Mehlville School District R-9

This document is the Seventh Grade Curriculum Handbook for the Mehlville School District. It serves as a comprehensive guide for parents, guardians, students, and families, detailing the knowledge and skills students are expected to acquire in various subject areas by the end of the seventh grade. The handbook covers core subjects such as English Language Arts, Health, Mathematics, Physical Education, Science, Social Studies, and Technology Literacy, alongside a wide range of elective offerings in Family and Consumer Sciences, Performing Arts, Project Lead the Way, Technology and Engineering, Visual Arts, and World Languages and Cultures. It also outlines additional curriculum offerings for English Language Development and Gifted students, and provides information on Guidance and Counseling, Library Media, and Special Education services, with the aim of fostering academic success and holistic development for students.

The meeting featured congratulations to Dr. Beane on his new role as president of the AASA. Discussions included recommendations from a recent report focusing on emphasizing equity in resources and services among partner districts. Suggestions were made regarding the partnership agreement, including having both the Superintendent and the Board of Education president sign the document. The group plans to recommend a more regional approach for Career Technical Education (CTE) collaboration to potentially increase CTE funding. Further plans involved engaging with the Governing Council and Parent Advisory Committee through joint training. The board reviewed progress on aligning integrated systems, cleaning up financial software, improving Student Services processes, launching a leadership development program, and presenting dashboards regarding the profile of a graduate. Future focus areas include refining data presentations to the board, strengthening systemic communications, and beginning board learning around criteria for performance of excellence.

The meeting included recognition of staff, students, and community volunteers. Key recognitions included the Best Buddies program at Rogers Elementary, presentations from Oakville High School highlighting the organization of an International Culture Day by a student and the return of the school musical, and student of the month awards from Rogers Elementary. Student representatives provided updates, noting that Oakville High School is starting an ACT prep class and recognized a teacher receiving national board certification. Melville High School's cheerleaders and football team organized a fundraiser for Box Stoppers Incorporated. The principal of Rogers Elementary presented on student achievement, emphasizing initiatives promoting kindness and inclusion, such as the Best Buddies program and a Veterans Day breakfast, while also detailing demographic trends and academic data showing consistent performance in reading and math, supported by a School Improvement Plan focused on learning, belonging, and safety. Oakville High School reported on partnering with the AEVUE scholarship program, which has made over $18 million in potential scholarship funds available to participating students.

The meeting commenced with the Pledge of Allegiance and roll call. Key discussions included approving the agenda, communications highlighting student achievements such as Missouri 100 Scholars, Heisman recipients, state qualifiers in golf, dive, and wrestling, and recognition for various club activities including the Garden Club and the spring musical 'Footloose'. Several student activities were reported, including hosting the Special Olympics event and freshman service learning volunteering. Under governance, the Board set the 2023-2024 meeting dates, agreeing to eliminate the July meeting. Discussions also touched upon budget development.

The meeting included recognition of staff members from Hegeman Elementary for their dedication to student needs, particularly concerning the comprehensive integrated three-tiered systems for academic and socio-emotional support. Key discussions involved updates on student achievement data across English Language Arts, Mathematics, and Science. In English Language Arts, progress was noted due to the implementation of Lucy Calkins methodology and focused professional development. Mathematics scores were flat overall, with specific attention given to new testing methods for fractions and word problem strategies. Science scores dropped, attributed partly to a reduction in hands-on experiments, prompting plans to increase experiential learning. Student engagement metrics, including attendance and tardiness, were reviewed, with specific actions taken to address late arrivals. Standing Committee reports focused heavily on a policy review, specifically concerning a ranking system and its implementation timing for the upcoming school years.