Amid an insidious war, with so many yeshivot and day schools cancelling their Capstone Trips to Israel, Member School Highlight recently caught up with Krieger Schechter’s K-8 Hebrew Department Chair, Lilach Arie, and Head of School, Rabbi Moshe Schwartz, to hear about their once-in-a-lifetime experiences in Israel, with their 8th grade students this past spring.  

Before our conversation formally began, Lilach showed a stone, upon which was written “K.S.D.S Israel 2024,” a gift given to each participant by their tour guide, Phillip, who has been guiding their school’s trip to Israel for the past 13 years. Phillip’s guiding relationship with Krieger Schechter’s Israel trips pre-dates Rabbi Schwartz and Lilach’s connection to the school, and even pre-dates the birth of some of this year’s students.  

Phillip’s connection to Krieger Schechter was but one of many connections that filled the students’ parents with enough trust to send their children on this journey at such a fragile time. 

In retrospect, Lilach realizes that CONNECTION is the best word to sum up this trip.  

Other aspects that made this trip completely unique came to fruition because of one or more of these connections: 

• Between the cities of Baltimore and Ashkelon. For many years, Baltimore and Ashkelon have shared a partnership, existing at many levels, so connections run deep, for children, teens, adults, schools, synagogues, and civic institutions. These connections are years in the making and fueled by financial and social capital, Mayor to Mayor, Federation to Community Centers, principal to principal, teacher to teacher, and student to student. So many of the unique aspects of this 8th grade trip would never have taken place were it not for the Baltimore-Ashkelon Partnership. 

• Between students from Krieger Schechter and Beit Sefer Omanuyot in Ashkelon. The students and teachers at the school in Ashkelon have been virtually connected through a program known as Shevet Achim, but their in-person Mifgash was almost cancelled, due to security concerns for the Schechter Krieger bus to enter Ashkelon. When the Mifgash finally happened, it was very impactful. For the Krieger Schechter teachers, it was fascinating to see their students’ experiences of an Israeli public school, noticing the culture similarities and differences. Through Shevet Achim, the teachers already knew each other, creating the conditions for almost-instant warming between the students. The Krieger Schechter students performed two of their songs in Hebrew from The Wizard of Oz (more on that later), and the students from Omanuyot performed two beautiful dances. Communicating through the arts was moving. They also communicated through conversation, with the Krieger Schechter students breaking their teeth in Hebrew, Omanuyot students breaking their teeth in English, and peals of laughter serving as the international language of connection. Once they met in person, the students immediately exchanged social media accounts and have continued to stay in touch,

  

  organically, since returning from their trip. Rabbi Schwartz described the past and future connections: “Some of these kids will become Diller Teen Fellows or HaZamir performers together. Some will go on other programs together. No doubt, in the future, some of the students from Beit Sefer Omanuyot will become Shinshinim in Baltimore and some of the students from Krieger Schechter will become Chayalim Bodedim and adopted by host families from Beit Sefer Omanuyot.” 

• Between Krieger Teachers and their own histories. After living in Baltimore for years and annual trips to visit family and friends, this was Lilach’s first time going to Israel with the Krieger Schechter 8th grade trip. This afforded Lilach the opportunity to revisit places of historical significance that she had not visited since her youth. Not only was Lilach seeing Israel through her students’ eyes, but also through the lens of her own life. Each year a different Krieger Schechter teacher makes this trip, and Lilach was grateful to experience this trip with the 8th graders, including her own son. 

• With Former Israeli Shinshinim. Each year, Baltimore hosts several 18-year old Shinshinim (which stands for Sh’nat Sheirut, or “year of service”) who come as emissaries of Israel for one year before beginning their army service. (see previous Member School Highlight on Shinshinim in San Fransisco). Throughout the trip, the K.S.D.S group met up with several who had formerly worked at the school. One former Shinshinit is now an Air Force Commander in the IDF and received special permission to give a tour of her base. Another showed Krieger’s 8th graders photos that she took when the students were in 3rd grade! Seeing Israel and knowing Israelis are two entirely different levels of connection! 

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  With the Bereaved. Another former Shinshin, Ayal Twitto, was killed in Gaza, and his father, Moti, is the athletic director at a school in Ashkelon. The Kreiger Schechter students paid a belated Shiva Call to Moti Twitto in his office and heard stories about his son. They also visited the grave of a friend of Phillip’s on Har Herzl. Hearing personal stories from loved ones creates indelible connections. 

• With the WZO, Cultural Exchange. Every year, Krieger Schechter’s 8th graders learn and perform a full-length musical in Hebrew. Through the World Zionist Organization’s Cultural Exchange, a theatre director comes from Israel to direct the play. Thanks to these connections, a theatre was secured and the students performed this year’s show, in Hebrew, in Jerusalem. Yizhar Hess, the Vice Chair of the WZO honored the students by attending the performance and later posting on Facebook. 

