Southwest Distinguished Alumni Nomination Form Due March 1, 2017

SOUTHWEST HIGH SCHOOL

Distinguished Alumni Nomination Form

– Nominations for 2017 are due on March 1, 2017  --

The Distinguished Alumni Award is a recognition designed to honor alumni of Southwest High School. Honorees are selected for their outstanding contributions to their community, alma mater, or country in their chosen career or community service.

The Distinguished Alumni Award is a new tradition for Southwest, a high school with an outstanding history of excellence. In honoring Southwest High School alumni, we hope to inspire current students to be lifetime learners and community leaders beyond Southwest. This recognition will be bestowed upon alumni who have exhibited or continue to exhibit a diverse array of admirable qualities such as leadership, generosity, integrity, dedication, and creativity and who have shared of their talents via their occupation, special interest or contributions to Southwest.

The Committee will accept up to three nominations per year from any one person.

1. Name of person completing form:______________________________________________ Email:_______________________________________ Phone #:_______________________

Brief explanation of your knowledge of/relationship to nominee: __________________________________________________________________________

2. Name of nominee for Distinguished Alumni Award (include maiden name if applicable): __________________________________________________________________________ Graduation year (if known) / era: ___________________ Living _____ Deceased ________

3. Current contact information for nominee (or next of kin for posthumous awards). The Committee cannot consider a nominee unless this contact information is complete.

Address: ___________________________________________________________________

Phone: ___________________________  Email: ____________________________________

4. Please thoroughly describe the experiences and contributions of the nominee that inspire you to nominate them for this honor. If you are nominating yourself, please include information that will allow the Committee to verify your accomplishments. Please limit the length of your submissions to no more than three pages. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please send the completed nomination form to the Southwest Foundation, 3414 W. 47^th St., Minneapolis, MN 55410. The Southwest Foundation will retain all applications on-file for future consideration if a nominee is not selected as a Distinguished Alumni Award recipient the year the nomination is received.

American Mathematics Competition - Limited Seats Available

American Mathematics Competition Exams
Thanks to the generous support of the So

uthwest Foundation, the math department is proud to be able to host the first round of the American Mathematics Competition. Each year, tens of thousands of students across the nation try their hand at 25 challenging mathematics problems. Typically, students who earned scores within the top 5% are invited to participate in the second round of the competition.

Students have an option of signing up to take the test on February 7th or on February 15th. Any interested student should contact David McMayer at david.mcmayer@mps.k12.mn.us.    

Hurry! We have a limited number of spots available.

Wrestling Homecoming Friday, Feb. 3

Wrestling Homecoming is Friday, February 3, 2017.

4:00 pm Home Meet- Southwest v. Edina v. Mound Westonka.

6:00 pm Introduce Alumni, former Coaches & Wrestlers

8:00 pm Social 4641 Bryant Ave. S.

For more Information, Contact Coach Paul Porter   Paul.Porter@mpls.k12.mn.us

No Printed Schedules for Semester 2 - Check the Student Portal

IMPORTANT NEWS –Semester 2 Schedule Changes

Semester 2 schedules will NOT be Printed. 

Log In Student Portal Click on Full Year (Instructions for Seeing room numbers)
Review teacher room numbers and any class changes

DEADLINE to submit Semester 2 schedule change requests is Friday February 3^rd 2017 by 3:15pm.

Schedule Change Forms are available after school only: Tuesday Jan 31^st, Wednesday Feb 1^st, and 

Thursday Feb 2^nd

Forms can be picked up outside of the counseling office after school on the days listed above

All schedule change requests require a parent signature. Review the schedule change form for all signatures that are required.

A list of Elective classes offered will be posted on the bulletin boards outside of the Counseling office starting Tuesday January 31^st.

Always follow the schedule in your Student Portal

If your schedule in the Portal did not change, your schedule change request could not be completed

Summer Job Opportunity at Historic Fort Snelling

Jobs

To be considered an applicant, you will need to download and submit an MNHS Application for Employment form (PDF), cover letter, resume, and if applicable, any supplemental forms. Application materials must be complete and received by the application deadline date in order to be considered.

