

Preschool registration for 2024-2025 school year in progress

What options are available for preschool?

Full-day tuition-based program

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 program

The 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 will be accepted the entire month of February. A lottery selection will take place on March 4.

How to register

Registration for Pattonville’s preschool program began on Feb. 1. To register, visit ec.psdr3.org and click on “Preschool” and, on the next page, select either the full- or halfday program from the “Preschool” dropdown options. 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 on March 1. Those who do not receive a spot will be notified and added to a waiting list.

Who can enroll?

Children must be 3 years old on or by July 31, 2024, to participate in the early childhood program during the 2024-2025 school year.

What is Remington?

Beginning in the 2024-2025 school year, the Academy of Innovation at Remington will adopt a learner-driven model of personalized learning that put students in charge of their education. Educators support student learning in a role similar to a facilitator, while continuing to teach Pattonville’s curriculum. Formerly Remington Traditional School, the Academy of Innovation at Remington is a K-8 choice school, and registration is done by random draw. To find out more, see story on page 11, or to apply, visit bit.ly/ChooseRemingtonAcademy

Elementary students celebrate 100 days of learning

Students throughout Pattonville’s elementary schools celebrated their 100th day of the school year on Jan. 30. Students wore paper hats, dressed like someone who was 100 and did 100-day themed activities. Above, first graders in Elena Bernstein and Tiffany Laughlin’s classes at Parkwood Elementary School combine the love of Travis Kelce (No. 87) and Taylor Swift (lucky No. 13). During the special day, first graders Lenny Muoria, left, and Micah Collins work on a Swift-inspired bracelet in Chiefs colors. Right, at Willow Brook Elementary School, Londyn Bryant counts to 100 with Froot Loops. See the full slideshow at bit.ly/100thDay2024

Kindergartners at Drummond Elementary School participate in a scavenger hunt to find missing letters around the school as part of “Chicka Chicka Boom Boom” week which celebrates the popular children’s book.

Board approves calendars for next two school years

The Pattonville Board of Education on Jan. 9 approved calendars outlining important dates for the next two school years. Important dates for each school year are listed at right. The calendars for the 2024-2025 and 2025-2026 school years were drafted by Pattonville’s calendar committee, which included parent, student, teacher, support staff, board member and administrator representatives. The calendar committee took into consideration survey feedback from parents, students and staff. Other factors discussed during the development of the calendars include student learning, family and staff considerations, staff professional development needs and holidays/special events. The proposed calendars also comply with Missouri public school law requiring school to start no earlier than 14 days prior to Labor Day. Features of the proposed calendars include: five staff professional development days before the first day of student attendance; a fall break for all students; no school for students and a non-work day for certified staff and 10.5 month employees the day before Thanksgiving; high school finals completed before winter break; and six potential make-up days included at the end of the school year to be used in the event of snow, inclement weather or emergency days during the school year. Find more details, including printable calendars for the next two school years, go online to bit.ly/PSDCalendar.

IMPORTANT DATES IN NEW SCHOOL CALENDARS

2024-2025 School Year

• Aug. 19 - First Day of School

• Sept. 2 - No school for Labor Day holiday

• Oct. 17 - No school following parent-teacher conferences

• Oct. 18 - No school for fall break

• Nov. 5 - No school for staff development/Election Day

• Nov. 27-29 - No school for Thanksgiving break

• Dec. 23 - Jan. 2 - No school for winter break

• Jan. 3 - No school for report day

• Jan. 6 - School resumes

• Jan. 17 - No school for staff development day

• Jan. 20 - No school for Martin Luther King Jr. holiday

• Feb. 14 - No school for staff development day

• Feb. 17 - No school for Presidents Day holiday

• March 14 - No school following parent-teacher conferences

• March 17-21 - No school for spring break

• April 18 - No school for spring holiday

• April 21 - No school for staff development day

• May 26 - No school for Memorial Day

• May 28 - Last day of school for students in grades K-11

• May 29 - Pattonville High School graduation

• May 29-30, June 2-5 - Possible make-up days

Make-up days and summer school

2025-2026 School Year

• Aug. 18 - First Day of School

• Sept. 1 - No school for Labor Day holiday

• Oct. 16 - No school following parent-teacher conferences

• Oct. 17 - No school for fall break

• Oct. 20 - No school for staff development

• Nov. 26-28 - No school for Thanksgiving break

• Dec. 22 - Jan. 1 - No school for winter break

• Jan. 2 - No school for report day

• Jan. 5 - School resumes

• Jan. 16 - No school for staff development day

• Jan. 19 - No school for Martin Luther King Jr. holiday

• Feb. 13 - No school for staff development day

• Feb. 16 - No school for Presidents Day holiday

• March 13 - No school following parent-teacher conferences

• March 16-20 - No school for spring break

• April 3 - No school for spring holiday

• April 6 - No school for staff development day

• May 25 - No school for Memorial Day

• May 27 - Last day of school for students in grades K-11

• May 28 - Pattonville High School graduation

• May 28-29, June 1-4 - Possible make-up days

Six days each year are designated as possible make-up days. Specific information on inclement weather or district closure days will be communicated based on the nature of the inclement weather or emergency situation. All school calendars are subject to change to be in compliance with state law, including the required number of emergency days and the agreed upon number of contracted days for staff. Summer school dates are dependent on the number of emergency days used during the regular school year and are subject to change.