• With Krieger Schechter Alumni. In addition to Mr. Hess and his delegation from the WZO, most of the audience at the performance were connected to the school, including families who were temporarily in Baltimore, whether at Johns Hopkins or as diplomats, or as Shinshinim, who subsequently returned home to Israel. Schechter alumni popped up at other places as well. While visiting the grave of David Ben-Gurion, the Krieger Schechter students witnessed a swearing in ceremony of a group of soldiers. Lo and behold, one of the soldiers was a graduate of Krieger Schechter and now a lone soldier in Israel! There were many hugs and tears, and Krieger Schechter students who had never met Gabi suddenly felt like she was part of their family. 

• With Arab-Israelis. Their bus driver, Fawaz, is a secular Muslim who took them to Ein Rafah and to a Muslim village, where the students engaged with its residents. 

• With everyday Israelis. The 8th graders brought 400 letters and postcards, composed and hand-written by younger Krieger Schechter students in grades 4-7, with help from their Hebrew teachers. These carefully (and legibly!) written letters were distributed all along the way to Israelis. The letters expressed empathy, support, faith, and love to the citizens of Israel who have endured this horrific year. With the hand-off of each letter came a conversation, in Hebrew, smiles, and hugs. 

• With shop keepers, vendors, and restauranteurs. Since most tour groups and schools cancelled this year’s trips, everywhere the students went, people were thanking them for coming, and took the time to converse. These former strangers also told the children to thank their parents for being brave enough to send them on this trip. Which leads to the next connection… 

• With the parents of the Krieger Schechter 8th graders. It is no small thing to choose to allow one’s 8th grader to travel to Israel during an active war. The school asked parents for their trust, which meant something different this year than in other years. Trust was granted, and thank Gd, everyone returned to Baltimore, happy and healthy. 

“The whole trip was powerful. And beautiful. And organized,” shared Rabbi Schwartz. “But it was the ad hoc moments that you can’t plan for yet are the results of years and years of relationship-building between cities, between communal organizations, between families, and between individuals.” Connections that had been nurtured made all the difference. 

Rabbi Schwartz expressed his pride in Baltimore, Krieger Schechter Day School’s board, parents, teachers, and students for putting the school’s mission first, for rolling with the punches, and for making this successful and powerful trip to Israel a reality. “Ultimately, we are very proud to have been able to go, run a successful trip, and bring love and hugs and energy everywhere we went. And it was deeply impactful, on us, personally, and on our students. They are our future and they experienced Israel at this precarious moment, with love and with the depths of their neshamot.”  

Returning to her inscribed stone from Phillip, Lilach recalled his words to the students. “You’ll go home and throw this stone in a drawer and forget all about it. And someday, you’ll be making order out of your mess, and you’ll find this stone, and it will connect you to a flood of memories about this unique and special time in your life, and in the life of the nation and people of Israel.” 

The Pacific Northwest is a vast geographical region, with pockets of thriving Jewish life. Each of the twelve Jewish day schools and Yeshivot, located in the major cities of Oregon, Washington State, and Vancouver are distinctive. What works at one school might not apply at another school, yet all are working to strengthen their Hebrew language programs as members of Hebrew at the Center’s Cascadia Project, thanks to the wisdom and generosity of funders who appreciated the value of this community-wide Hebrew language initiative. Each of these twelve schools learn together at regional conferences, and then take home and apply what they have learned, as they see fit. Each pursues one-on-one coaching to deepen the facet of the Hebrew Language Competencies Framework that resonate for their school. Each has a unique story to tell.   

Earlier this year we shared stories from The Richmond Jewish Day School (Vancouver)  and Portland Jewish Academy. Today we shine the spotlight on the Seattle Hebrew Academy, aka SHA, and their journey to improve Hebrew reading skills. 

If you are an American of – ahem – a certain age, you will remember public service television commercials with the tag link, “Reading is Fundamental.” As it turns out, this is true in Hebrew just as much as in English. Creative ideas, personal choice, and project-based language learning can only take a student so far if they have not mastered the fundamentals of reading at a very young age. Thus concluded Rabbi Weiss, Director of Judaic Studies at SHA, an Orthodox yeshiva serving Early Childhood through 8th grade. Reading formed the starting point of Rabbi Weiss’ project to (re)build a 4-skills scope and sequence for Hebrew language, across the elementary and middle schools. By middle school, veteran teachers recognized that their students were no longer able to reach the goals that had been met by a previous generation of students, and it became clear to Rabbi Weiss that the reason was that too many students had not mastered Hebrew reading in the lower elementary grades. This, he believes, leads to wider and wider learning gaps as children matriculate from grade to grade.   