Details on how to submit application materials are within the job announcement.
Incomplete application materials will be returned. If submitting materials for more than one position, you must provide an MNHS Application for Employment, cover letter and resume for each position.
Applicants who are offered employment will be subject to passing a background check as a condition of employment.

You are now able to apply online for the following positions at our Career Center.

• #1005 Museum Educator - (Historic Site Guide- Interpreter I) - Oliver H. Kelley Farm
• #1006 Program Associate, K-12
• #1008 Historic Site Guide - (Interpreter I ) - Historic Fort Snelling
• #1009 Historic Site Guide - (Interpreter I ) - Charles A. Lindbergh Historic Site
• #1010 Historic Site Guide (Interpreter I) - Historic Forestville
If you have questions or need assistance with the application process, contact humanresources@mnhs.org or the MNHS Jobline at 651-259-3181. EEO



Req #	Job Title		Post Date	Deadline Date
1009	Historic Site Guide (Interpreter I) - Charles A. Lindbergh Historic Site		Jan 27, 2017	Feb 10, 2017
1008	Historic Site Guide (Interpreter I) - Historic Fort Snelling		Jan 27, 2017	Feb 03, 2017
1008	Historic Site Guide (Interpreter I) - Historic Fort Snelling		Jan 27, 2017	Open until filled.
1010	Historic Site Guide (Interpreter I) - Historic Forestville		Jan 26, 2017	Open until filled
1006	Program Associate, K-12 - History Center		Jan 18, 2017	Feb 01, 2017
1005	Museum Educator - (Historic Site Guide- Interpreter I) - Oliver H. Kelley Farm		Jan 17, 2017	Jan 31, 2017
1344	Historic Site Guide (Interpreter I) - Mille Lacs Indian Museum		Jan 11, 2017	Feb 01, 2017

https://workforcenow.adp.com/jobs/apply/posting.html?client=mnhs&ccId=19000101_000001&type=MP&lang=en_US#

http://www.mnhs.org/jobs

--

Jeff Boorom

Program Manager

Minnesota Historical Society

Historic Fort Snelling

200 Tower Avenue

St Paul, MN 55111

T: 612-970-2848, F: 612-725-2429

jeff.boorom@mnhs.org

www.mnhs.org

Southwest Scholar Athletes

2016-17 Fall and Winter Sport Grade Point Averages(GPA)

Total GPA All Fall and Winter Sports       3.47

Boys Soccer                                3.47

Girls Soccer                                3.76

Girls Tennis                                3.77

Volleyball                                    3.69

Football                                       2.65

Boys Cross Country                    3.60

Girls Cross Country                    3.78

Girls Swim & Dive                     3.72

TOTAL Fall 2016 Sports            3.55

Boys Basketball                           3.14

Girls Basketball                           3.30

Boys Swim & Dive                     3.25

Wrestling                                     3.07

Gymnastics                                  3.64

Hockey Boys                               3.39

Hockey Girls                               3.52

Alpine Boys                                3.52

Alpine Girls                                3.80

Nordic Boys                                3.69

Nordic Girls                                3.84

TOTAL Winter 2016-17 Sports  3.47

SW Sports School Year Average 3.50

  Girls Sports Average                  3.68

  Boys Sports Average                  3.31

Athletes at Southwest are champions in the Classrooms

Minneapolis Step Up Applications Due NOW

How to apply to STEP-UP

2017 Program Timeline and Information

STEP-UP Program Timeline

•  December 6, 2016 – Online application available for youth to apply for STEP-UP

•  February 10, 2017 – Youth application closed, last day to apply for STEP-UP

•  The week of February 20th – Notification emails and letters are sent to youth

•  March/April 2017 – Work Readiness Training. All trainings are at MCTC, 1501 Hennepin Ave, Minneapolis, MN 55403.

