9-12-24
As we dive into this term, we’re excited to keep you informed about the key happenings in our classrooms. This update highlights important curriculum focuses and special projects that your child will be engaging in over the next few months. We’re committed to providing you with insights into what’s being taught and how you can support your child’s learning journey. In addition, this communication includes a fall athletics update. Thank you for your continued involvement and support!
Health/PE/Nutrition and Wellness Department
8th Grade Health will be analyzing influences on health-related behaviors and students will determine how those influences impact their lives positively or negatively. They will also learn how to make appropriate decisions using the D.E.C.I.D.E Model. Students will be doing various projects throughout the quarter, such as developing The Dangers of Alcohol PSA video. Health-Students in 9th grade health will start with a short unit on Anatomy and in 10th grade students will begin with a unit on reproduction and the importance of prenatal care.
Physical Education High School Students: This term, our focus will be on fitness evaluations and goal setting. We’ll begin with comprehensive fitness assessments, including cardiovascular endurance, muscular strength, flexibility, and skill-based evaluations. Students will then set SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound—to track their progress and motivate personal improvement. Alongside this, we’ll enjoy outdoor activities like Frisbee and touch football, where students will develop their skills, teamwork, and strategic thinking through dynamic drills and games.
Middle School Students: Our middle school program is all about alternative games that emphasize teamwork, cooperation, and fitness. We’ll engage in a variety of non-traditional sports and activities designed to enhance physical fitness while fostering a spirit of collaboration. Games will be tailored to encourage communication and teamwork, and fitness stations will keep students active and excited. By participating in these activities, students will build both their physical skills and their ability to work effectively with others.
Nutrition and Wellness Students will first learn kitchen safety and sanitation, covering handwashing, cross-contamination, safe equipment use, and food storage. Next, they will master kitchen basics like using tools, knife safety, measuring ingredients, and cooking methods. Lastly, the nutrition unit will focus on healthy eating using MyPlate guidelines, emphasizing balanced meals with the five food groups. Hands-on activities and real-world applications will reinforce practical skills and nutrition knowledge for lifelong wellness.
PE and Wellness Students will explore the six areas of health, starting with spiritual health, focusing on personal beliefs and mindfulness. In the mental health unit, they will learn stress management and positive thinking, while emotional health covers regulating emotions and building resilience. Environmental health emphasizes how surroundings impact well-being and promotes sustainable habits. Social health highlights the value of positive relationships and communication, and physical health focuses on exercise, nutrition, sleep, and self-care. Engaging activities and self-assessments will help students understand how these areas are interconnected for a balanced life.
English Department
English 10 – Sophomore students in Ms. Grunwald and Ms. Thomson's classes have begun their first major unit of the course, exploring the central question How do We Determine the Right Thing to Do? The foundational unit begins with an emphasis on the skills of close reading, class discussion, process writing, and collaborative work, exploring the various approaches to ethical decision-making. The class will have an opportunity to link these ideas to the summer reading selections they wrote about during the first week of school. The culminating task of the unit will see student groups research and present their findings on ethical issues in a pathway topic of their choosing, including environmental, identity and representation, sports, social justice, and biomedical ethics.
English 11 Mr Garfield’s juniors have begun a unit exploring the question, “What does it mean to be an American?”, a purposefully abstract question that some of you at home may have already been asked (if students did their homework!). This unit takes them through a brief survey of foundational American documents, as well as critical essays on “The American Dream” in order to determine: who are we, as a nation, and what makes us unique among nations? This unit will lay the foundation for the year and will focus on reviewing and reinforcing the basic but often overlooked communication and reading comprehension skills that we all use, every day. Additionally, this unit will prompt students to read deeply and think critically about their greater community.
Advanced Placement English Language Mr. Sterlein’s AP Language & Composition classes are beginning to grapple with what Rhetoric really is. They will be investigating how to identify the rhetorical situation through media and various texts. In addition to mastering the rhetorical situation, students will work on multiple projects in which everyone will be able to analyze their own use of rhetoric. Lastly, students will be engaging in a Socratic Seminar in which they will evaluate the rhetoric of several texts focused on real-world issues.
English 12 Mr. Garfield’s seniors have begun a unit exploring the question, “How do I prepare for life after high school?”, a pragmatic and important question, and one that should prompt some deep thought into their bright and successful futures. This unit guides them through readings on potential earnings in specific fields, and will help them to plan their educational paths, whether they are going straight into the workforce or plan on attending college. This unit will culminate with students turning in a portfolio of documents essential to them after graduation: resumes, cover letters, mock interviews, and personal statements, to name a few. Along with compiling these essential documents and knowledge, we’ll focus on reviewing and reinforcing the basic but often overlooked communication and reading comprehension skills that we all use, every day, in our professional and personal lives.