Rabbi Weiss understood that the necessary partner to “goal setting” is “assessment.” Goal setting and assessment sandwich curriculum and instruction. How else to know if you have met your short-term goals before moving on to the next short-term, incremental goal? Yet in Jewish day schools and yeshivot, with dual curriculum and such limited time, curriculum and instruction often take place in the absence of either goal setting or assessment.  

SHA does value the importance of assessment and had long been using its own, home-grown benchmarks for Kriyah in grades K-5. They recently moved to using MaDYK, an early reading assessment designed to quickly and easily assess and monitor individual students’ Hebrew reading skills, developed by Dr. Scott Goldberg, professor at the Azrieli Graduate School of Jewish Education at Yeshiva University in New York City. Once students’ reading was assessed with MaDYK and teachers began learning what the implication of the results SHA decided to pilot EVEN KRIYAH, Dr. Goldberg’s approach to teaching reading, with a strong emphasis on phonemic awareness. Rabbi Weiss has seen significant growth in grades K and 1 as a result. One of the next steps on the Hebrew teachers’ professional learning journey will be for lower school Hebrew teachers and reading specialists at SHA to be trained in the Orton-Gillingham method of Hebrew reading and decoding to be able to better serve students with learning challenges.   

However, significant growth can only be achieved through effort, and effort requires many ingredients, including motivation and time to practice. To meet the goals for improved Hebrew reading, the parents at SHA had to be brought on board, which Rabbi Weiss and the teachers did by (re)introducing at-home daily reading in Hebrew. For quite a few years, this was not part of the culture of the school, as over the years there was a move away from Hebrew reading homework.  To meet their revitalized goals, this cultural norm had to change.   

Today, the SHA Kriyah Program begins with 5 minutes of at-home reading in the lower grades and increases in the upper grades. Five years ago, when the SHA Kriyah Program was rolled out, prizes were awarded as incentives. Once the real gains were recognized by students and parents, the prizes were no longer necessary. Success became its own reward. Reading became fundamental.  

The SHA parents support the program. Students are reading at home. Some teachers have students use Google Voice to record themselves while reading at home, while other teachers prefer having parents sign a reading log. No matter the method, oral Hebrew reading at home is a fundamental part of the teacher-student-parent partnership and SHA culture of rigor and excellence. With that cultural shift in place and on course, Rabbi Weiss and his team continues their work on building the K-8, 4-skill scope and sequence with all its complexities with the support of Hebrew at the Center. Hebrew at the Center is proud of the achievements at the Seattle Hebrew Academy and looks forward to continuing this journey in 5785 during Year Two of the Cascadia Project. 

Never in the history of the Modern State of Israel have Yom HaZikaron and Yom HaAtzmaut been so fraught as this year. How to commemorate and then celebrate when never have so many civilians lost their lives to terrorism, nor have so many soldiers been lost in the fight against terrorism? Many Hebrew leaders and teachers participated in Hebrew at the Center webinars and online Mifgashim to discuss how to mark these “holidays” this year as “unprecedented Holy Days.” This week’s Member School Highlight describes how the Luria Academy of Brooklyn leaned in to these two days, and specifically, to the twilight of transition from commemoration of remembrance to the celebration of independent statehood. 

We begin at the twilight between the end of Yom HaZikaron and the start of Yom HaAtzmaut. 

Luria Academy’s administration decided to have their middle school Tekes (טקס or “ceremony”) in the evening, enabling working parents to be in attendance. Over 150 members of the Brooklyn community came to participate. This is no small matter for the Luria community, a progressive Jewish day school in a progressive neighborhood in Brooklyn, whose focus has long been on seeking peace, and whose families by and large are strong supporters of equal rights for all. Like all Jewish communities, the events of October 7th, 2023 and its aftermath, have shaken this community to the core, but for this community in particular, shards of hope for peace needed to be at the forefront of any communal commemoration and celebration. 

Preparations for the post Pesach ימים קדושים began far in advance.  

An arts educator, Ellen Alt, was brought in to do a professional development program for the full faculty, on how to release their feelings about the tragic day of October 7th through creating a work of art. This was a powerful experience for the Luria educators which included viewing works of art created by Israeli artists. It also prepared the 6th through 8th grade teachers to replicate and facilitate a similar visual art experience for their students. 

At the Tekes, the resulting student art was on display in the school’s Beit Midrash and guests did a gallery walk to take in the work by the Luria Middle School artists.  