---

Achieve (16-21 years old as of June 1, 2017)

You will be assigned ONE Saturday training date below from 9:00 a.m. to 4:00 p.m.: 3/4, 3/11, 3/18, OR 3/25

Discover (14-15 years old as of June 1, 2017)

If you are in high school, you will be assigned TWO Saturday training dates below from 9:00 a.m. to 3:00 p.m.: 3/4, 3/11, 3/18 OR 3/25.

If you are in middle School, you will be assigned TWO Saturday training dates from 9:00 a.m. to 3:00 p.m.: 4/8 AND 4/15.

---

•  Attend your Mock Interview! You will be assigned ONE of the following dates: 4/10, 4/11, 4/12 OR 4/13. 8th graders do not attend mock interviews.

•  May/June – Intake interviews and/or job Placement

•  June 19th – first day of work for most interns

•  August 18th – last day of work for most interns

Students will be advised of their STEP-UP application status through mail and email during the week of February 20th.

Training for accepted applicants will take place in February, March and/or April.

Check your email at least once a week for important information about acceptance and training.

School Requests Are Due Feb. 4, 2017

Interview with Debby Irving, Author of Waking Up White

by Susan Borison

Interview with Waking Up White Author

Debby Irving had what she describes as a “blissfully sheltered, upper-middle-class suburban childhood,” but after signing up for a class about racial identity in her late 40s, her world view changed dramatically. Today, she’s the author of Waking Up White and a frequent speaker on race. Your Teen sat down with Irving to learn more about tackling these tough conversations with our own teenagers.

Tell us about your background and what led you to write Waking Up White?

I was an upper-middle-class, white, liberal New Englander who very strongly identified as a good person. For example, on Christmas, my family would go and buy gifts for homeless shelters nearby, and at Thanksgiving we’d serve homeless people. And yet after moving into an urban area right out of college, I could sense that there was something wrong. I couldn’t understand how these neighborhoods could look so different—dilapidated neighborhoods full of black and brown people, and beautiful neighborhoods full of white people. I couldn’t explain it, and I didn’t ever dare ask anyone about it.

At the age of 48, I ended up in a course that explained it all to me. I had thought that racism referred to a white person who doesn’t like a person of color, or was bigoted. I had no idea that there was this huge history of interrelated systems, a whole structure in our country that is built on the idea that certain people have more value than others—and very specifically, white, male, Christian, heterosexual, able-bodied, and of a certain class. When I learned that, it launched me on a journey that I’m still on.

How did that course affect your conversations with your own kids?

Their starting place was very different from mine. In terms of race, they both have a vocabulary and an understanding that is mind-boggling to me. For example, I was reeling with the information that race doesn’t fit into neat biological categories, and my daughter, who was 14 at the time, said, “You didn’t know that? In Bio, the first thing we studied was melatonin.”

How can parents start conversations like these with their own teenagers?

People in our generation weren’t taught about these issues. Don’t be afraid or ashamed to admit that you don’t know because we’ve all been highly trained not to know. We’ve all been trained to look the other way. Because we are taught that this is a just and fair country, and the fact of the matter is, particularly with race, it isn’t. And that’s a really hard pill for many of us to swallow.

What next?

If you want to understand something about a group of people, go directly to the source. Otherwise it’s getting filtered through someone. A great first step is to join the non-profit, Standing Up for Racial Justice. It’s goal is to teach white people to advocate on behalf of racial justice. There are groups in every community that try to bring people together in a racially mixed way.

What can schools do to create an open conversation about race?

When my kids were in school, if the school said, “Hey, parents, come on in. Tonight we’re going to talk about drugs, alcohol and risky behavior,” my husband and I were there. If they said, “Hey, parents, come on in. Tonight we’re going to learn about how to manage screen time with your kid,” we were there. But the school never said, “Hey, parents, come on in. We want to teach you about race, racism, white privilege, and other forms of oppression, like sexism, classism, homophobia, and religious intolerance, so that you can speak to your children about it.”
Schools don’t invite the conversation because it’s too explosive. The result is silence around the issue, and the net effect is ignorance, especially in privileged white communities.