Board approves Remington name change to reflect coming learning model transition

On Dec. 12, the Pattonville Board of Education approved changing the name of Remington Traditional School to the Academy of Innovation at Remington beginning in the 2024-2025 school year. This alteration is a result of changes coming to the school’s learning model.

Beginning next school year, Remington will adopt a learner-centered learning model, designed around each student’s wants, needs and desires. Traditionally, learning is educator driven. But at Remington, education will be learner led. Teachers will serve as facilitators by helping learners find information and ask the bigger questions. Learners will dive into realistic content and challenges and share finished work with authentic stakeholders impacted by that work. They are encouraged to take risks, collaborate with their fellow classmates and think creatively.

“Once the model was identified, we knew that the current name of the school didn’t match the model, so we knew we needed a name that met and told our story,” Remington principal Dr. Don Furjes said. “The committee did several activities that allowed them to brainstorm and students, parents and staff submitted ideas. Collectively, the committee voted on those, narrowing it from 30 ideas to 10. From there, two or three names started to emerge out of that, so we did even deeper activities to determine who we thought we were going to be and what this model was going to be and a reflection of that. But ultimately, we listened to the kids. It was the kids and the parents that ultimately decided on the final two options. The name is synonymous with our model and it’s in line with the vision of our school and where we’re going.”

Work began in fall 2022 with the development of a committee to discuss the future of Remington. During the school year, the committee met to discuss goals and options to increase student enrollment retention. They researched various learning models, surveyed the Pattonville community on their research findings and suggestions and based on that feedback, recommended that the school move forward with a design-thinking approach.

Design thinking is the process to boost creativity and the Launch Cycle is the framework to process learning. Design thinking is a flexible framework used in everyday life that encourages risk-taking, collaboration and creativity and guides innovative solutions to difficult problems. The Launch Cycle consists of phases that each lead to the next phase in the acronym LAUNCH: Look, listen and learn; ask tons of questions; understand the process or problem; navigate ideas; create a prototype; and launch to an audience.

This school year, staff have been participating in professional development to prepare for the transition. As they learn about the Launch Cycle, they have been putting the model to the test in individual settings. For example, during a science lesson in the fall, seventh graders in Danica Johnson’s class were learning about the solar system and space, including the sun/earth relationship when the topic of this April’s solar eclipse came up. Learners were curious about the event, which led them to investigate the path of the eclipse. When they realized how close St. Louis will be to the eclipse’s totality, they began to wonder if they could see it. The students investigated the distance to different totality locations and all aspects of planning a field trip, including the cost of renting a bus to St. Genevieve, a timeline of when they’d need to leave school and what else they might be able to do there to tie into their learning. Through this research, they determined this could be a reality and put together a presentation and presented it to their principal, who signed off on the trip and it became the building’s first Launch Cycle project.

“The students found that this will be the last total solar eclipse closest to St. Louis until 2099, so this will not happen again in our lifetimes and thus it’s a once in a lifetime opportunity,” Johnson said. “Part of the Launch Cycle, the very beginning is asking questions and really digging into inquiry. So when the kids sparked this natural curiosity and this natural inquiry, I got excited. They were so engaged and so excited because they didn’t think it was possible to go see it. So I said, ‘Let’s try.’ Hearing them and seeing the engagement and excitement in this process with, wow, our school is giving us this opportunity to go be there and be a part of it, and they have the ownership because it was all planned and created by them. They came up with it all. The fact that it was their idea, that is the student-centered side of the Launch Cycle. It gives them something to be proud of and be excited about.”

Professional development will continue throughout the remainder of the school year. Remington will remain a school of choice and enrollment is based on random student draw. Those interested in enrolling at Remington will need to complete an application, which is available on Remington’s website https://remington.psdr3.org

To find out more about the Academy of Innovation at Remington, including details about the committee process, the student-led learning model and recent projects that use the Launch Cycle, which is already being implemented in classes at the school, visit bit.ly/ChooseRemingtonAcademy

SCHOOL BOARD ELECTION | April 2, 2024, Election

Five candidates on ballot to fill three open seats on Pattonville Board of Education (shown in order of filing)

Five candidates filed to be placed on the April 2 election ballot to fill three open seats on the Pattonville Board of Education. There are two three-year and one two-year terms on the ballot, and candidates were able to file for either the two- or three-year term. Those who filed to serve a three-year term on the board are, in order of filing, Crystal Hibbert, incumbent Jeanne Schottmueller and Jan Schweiss. Those who filed to serve the two-year term vacated by Dr. Amanda Lienau are, in order of filing, Rená Simmons and Devon Linhardt. Board members whose terms are expiring are Schottmueller and Brandon Wilkes, who resigned from the board in October. Find out more about each candidate below.