Advanced Placement English Literature Ms. Grunwald's AP Seniors have begun the semester discussing the texts they engaged with this summer: How to Read Literature Like a Professor by Thomas Foster and All the Light We Cannot See by Anthony Doerr. Students from both fall and spring classes met to collaborate on creating guideline posters for the Foster text, connecting their various reading experiences to the many topics explored in the book's chapters. The ideas shared will be applied and expanded upon as they engage with new written material throughout the year. The fall class are now beginning their work with the course textbook, Ideas in Literature, this week, building on their skills in reading and analyzing texts literally and figuratively. Through this textbook and novels, the class will explore the key literary elements and techniques used for literary analysis and argument.
Math Department
In Algebra 1 Volume 1, students are working on arithmetic and geometric sequences. The course will then move into exploring functions, including writing equations for linear and exponential functions and analyzing their graphs and features.
In Algebra I Volume 2 Honors, the course kicked off in term 1 with an exploration of quadratics. Students will be exploring quadratic patterns and sequences, graphing and analyzing parabolas, and will be working with different forms of quadratic equations.
Students in Geometry are learning the fundamentals of Geometry in term 1, including how to prove mathematical conjectures using postulates and theorems. They will be exploring transformations and symmetry, congruence, construction, and proof, triangle congruence and similarity, and working with circles.
In Algebra II Volume 1, students have started the course by examining functions and their inverses, which will lead to evaluating logarithms and solving exponential and logarithmic equations.
Students in Algebra II Volume 2 are working on rational functions and expressions. Later they will be exploring how to model periodic behavior and understanding Trigonometric Functions and their graphs.
In AP Calculus, students started by continuing the study of functions. They will then be looking at Limits and Continuity. Derivatives are a major focus of Calculus, so students will be spending a lot of time studying slopes of curves at specific points which gives us derivatives.
In AP Statistics, students have been focusing on data analysis, which will lead to modeling distributions of quantitative data, exploring two-variable quantitative data, collecting data, probability, and random variables and probability distributions.
World Language Department
Español 1 will start with a review of foundational Spanish skills, including likes and dislikes, using "ser" and adjectives to describe people and things, numbers, and cognates. We’ll also revisit essential verbs. To assess their progress, students will complete a proficiency prompt at the beginning of the term. In our School Unit, students will learn vocabulary related to classroom objects and their locations, express their favorite classes, and discuss their class schedules. They will describe what they use and need for each class, who teaches them, and what happens during these classes.
Español 3 will begin with a focus on culture and review. Students will explore self-identity and cultural appreciation while reinforcing their understanding of present tense verbs, noun-adjective agreement, and various types of adjectives. Following this, we’ll delve into "La ciudad" where students will discuss life in the city and use the preterit and imperfect tenses. They’ll learn to use verbs like "ser," "estar," "ir," "gustar," and "encantar" to describe city life. Finally, we’ll compare our city with Latin American cities, using comparatives and the future simple tense to discuss travel and experiences. Verbs such as "viajar," "divertirse," and "parecer" will be central to this unit.
Social Studies Department
Students in World History will be analyzing elements of global connection through trade! Money, goods, ideas, oh my! How does the world get connected in the modern age? How do we develop as empires, nations, and communities? Our first theme will serve as an entry point into our broader study of global history.
Students is U.S. History I has begun the period leading up to the Revolutionary War and learn about the tensions that began to emerge between the colonists and the British, and the debate among the colonists themselves over whether revolution was warranted. Students will examine the Declaration of Independence, and parts of the HBO mini-series John Adams will be used in class to enhance student learning. Soon we will be moving on to discuss the failure of the Articles of Confederation, and how the lessons learned from these failures led to the creation of the U.S. Constitution.
In AP U.S. History, students will examine the complex societies that existed in North America before European contact, focusing on the diverse cultures and economies of Native American tribes. We’ll study the interactions between indigenous peoples and early European explorers, emphasizing how these exchanges shaped the development of the Americas. We’ll analyze the effects of the Columbian Exchange and early colonial settlements. Students have also constructed models of northeastern Native American longhouses, providing a hands-on understanding of the daily lives and structures of the Iroquois and other regional tribes.