Where do you see real change coming from?

A huge piece of this issue is that most white people have been taught not to talk about it, that it’s rude to talk about it. I couldn’t talk about it because I would get tongue-tied, I would blush, my heart would start beating. I was so afraid of saying something stupid or offensive. Change happens as soon as we start talking about it. That’s why doing it in a group setting is so important, because we first need to learn to talk about it.

Is simply talking about race (as you do in Waking Up White) enough?

Well, eventually it needs to turn into action. If you’re not suffering from discrimination, you don’t experience it firsthand. The only way to understand it is to learn from people who are being discriminated against. The only way to make a change is to develop cross-racial relationships. Once we, meaning white people, hear from people who are experiencing racial discrimination, then we can support the people who are being discriminated against.

Obituary for Aleyse Hayla Hunteman - Southwest Graduate 2011

Obituary for Aleyse Hayla Hunteman

Aleyse Hayla Hunteman was born on December 9, 1992 in Minneapolis, Minnesota and was baptized at Grace Lutheran Church in Belview, Minnesota on February 14, 1993.

At a young age Aleyse attended Wee Care Daycare where she met some of her best friends. She attended Hale Elementary and Field Middle School and graduated from eighth grade in 2007. Aleyse wanted to stay with her core group of friends from school and basketball so she decided to attend Minneapolis Southwest High School. By her freshman year she lettered in both softball and basketball. She was a beast. She graduated from Southwest High School in 2011, and went on to attend Minnesota State University, Mankato and Rasmussen College School of Nursing.

Throughout her college career, Aleyse worked as a Certified Nursing Assistant at LifeSprk Home Healthcare and Walker Methodist Care Facility. Aleyse was dedicated to and passionate about memory care for seniors. She served numerous seniors at the convenience of their own home, work shifts ranging from 8 to 16 hour shifts. She even spent her days helping her best friend’s grandpa that was diagnosed with kidney failure. Aleyse was a phenomenal caregiver and cared for the well being of others.

Aleyse had a deep love for the game of basketball, photography, adventure, cruising and traveling with her mom, music festivals, concerts, Jordans, and spending time with family, friends and dogs! She watched ESPN religiously and always cheered on her home teams including the Vikings, T-Wolves, and the Lynx. Aleyse had some game herself. She played all of the sports growing up including soccer, softball, and of course her favorite, basketball. She played basketball competitively for almost fifteen years where she met and continued to play with some of her best friends that she also called her family.

She had countless friends and family that surrounded her with endless love and joy. Her friendships and relationships with her family was something she always cherished and was thankful for. We can’t forget to mention her pride and joy, Hunter Houdini Hunteman, her beloved beagle and friend…. who never failed to have an accident on one of her friends. Aleyse loved making people laugh, especially at themselves. But most importantly, she encouraged people to be the best they could be by supporting their goals and dreams.

Her smile was contagious and her laughter brought joy to many in her life. She was fearless and unapologetic, making her the “It Girl” at schools and where ever she went in the world. She was someone you wanted to become friends with. Her swag was original, sometimes confusing but she always stayed true to herself. She was a trendsetter that everyone respected. Only she could wear a head band in the middle of her forehead, knee high underarmour socks and a colorful pair of customized Jordan’s, that of course had her last name and jersey number imprinted.

Aleyse was strong-minded and passionate about the rights of others especially Women’s rights. With the guidance of her intelligent and strong mother, she became a vocal advocate for Planned Parenthood. She believed deeply in the power of sisterhood. She would gather her friends and family to protest and stand up for the rights of women. Aleyse always stood up for those who could not defend themselves in hopes of equality, peace, and wellness.

Unfortunately, Aleyse was battling with her own inner peace for quite some time. Her pain stemmed from tragedies including assault and addiction. She was a fighter, and made a way to help others fighting their own battles. Aleyse wants everyone to know that it is never too late to help someone in need. ……And to never live with the fear of asking for help.