Candidates Filing for the Two-Year Term (select one)

RENÁ SIMMONS

Rená Simmons is a production specialist with RubinBrown LLP. Simmons attended Affton High School. After graduation, she earned a bachelor’s degree from the University of Missouri-St. Louis and a master’s degree from Lindenwood University, both in criminal justice. A 10-year Pattonville resident, Simmons lives in St. Ann. She is the mother of a 2023 Pattonville graduate.

Volunteerism/Experience

“Attending district meetings and being active in the PTO helped me reach the school board. PTO gave me great teamwork skills to assist students succeed. Event planning, parent involvement and educator cooperation helped me comprehend our school’s issues and prospects. I learned about education policies and schools at district meetings.”

Statement of Purpose

“To express my strong desire to serve on the Board of Education. Education has affected people and communities in my professional and community activities. I understand our schools, teachers and students’ issues, therefore I’m delighted to engage with board members on fresh education solutions.”

DEVON LINHARDT

Devon Linhardt is a member of the Pattonville High School graduating Class of 2018 and is a life-long Pattonville resident. Following graduation, Linhardt was enrolled in Western Kentucky University where he took courses in elementary education. Currently, Linhardt is the front end lead at the Home Depot located in Bridgeton.

Volunteerism/Experience

“Board Member of the Pattonville Alumni Association. Member of the PHS PTO and Pattonville Portrait of a Graduate committee. Was director of evangelism and outreach at Beautiful Savior Church. Former member of the City of Bridgeton pension commission. Current member of City of Bridgeton street commission.”

Statement of Purpose

“I am committed to upholding traditional American values in our schools. I support teacher advocacy and school safety and believe that education should emphasize critical thinking and academic excellence for every student.”

Don’t forget to vote ... April 2

Candidates Filing for a Three-Year Term (select two)

CRYSTAL HIBBERT

Crystal Hibbert is an information technology program manager in business intelligence at the Metropolitan St. Louis Sewer District. She has a bachelor’s degree in accounting and marketing and master’s degree in business administration, both from Saint Louis University. Hibbert and her husband, Miguel Hibbert, have resided in Bridgeton for five years. They are the parents of a child at Parkwood Elementary School.

Volunteerism/Experience

“I am a results-oriented person, and this shows in my experience with project management, finance and strategic planning. I mentor young people by assisting them with resume writing, employment searches and provide support resources. I volunteer with Portrait of a Graduate, CSIP, Parkwood PTA and in my church.”

Statement of Purpose

“I will advocate for improved student services, diversity and equitable policies and inclusive classrooms. I will proactively collaborate with students, staff and community to improve processes and monitor fiscal commitments. I am dedicated to the mission of public education and hope to serve as your #1Advocate on the school board.”

JEANNE SCHOTTMUELLER

Jeanne Schottmueller retired from the Special School District (SSD) after 32 years as a paraprofessional. She earned her degree from Lindenwood University. Schottmueller is a 26-year resident of Pattonville and currently resides in St. Ann. She is a Pattonville graduate and the mother of two 2012 Pattonville High School graduates.

Volunteerism/Experience

“President of PTO at Drummond Elementary and PTA at Holman Middle School; also served on the School Improvement Teams at Drummond, Holman and Pattonville High School; vice president of the Football Boosters; service on many district committees; and president of the Pattonville Board of Education.”

Statement of Purpose

(Incumbent)

“I believe in the vision and goals of the school district and will continue to hold the district accountable for results. It is important to me to make sure our children are receiving everything possible to become contributing citizens not only in our community, but the world around us.”

Jan Schweiss retired from the Pattonville School District after working as a parent educator in early childhood for 24 years. She earned her bachelor’s degree in psychology from the University of Missouri-Columbia and certification as a parent educator in 1991. Schweiss is a 43-year resident of Pattonville. Schweiss and her husband, Ken, are the parents of two Pattonville graduates, one from 2002 and one in 2003.

Volunteerism/Experience

“In addition to my 24 years as a parent educator, I’ve volunteered, chaired committees and held various offices in a variety of organizations, including Rose Acres and Holman PTA, Maryland Heights Parks and Recreation Advisory Commission, Pattonville Education Foundation, KidSmart, Ranken Jordan Pediatric Bridge Hospital and Maryland Heights/Bridgeton Kiwanis.”

Statement of Purpose

“In serving as a member, I wish to help make decisions that ensure ALL students succeed to their full potential while being fiscally responsible and communicating with our Pattonville community. I would like to join our board to help guide it, our district and our students for continued success.”