TBI Hebrew School Handbook 5754

TBI Religious School

Tiferet Bet Israel

Hebrew School Handbook

1920 Skippack Pike, Blue Bell, PA 19422 www.tbibluebell.org (610) 275-6839

TBI Hebrew School 2

Here at Tiferet Bet Israel it is a prime value to honor our professionals -‐ to respect their expertise in their fields and to give them the freedom within their roles to reach their full potential. However, as a key component to that success we recognize that active involvement of our lay people is imperative. Our volunteers are vital as sounding boards, sources of inspiration and ideas, and hands-‐on support and labor. In order to better achieve this synchronicity within our school, we are in the process of developing a new structure within our education community leadership. We are excited that this new vision and implementation of the entire Life Long Learning Community (early childhood through adult) will be overseen by The Life Long Learning Committee. This committee is in the process of being envisioned and shaped by our professional and lay leaders and we look forward to updating our community on our journey as progress is made. In addition to this formal visioning body, we are very pleased to announce the creation of a Hebrew School PTO. This is a parent run group designed to bring our community together for social events, help to fundraise for our programming, as well as provide support to our staff and students for the implementation of school programming. If you are interested and willing to volunteer to help make our community all that it can be, please contact Rabbi Selilah Kalev, Emily Cutler our Life Long Learning Committee Chair, Sheila Kowit or Beth Paulin our PTO Co–Chairs, Rachel Hurley our PTO Communications Coordinator, Lisa Koenig our PTO Committee Coordinator or the Hebrew School office.

Life Long Learning Committee and Parent Teacher Organization (PTO)

1

Rabbi Selilah Kalev Director of Life Long Learning Ext. 108 [email protected] Michele Fisher Hebrew School Assistant Ext. 142 [email protected] Hilary Yohlin Director of Community Programming and Youth Activities [email protected] Emily Cutler VP of Education [email protected]

2

Sheila Kowit PTO Co-Chair [email protected] Beth Paulin PTO Co-Chair [email protected] Rachel Hurley PTO Communication Coordinator [email protected] Lisa Koenig PTO Committee Coordinator [email protected]

Directory of Leadership

3

Joshua Kalev Rabbi Ext. 105 [email protected] Elizabeth Shammash Cantor Ext. 106 [email protected] Susan Kasper Executive Director Ext. 104 [email protected] Barry Rultenberg President [email protected]

TBI Hebrew School 3

The leadership of Tiferet Bet Israel affirms that the strength and welfare of the Jewish people and the Congregation are inextricably bound to the Jewish education of students of all ages. From its earliest beginnings, the Jewish tradition has directed that the laws, customs and ceremonies of our people be transmitted from generation to generation. The very fabric of Jewish life, from the public reading of the Torah to the retelling of the Exodus at the Seder table, to the obligation of lifelong study is focused on the ideals of Jewish education.

We believe that our school program should educate and equip our children to have a love of Judaism that will enrich their lives through adulthood. Our programs engender a proud Jewish identity, commitment to the Jewish community and Israel, enrichment of the Jewish home and commitment to Jewish ethical behaviors and values. The school program prepares and motivates students to practice Judaism out of respect and love for its traditions as well as knowledge of its history, language and practices.

Goals of the TBI Education Program

TBI Hebrew School 4

o To imbue the students with a love of God and trust in God’s goodness.

o To provide opportunities for the child to develop spiritual and ethical sensitivity through curricular experiences.

o To foster a positive Jewish identity within the student. o To integrate the student’s Jewish experiences with those of the synagogue community.

o To develop basic Jewish literacy, including the study of Hebrew, Siddur skills, Torah, Jewish history, and observance of important Jewish rituals and holidays.

o To provide experiences and develop skills in Jewish prayer, personal religious thought and creative spiritual expression.

o To emphasize the concept of mitzvah as a basis for Jewish belief and action.

o To provide focused opportunities for family involvement to enhance and encourage independent Jewish family life.

o To create an appreciation of lifelong Torah study as a vital link to our tradition.

o To develop a kinship with Klal Yisrael , the world Jewish community, by actively seeking the welfare of Jews throughout the world and affirm our historical bond to Eretz Yisrael, the State of Israel.

List of Valued Goals:

TBI Hebrew School 5

Our new curriculum is based on the Ten Goals of the Tiferet Bet Israel Education Program listed on the previous page. It is a spiraling curriculum allowing multiple topics to “spiral” through the grades, growing in complexity as students mature. A detailed explanation of this approach and the skills attained through the application of it can be found on the following pages.

Students in Gan, Alef (1) and Bet (2) begin to develop skills and awareness of the holiday cycle, synagogue ritual, Jewish values and ethics and Torah Study. In addition, they begin an immersion program for Hebrew as a modern language.

A complete curriculum outline is found on the following pages.

Students in Grades Gimmel (3) through Zayin (7) continue an integrated Hebrew and Judaica curriculum.

Students develop functional literacy in Modern Hebrew, become conversant with the order of the worship service and the meaning of prayers, study lifecycle events, Jewish history & holidays, encounter sacred Jewish text and grapple with ethical dilemmas in a Jewish context.

A complete curriculum outline is found on the following pages.

Beyond classroom learning, is the vital component of social engagement and community. Throughout the Hebrew School program we incorporate aspects of both, but a key component of this experience is through our Youth Programming. This year we are enhancing our programming to include dynamic opportunities for ages 9 – 18.

The goals of our youth program are to: foster social interaction among age mates in the synagogue, cultivate social interaction among age mates from other area synagogues, develop social programs for youth within the synagogue community and in general community and to facilitate trips to places of Jewish and general interest.