Aleyse’s memory is carried on by her mother Teresa Hunteman, father Hayes Gregory, sister Jazmine Gregory, grandmother Amy Werner, grandfather Dr. Hallie (Nydia) Gregory, aunts and uncles: Debbie (Terry) Zimmer, Scott (Barb Maruska) Werner, Tim (Kelly) Werner, Paula Haywood, Holly (Darrel) McDonald, cousins: Rachel, Whitney, Alex, DeShaun, DaLeesa, Dante’, Stephanie, Jake, and Zach, the Southside basketball family, Hale & Field community, Southwest High School friends, Mankato community, and Wee Care Daycare. 

WOW! Two Great One-Acts in One Night - A Bargain at Twice the Price

Four slice of life pieces in the lives of 8 people who could be any of us and all of us.  Love, boredom, scary, sex, singing and rejection.  All of this is filled with pathos and humor.  The actors are up close and personal.  We feel their joys and pains and surprises.  SPOILER ALERT - there is no conclusion.

A strong three women show that catches you off guard.  The play is right in your face - in the pit - in front of the stage.  In a short one act the three characters age, die, grow old, speak from the beyond and not in that order.  If you think the title is a trick word - you haven't heard anything yet.  Not only does Echo (Ellie Rimington) use big words, she spells them for you.  

This is two-hour evening that is well worth the time for the entire family.  It is right in there with today - the issues, women's rights, perceptions, love and who cares.  Both plays are short and to the point.  No quick answers and lots to think about.  Good laugh lines mixed with sad ones that grab the heart.

This is a one more time event,  There is no curtain so the lights center on the stage at 7 pm in the auditorium Wednesday evening.   You will be talking about this to your friends.

How to Teach Good Behavior Online

How to Teach Your Teen Good Behavior Online

By Jane Parent

Kids have been bullying each other for decades. The old stereotype of a bully as “some big, maladjusted hulk” picking on a ninety pound weakling, however, simply isn’t accurate, says Nancy Willard, M.S., J.D., Director of Embrace Civility.org in Eugene, Oregon, whose organization has developed strategies to assist educators to empower students to embrace civility and good behavior online. “As young people approach puberty, they attempt to predominate their peers. That means socially skilled, popular, athletic kids also engage in hurtful behavior to achieve social dominance.”
This kind of bullying behavior has ethological roots in animal behavior. “As animals approach the age of puberty, they engage in aggressive behavior to achieve social dominance,” says Willard.

“There is a sorting out process where they size each other up and use aggression against those who are weaker, or against rivals for dominance.” Humans have “two capabilities which allow us to rise above animal behavior: empathy, the ability to perceive how others feel; and the ability to reflect upon our own actions and recognize how others perceive us.”

Technology, such as cellphones and computers, distances us from the person we are talking to and “interferes with our ability to perceive how our actions impact other people.” Even worse, observes Willard, this interference takes place “at a time when the human brain is also undergoing a complete restructuring, when hormones are surging, when impulse control is low, and risk-taking behavior is at a high point.” Technology prevents adolescents from “using their human characteristics of empathy and reflection which should help us treat each other with kindness and compassion.”

So why do teens post mean things, or ridicule classmates, or exclude each other from group texts, or engage in “bullying” behaviors online? “In the research I have done, kids themselves will admit,” says Willard, “that times when they recognize they have engaged in hurtful conduct online is in two situations: when I was angry, or when that person had been hurtful to me.”

Teaching Good Behavior Online

So how can you to prepare your teen for appropriate online behavior?

1. Mindfulness. Have a family rule for using social media or texting: do not post or press Send when you are angry. “Hands off the keyboard unless you are calm. Every kid needs to understand the very high likelihood that actions taken when they are angry or upset will backfire.”
2. Problem solving. Teach your child how to think through difficult situations for themselves. This way, says Willard, you help to empower your child and help them to feel they have agency over their online interaction with their peers.

Here is a step-by-step approach for problem solving when something happens online to your teen that is upsetting or harmful. Teach your son or daughter to go through these steps before they respond to something upsetting online.