Between readings, each grade sang a song that they had learned for the Tekes, from a new repertoire of Hebrew music that has recently been composed, turning prose and poetry left behind by soldiers who have fallen in Israel’s wars. This collection is called עוד מעט נהפוך לשיר, or in English “Soon we will turn into a Song.” Various well-known Israeli musicians were each given a piece of writing left behind in letters and journals of different fallen soldiers to turn into a song. This includes Idan Reichel’s אמא, אבא, וכל השאר. (“Mommy, Daddy, and all the rest”). In preparing for the ceremony, each class learned the key vocabulary of their song as well as the overall spirit or meaning of the lyrics. Though all the words were written by fallen soldiers during their active duty in Israel’s military, all were “hope oriented” for a peaceful resolution to the decades-long conflict between Israel and the Palestinians. Though the musically enriched ceremony lasted 90 minutes, all remained riveted. 

Following the Tekes, the transition from remembrance to celebration took the form of Israeli food and music. 

The day of Yom HaAtzmaut at Luria Academy of Brooklyn was similar to past years, with fun stations highlighting the best of Israel. One activity was added this year, specifically linked to the events of October 7th. Fourth through Eighth grade students took a part in an initiative organized by The Jewish Agency For Israel (JAFI) in honor of the עפיפוניאדה, a Kite Festival held every October in Kfar Aza, Israel for the past four decades. The purpose of the annual Kite Festival is to promote peaceful connections between the south of Israel עוטף עזה and the Gaza strip. Ironically, this year’s event, scheduled for October 7, 2023, did not take place. Instead, on that very day, members of the Kotz family, the organizers of the Kite Festival and residents of Kfar Aza, were killed in their home.  

In its reconstituted format, now known as “Kites for Freedom,” the kites represent the Bring them Home Now movement. Each student decorated their hand-made kite with a message of Peace and Hope that they composed in Hebrew and in English. Sadly, it was not deemed safe to run through Prospect Park with Hebrew inscribed kites. Yet while running and flying their own hand-created kites along the Brooklyn streets surrounding their school, the children of Luria Academy processed and released at least some of the tension that has been a constant presence since that black day in October. 

At The Brandeis School of San Francisco Students have the choice to continue their Hebrew language studies or switch to Spanish when they enter 6th grade.  

The numbers of self-selected Hebrew students remain strong, thanks to the influence of smaller groups and accelerated progress of those who decide to continue learning Hebrew. However, developing close relationships with the Shinshinim is a major motivating factor for continuing to study Hebrew in Middle School. 

Shinshinim are 18-year-old Israeli emissaries that come to communities in America to spread knowledge and love for Israel. According to Debby Arzt-Mor, Director of Jewish Learning at The Brandeis School, the Shinshinim bring Ruach, lots of games, up-to-date Israeli music, and enthusiasm for both Israel and for Hebrew language. The selection process in Israeli high schools to become a Shinshin is highly competitive, and is cannot be overstated that Israel’s best and brightest high school graduates are taking a gap year before beginning their army service to serve in Jewish communities. Inspiring Shinshinim increase motivation as they bring Modern Hebrew language to life, throughout the K-8 school, “making Hebrew cool.”   

Over the past few years, a strategic decision was implemented to focus a major part of Brandeis’ Shininims’ time to support the work of the 5th, 6th, 7th. and 8th grade Hebrew classes. This has resulted in greater interest among 5th graders to continue their formal study of Hebrew when they move into 6th grade.   

Shinshinim are not trained teachers, however they prepare and run a wide range of Israel and holiday related programs. They function as “intern teachers” and interact with students during formal and informal learning times, such as assemblies, arrivals, recess, and aftercare. The Shinshinim that work at the Brandeis School are highly motivated to “teach” Hebrew throughout the school, as they see and feel how their leadership impacts student motivation. 

This year The Brandeis School has had one full-time and one part-time Shinshinit, Lia and Avya. Both Shinshiniyot work with 4 Hebrew teachers as well as with Debby, infusing the spirit of Israel throughout the school. The Middle School Hebrew teachers work with the shiniyot an average of 3 times a week, in the different classes and most teachers spend some of their prep time mentoring the Shinshinim, working with them on their ideas, and helping them adapt their ideas to a language class environment. By way of example: the Shinishinim don’t just get to teach a new, trendy Israeli song. They learn to give context, teach vocabulary, and help students integrate the new vocabulary into their own receptive and productive language skills.   

When this academic year ends and Lia and Avia return to Israel to begin their army service, they will be able to apply their new skills to their service. No doubt they will employ some recently acquired teaching skills from their year as a Shinshiniyot at The Brandeis School of San Francisco. 

For more information on effective utilization of Shinshinim in Hebrew ool classrooms, contact Debby Arzt-Mor at darzt-mor@sfbrandeis.org. Click HERE or more information on bringing Shinshinim to your school and community.