In U.S. and the Modern World, we will begin units on the 1920s and 1930s, students will explore a time of great change and contrast in American society. We'll examine the tension between tradition and modernity, as new cultural movements like jazz and the Harlem Renaissance clashed with conservative values. The economic boom of the 1920s, driven by innovation and consumerism, will be juxtaposed with the devastating economic collapse of the Great Depression in the 1930s. Through these themes, students will gain insight into how America grappled with social, cultural, and economic transformation during this pivotal period. At the conclusion of these units, we will watch the film Cinderella Man, which powerfully illustrates the impact of the Great Depression on ordinary Americans. The film's depiction of boxer James Braddock's struggle for survival during the economic downturn connects to the themes of hardship, perseverance, and the realities of life during the 1930s, tying together our exploration of both the economic boom and the subsequent depression.
American Government and AP United States Government & Politics classes are beginning to study the reasons why societies decide to have a government, and how those societies decide what that government should look like. We will explore why societies need laws, but also how societies may disagree on just what those laws should look like. We will look at the influence of the American Revolution on the creation of our foundational documents, particularly the Declaration of Independence and U.S. Constitution, and the principals on which our system of government was developed before we move into examining political parties, interest groups and the branches of government.
Arts & Technology
Mr. Bladyka’s Middle School Art Classes are Learning about the Elements of Art. 7th graders are working with decorative and descriptive line-work in the style of Art Nouveau and the Vienna Secession, and 8th graders are exploring Value and pencil rendering with a self-portrait they have reproduced from a photo using the grid method.
Students in Visual Arts Exploration are spending their first unit studying composition and the Principles of Design. They are currently working on Balance and Unity with a project inspired by American Pop Artist/Abstract Expressionist Jasper Johns.
Students in 3-D Design 1 will be preparing clay for their first vessel assignment. We will practice the wedging process and utilize appropriate tools and building techniques. Students will use these techniques to master the “pinch” method of building.
Students in Advanced Drawing/Painting are currently finishing up an interpretive self-portrait. We will be shifting our focus next to an artist specific design that incorporates font.
Students in the MultiMedia Publications (Yearbook) Class are hard at work designing the 2025 yearbook. They have already designed an amazing cover for this year's book and are working on theme integration.
Financial Literacy students are wrapping up their first unit on Money Management and will be diving into Borrowing starting next week. Students in Foundations of Computer Science our wrapping up their second team project on the history of computing and will be dissecting CPUs next week as they learn about the what makes a computer work.
Engineering Design has started its fall semester! This course is a project-based introduction to fundamental engineering principles and concepts. Throughout the semester, students will engage in hands-on projects that challenge them to design, build, and iterate on structures and rudimentary machines. The primary focus will be on problem-solving, creativity, and collaboration as students bring their engineering ideas to life. Projects include Straw Tower: Build a tower out of straws that can support the weight of a tennis ball; Catapult: Build a catapult to fling an object the furthest possible distance; Popsicle Stick Bridge: Build a bridge out of popsicle sticks that can support the greatest weight.
Fall Athletics
We are happy to announce that all of our Varsity Head Coaches have returned to lead our programs again this fall. We had a tremendous registration with 200 students signing up for a fall sport.
We welcome our Fall Coaching Staff:
Cross-Country, Head Coach, Kevin Pfau; Assistant, Becky McAvoy and Kathy Kalaitzidis; Volunteers, Darik Frye and Lawrence Libow.
Field Hockey, Varsity, Sydney Liptak; JV, Jaclyn Kearney
Golf, Head Coach, Al Selden
Boys Soccer, Varsity, Brandon Castor, Joe Varney; JV, Zach Karetka
Girls Soccer, Varsity, Chris Whalley; JV, Jenna Hurlburt
Unified Basketball, Head Coach Judi Bean; Assistant, Apryl Penland
Volleyball, Varsity, Kaitlyn Anthony; JV, Julia Jacob
Strength & Fitness Coach Morgan Gall
Team Updates:
Cross-Country– numbers are very good, and the program has a wonderful balance of male-female participants and representation across all grades. The coaches are excited for the season in which both boys' and girls' teams are expected to be extremely competitive. Golf– also has healthy numbers. The program has a solid varsity team, with a good number of younger players who practice daily with the team. Field Hockey – had another good turnout this fall. While many of our opposing school’s are unable to field a JV team, SRS Field Hockey is in a strong position. While Varsity has a full schedule, we have managed to put together a good number of JV games. Boys Soccer– the boys numbers continue to grow annually. Even though both Varsity and JV teams will be young again, the future continues to look bright for RAMS Boys Soccer. Girls Soccer – we welcome Jenna Hurlburt to the team as the JV Coach this year. Jenna comes with a wealth of club soccer experience and a college standout player at Westfield State. The girls are buoyed by their summer league success and are on track for a very successful season. Girls Volleyball – registration numbers were exceptionally good this year. Both Varsity and JV teams are preparing well to compete in a strong schedule of games. Unified Basketball – the Unified Basketball players will start their practices this week under the leadership of Coach Bean. The game schedule should be available later this week.