1. Do I have an accurate understating of the situation?
2. What are my goals here? What outcome would I like to see?
3. What strategies can I think of to proceed? Identify at least three different strategies.
4. Think through my strategies: are they in keeping with my family’s values? What would my mom or dad think if they found out what I did?
5. What are the possible consequences of the strategies I have identified?
6. Do I have a trusted friend or adult that I can talk to about this situation?

By the time your child works through these steps in problem solving, says Willard, “they will be calm and can evaluate the situation without anger.” If the strategies your son or daughter applied aren’t successful, advises Willard, then it’s time to get help from a trusted adult.
If you learn that your teen has been involved in something inappropriate or has not engaged in good behavior online, parents should respond as follows:

1. Tell your teen “I have learned that this happened.”
2. Tell him or her “I am concerned about this.”
3. Ask “Could you explain the situation to me?”
4. Ask “What strategy did you follow? What results are you looking for? Have you acted in accord with our family’s values?”
5. If you don’t like the actions your son or daughter has taken, explain to them “You have made a mistake, and that I’m going to require you to remedy the harm.” Whether it’s harm to someone else, or whether the harm is that your teen has presented him or herself badly, in which case remedying the harm may mean taking down a post or photo.

So how can parents help to prevent cyberbullying and encourage good behavior online?

Encourage your teen to interact online with peers in a way that encourages kindness and compassion. “The power of being kind is a very effective means to reduce bullying,” says Willard. “Parents can ask their kids to reach out to someone outside their social group and be kind at least one time per day,” says Willard, “whether it’s a private message or a public post that is encouraging and positive.” At dinner, ask your teen “What did you do today to be kind?” “What did you do online today that you are proud of?” and “What did you see online today that you are grateful for or made you feel good?

“These questions help to build empathy and promote the positive, which helps your teen to live a happier, more empowered life and to respond more effectively to stressful situations.”

Nancy Willard, M.S., J.D., is the Director of Embrace Civility in the Digital Age. Learn more at www.embracecivility.org.

Too Much Screen Time? Some Thoughts

Too Much Screen Time? When Your Teenager is Always On the Phone

By Galit Breen

I help people be kind online.
Because this is my line of work, when I go out to the store or the coffee shop with my kids, people don’t stop me to place their hands on their hearts to tell me how fast it’s all going, they place their hand on my arm to ask me their burning questions about their digital kids. And it has to do with too much screen time.And in my time studying kids and the online world, I have found that no matter how techy—or not—a mom is, how helicopter-ish or free range she has been in the past, almost everyone carries the same fear.

Too Much Screen Time

Today I’m going to tell you exactly what’s plaguing modern parents the most about their kids’ online use and how to fix it.

Before we dig in …

Do you remember being little and your parents disliking something that you did? Maybe it was misplacing your homework, watching too much TV, or missing a curfew (or two).
What did they do? How did they stop or fix the behavior?

The reason I’m asking is really simple:
Even though we are the first generation of parents and educators raising digital kids without having been them and this makes it tricky to know exactly what to do, we can rely on tried and true parenting methods to help get us through.

In other words, this digital age isn’t all that different than any other parenting “bump” that we’ve already lived through and, in my opinion, this is great news! It means that we can rely on what has worked in other arenas to help us in this digital age.

The (digital) problem that I want to tackle today is the “too much screen time” one. This is one thing that I think plagues so many of us!

Hand-on-heart, we all want our kids to have their small moments, to NOT be that kid at the football game ignoring their friends, staring at their phone.

The problem is very rarely that we want to keep our kids away from technology. Rather, it’s that we don’t want our kids’ online worlds to replace what we know from experience is so good off line. The good news is that it doesn’t have to be this way and we can rely on how our parents solved what they didn’t like about our behaviors to help our digital kids.

Here are 5 things you can do today if it seems like your child is on her phone all the time.

1. Communicate—Tell her clearly and honestly why it’s bothering you.
2. Tools—Explain to her that you want her to see her device as a tool, not as an extension of her wrist.
3. Model—Show her how this is done by deciding where everyone’s devices will be plugged in when they’re not in use. This one change is really impactful!
4. Rules—Lay some ground rules around device use. These are your “bottom lines”—what you’re willing to go to the wall for.
5. Plan—Now plan for what to do when those rules are broken, because they’re kids and they’re learning.

Our parents knew #5 really, really well and this is why we knew whether our tween and teen actions were risking punishment and whether or not they were worth the risk.

Sometimes we did take that risk. And when we did, our parents didn’t hesitate to dole out those consequences. We can do the exact same thing with screen time balance.

At our house, if our bottom lines are broken, like when a phone is becoming an extension of one of my kids’ wrists, for example, our kids lose their phones until they come talk to us about what happened and we make a plan together for how to fix it. Then they get their phone back and we try again.

If we parent digital problems like we do all the others—like there is something to teach and to learn here—the whole problem seems a lot more manageable. And in this case, too much screen time can become a lot more … dare I say … balanced.

---

Galit Breen is the author of Kindness Wins, a simple, no-nonsense guide to teaching our kids how to be kind online and runs the Facebook group The Savvy Parents Club. To learn more, visit her website 

Southwest 9th & 10th Grade Parent Information Session - Jan 26 & 27 - am and pm sesions

9^th and 10^th Grade Parent Information Session- Jan 26 and 27

·       IB Diploma Programme Information

·       IB Career-Related Programme Information

·       Concurrent Enrollment Information

·       2017-2018 Course Registration Update/Information

·       EXPLORE/PLAN Test Interpretations For 9^th And 10^th Grade Parents

Thursday January 26, 2017 in the Commons Area
6:00-6:45pm      Advanced Academic Information (Mrs. Lisa Ledman & Mr. Shaun Flandrick)
6:45-7:00pm      Course Registration Information for upcoming 2017-2018 Academic Year
7:15-7:45pm      PLAN/EXPLORE Interpretation Session for 10^th & 9^th Grade Parents (Counseling)

*7:00-7:15 -- Pick up copy of Score Report for PLAN/EXPLPORE Presentation

Or          

Friday January 27, 2017 in the Auditorium
10:00-10:45am Advanced Academic Information (Mrs. Lisa Ledman Mr. Shaun Flandrick)
10:45-11:00am   Course Registration Information for upcoming 2017-2018 Academic Year
11:15- 11:45am PLAN/EXPLORE Interpretation Session for 10^th & 9^th Grade Parents (Counseling)

*11:00-11:15 -- Pick up score Report for EXPLORE/PLAN Presentation 

Southwest One-Acts Preparing for State January 24 and 25 - Curtain at 7 pm

One Act Plays! Jan. 24-25, 7 pm in the Auditorium 

"Love/Sick" directed by Tor Johnson, written by John Cariani and "Eleemosynary" directed by Alison Thvedt, written by Lee Blessing. 

These 35-minute plays are produced for the MN State One Act Competition. Come support our amazing theatre students! 

Tickets at the door. southwesttheatre.org 

Southwest 2015 Alumni Awarded Elmira College 1855 Founders Award

Elmira College congratulates Claire Jordan on receiving 1855 Award

Claire Jordan is among the newest recipients of the Elmira College 1855 Award. The Award is given to first-time, full-time students who exemplify outstanding leadership through involvement in clubs, organizations, performing arts, and more.

While academic criteria are used in the awarding of the 1855 Award, precedence is given to a student's co-curricular resume.

Founded in 1855, Elmira College is a private, coeducational, residential Phi Beta Kappa college with a tradition of and commitment to preparing students for positions of leadership wherever their lives and careers take them. 