Schedules – For updates on games schedules please check the schools Athletics webpage, as well as Arbiterlive.com.
Social Media – please follow us on:
- Instagram – @southwickrams
- X (twitter) - @RamsSouthwick
SRS Booster Club. We are happy to announce the re-introduction of the SRS RAMS Booster Club. For more information on events and ways to get involved, please email [email protected].
9-10-24
Good afternoon, Families,
As we settle into the rhythm of the new school year, I wanted to take a moment to reflect on how smoothly things have begun. It's been great to see our students dive into their studies and engage with their teachers. September has already proven to be a productive and energetic month, and I’m excited for what’s ahead. Thank you for your continued support as we work together to make this a successful year for every student.
To keep you updated with the day -to -day happenings and activities at SRS, we’ve launched a new Instagram page. We invite you to follow us for a look at school life and to celebrate our students through photos and posts: SRS_Rams_
On Wednesday, as we mark September 11, we remember and honor those affected by the events of this day in our history. It’s a time to reflect on the strength and unity that emerged from those challenges and to encourage our students to value the importance of community and resilience.
Auditions are being held on Tuesday, September 17th for the SRS Performing Arts fall production of 12 Angry Jurors. Callbacks will be Friday, September 20th.
The SRS Booster Club is up and running! Look for the Boosters at home athletic events, on Facebook SRS Booster Club and Instagram @srs_booster_club. Don’t hesitate to reach out if you are interested in volunteering and supporting the Booster Club.
LPVEC will be introducing My Ride K-12 parent communication app to its operations in the coming months. My Ride is a K-12 mobile app that allows families and students to access estimated times of arrival or departure for buses. We are excited for this new tool! More information to follow in future communications.
Important Fall Dates:
September 16 – School Picture Day
September 26 – OPEN HOUSE 6:00 pm
October 11 – Collaboration day; 11:00 am student dismissal
October 14 – No school
Check your email later this week for a message from Academic and Athletic Departments about what is happening in classrooms and on the field this term.
Be well,
Principal Shorter
8-27-24
Good evening, Families,
Tomorrow is the first day of school and we couldn’t be more excited to welcome all our new and returning students to Southwick Regional School! The doors will open at 7:30 am for a 7:35 am start. High school students will report directly to homerooms; their homeroom assignments are posted at the arrival entrances and staff will be available to assist them if needed. Middle school students will report directly to the auditorium.
If you are driving your student to school, please be sure to drive all the way to the end of the driveway to drop them off at the corner or at the cafeteria entrance in the student parking lot. Students will not be admitted through the front doors of the school during arrival. All student drivers and drop-offs will enter the building from the student parking lot entrance. Students riding the bus will enter from the bus loop at the entrance near the boys’ locker room.
We welcome Dr. Diana Bonneville to Southwick Regional School as the Assistant Principal for grades 7, 9, and 11. Dr. Bonneville comes to us with a wealth of experience in education and leadership; we are excited to have her join our team! Students will have the opportunity to meet Dr. Bonneville during class meetings on Thursday and Friday.
As we begin a new academic year, I would like to share some updates and highlighted sections of our student handbook which reflect our commitment to providing a safe, respectful, and engaging learning environment for all students. Teachers will address the updates and provide education for students during the opening days of school. Each of these policies support the safety and well-being of students.
Cell Phone Policy: updated for high school, the policy requires students to place their cell phone in a classroom caddy at the beginning of class. The phone will remain in the caddy for the duration of class time. The phone may not be removed when leaving the class temporarily ie: bathroom
Hooded sweatshirts and clothing: hoods may not be worn inside the school building. Students should remove a hood from their head upon entering the building. This policy is endorsed by the Southwick Police Department for school safety.
Bullying, Discrimination and Harassment: incidents of bullying, discrimination, or harassment are not tolerated.
It is essential that each student is familiar with the handbook's contents, as it outlines important policies and expectations that will guide their behavior and responsibilities throughout the year. We ask you to review the policies with your children and discuss how they apply to their daily lives at school.
Your support in this process is invaluable and we thank you for it. By working together, we can ensure that our students not only understand but also embrace these guidelines, fostering a positive and respectful school community.
We look forward to seeing everyone tomorrow!
Principal Shorter