January 21, 7 pm Hot Notes on a Cold Night Cabaret

Tickets are now available online for 

Hot Notes on a Cold Night Cabaret

What: Gala Party and Fundraiser for the Performing Arts

When: Saturday, January 21, 7 pm doors open 6:30

Where: St. Mary's Greek Orthodox Church, 3450 Irving Ave S

Food: Appetizers and desserts, wine & beer cash bar

Bidding: Silent Auction, Great Gatherings, Live Auction, Burning Desires

Entertainment: Showcase performances by students and alumni

Dancing: Big Band finale

Attire: Dressy casual

Tickets: $37.50 in advance, $50 at the door

www.SWPerformingArts.org

Don't miss the best party of the year with over 400 Southwest parents enjoying a night out to support our students and teachers. See you there!

Sunday, January 22, 7 am - 9:30 pm AgraCulture Baseball Fundraser

Baseball fundraiser and AgraCulture

Join the Southwest Baseball team at our favorite neighborhood restaurant to enjoy AgraCulture's fresh and unique take on breakfast, lunch, and dinner! A portion of all sales goes to support the players and coaches of the Southwest Baseball team.

Sunday, January 22nd. 7am-9:30pm. At AgraCulture, 3717 West 50th St, Mpls

Safety and Respect in the School Community is Important

Today is the collection of many emotions.  We have the inauguration of our new President.  Regardless of one's political view, this is a celebration of a democracy and the American way.

Many of our students and families are preparing for the Women's March on Washington or the March to St. Paul and the Capitol tomorrow.  Again a sensitive topic that generates emotional responses on both sides of the issue.

Then to add to the drama there is social media, snapchat, instagram and many others that carry rumors, gossip and wrong information to the public.  We are always concerned about the safety and welfare of our students, families and staff.  If there are situations, we deal with them seriously and will continue to investigate each incident.  We will prosecute to the fullest allowable by law anyone seeking to cause harm or violating the rights of others.

This is not a perfect system.  It is a collection of a group of people in one place at one time seeking an education and dreaming of a successful and happy future.  We will continue to be sensitive and respectful of differences of opinions.   We will honor the rights of individuals to be different.  We will support free speech and expression of ideas.  We will encourage debate and discussion.

We are striving to be an educational community sensitive to and respectful of each other.  Let us continue to remember and act in that manner.

Southwest Wants Your Input on 2017-18 School Calendar

As a Community Partnership School (CPS), we have flexibility with our school calendar. 

The Calendar committee is attempting to gather data about people's preference.  

Please take this survey no later than Monday January 23.  

This survey is also being shared with parents/guardians and students.

Spanish Form Sharing Link: https://goo.gl/forms/2gYDQVkNYiG9qVjb2

English Form Sharing Link: https://goo.gl/forms/NOhEosIhH3vWgJq42

SW Semester 1 Finals Schedule - Jan 25 and 26

SWHS – Semester 1 Finals Schedule

Wednesday January 25, 2017

·         Four Period day. 

·         Lunch with period 3 teacher.

·         One hour, 25 minute classes

Period 1 & A or B Day 1/2 Block:  Study Hall                           8:05-9:30

Period 2 & B Day 1/2 Block                                                           9:40-11:05                          

Period 3 & A Day 3/4 Block                                                           11:15-1:10*

               

Lunch:

East, Central & North buildings classrooms N130-153 & Gym

A lunch                                 11:05-11:35  

Class                      12:45-1:10                          

                               

West building classrooms 40-W322

Class                      11:15-12:40

B lunch                                 12:40-1:10

Period 4 & B Day 3/4 Block                                                           1:20-2:45

Thursday January 26, 2017

·         Four Period day. 

·         Lunch with period 6 teacher.

·         One hour, 25 minute classes

Period 1 & A Day 1/2 Block:  Finals                                            8:05-9:30

Period 5                                                                                               9:40-11:05                          

Period 6 & A Day 6/7 Block                                                           11:15-1:10*

               

Lunch:

East, Central & North buildings classrooms N130-153 & Gym

A lunch                                 11:05-11:35  

Class                      12:45-1:10                          

                               

West building classrooms 40-W322

Class                      11:15-12:40

B lunch                                 12:40-1:10

 Period 7 & B Day 6/7 Block                                                          1:20-2:45