A description of each Youth Group can be found later in this manual.

Overview of Religious School Curriculum

TBI Hebrew School 6

Understanding The Hebrew & T’fillah Curriculum

Hebrew Reading Fluency:

Years of Hebrew School education have taught us that though we have come a long way, we still have a way to go when it comes to effective language acquisition techniques. The majority of time we have spent in class with our students is focused on decoding (phonetics and reading comprehension). However, at the culmination of Hebrew School we expect that our students will know a quantity of t’fillah as both songs and chanted prayers, not as individual syllables or even a limited understanding of the vocabulary. In an attempt to better meet both of these goals, a new Hebrew program will be adapted this year.

Forty minutes of the students’ time each class will be spent on decoding and reading activities. This will range from traditional work from a text, to holiday and event-‐specific games and activities. As the curriculum outline describes, the vehicle for this approach will be a Modern Hebrew based series.

The T’fillah Institute:

In addition, each grade will spend 20 minutes on Tuesday with a “t’fillah expert” focusing on the ability to perform and to explain the meaning of each of their assigned prayers. At the beginning of the year, each student will receive a CD or iBook with the prayers that they are responsible to learn in order to pass into the next level (see t’fillah chart). These tools should be used for practice and mastery at home as well as in the classroom. If a student should wish to advance beyond the level of their class they may opt to “test out” of their level. If a student is able to show sufficient mastery of their assigned prayers they will turn in their CD for a new one created for the next level of the t’fillah chart. Students are encouraged to move as quickly as they are comfortable doing, there is always more to learn!

Finally, and most importantly, the whole school shall meet in prayer for a run through of the basic service each Sunday morning (see t’fillah section found later in this manual). Parents and community members are encouraged to join us for this section of our learning. It is an excellent opportunity to learn with us, say the Mourners Kaddish and to set an example for your child.

TBI Hebrew School 7 Ga

n (K)

Alef

(1st)

Bet (

2nd)

Com

munit

yG

ain

fam

iliarit

y wi

th th

e sy

nago

gue

and

its

com

mun

ity m

embe

rs;

mee

t wi

th a

nd le

arn

abou

t key

figu

res

and

peop

le w

ithin

the

TBI

com

mun

ity; i

dent

ify p

eopl

e an

d pl

aces

with

in

the

syna

gogu

e

Expl

ain

the

form

and

mea

ning

of t

he m

ajor

rit

ual

obje

cts/

sym

bols

of

our

syna

gogu

e;

iden

tify

the

obje

ct’s

loca

tion

and

use

with

in

our

syna

gogu

e an

d tra

ditio

n; I

nter

act

with

Ra

bbi,

Cant

or a

nd k

ey fi

gure

s th

roug

h th

e pr

esen

tatio

n an

d sh

arin

g of

ritu

al o

bjec

ts.

Lead

the

com

mun

ity in

the

MS

walk

as a

par

t of

our

Yad

B’ Y

ad (

hand

in

hand

) m

ulti-

gene

ratio

nal s

ocia

l act

ion

prog

ram

.

God &

Ethic

sId

entif

y th

e di

ffere

nce

betw

een

Mitz

vot

(com

man

dmen

ts)

and

Ma’

asee

m T

ovim

(g

ood

deed

s) o

f th

e co

mm

unity

-

i.e.,

crea

ting

card

s fo

r th

ose

in n

eed

(to b

e de

liver

ed w

ith th

e He

sed

deliv

erie

s)

Enco

unte

r G

od a

s a

key

figur

e in

our

Pe

ople

’s pr

imar

y st

orie

s

Usin

g al

phab

etica

lly d

esig

ned

conc

epts

, ex

plor

e an

d id

entif

y ke

y te

achi

ngs

of M

itzvo

t an

d Je

wish

eth

ics u

tilizin

g tra

ditio

nal s

torie

s an

d te

achi

ngs

Hebr

ew

Imm

ersio

n: C

ontin

uing

wh

ere

the

Pre-

K EC

EC c

lass

left

off (

with

an

unde

rsta

ndin

g th

at th

ere

will

be n

ew s

tude

nts

join

ing

as

well)

-

build

a b

asic

voca

bula

ry;

lear

n to

id

entif

y pe

ople

w

ith

basi

c pr

onou

ns;

conj

ugat

e si

mpl

e ve

rbs

into

mas

culin

e,

fem

inin

e an

d pl

ural

for

ms;

Rec

ogni

ze t

he

Alef

Bet

Imm

ersio

n: C

ontin

uing

wh

ere

the

Pre-

K EC

EC c

lass

lef

t of

f -

bu

ild

a ba

sic

voca

bula

ry;

lea

rn t

o id

entif

y pe

ople

with

ba

sic p

rono

uns;

con

juga

te s

impl

e ve

rbs

into

m

ascu

line,

fe

min

ine

and

plur

al fo

rms;

Re

view

Ale

f Be

t wh

ile

iden

tifyin

g ba

sic

sylla

bles

with

con

sona

nts

and

vowe

ls

Imm

ersio

n: C

ontin

uing

wh

ere

the

Pre-

K EC

EC c

lass

lef

t of

f -

bu

ild

a ba

sic

voca

bula

ry;

lea

rn t

o id

entif

y pe

ople

with

ba

sic p

rono

uns;

con

juga

te s

impl

e ve

rbs

into

m

ascu

line,

fem

inin

e an

d pl

ural

form

s; B

egin

re

adin

g ba

sic w

ords

and

refe

rring

them

bac

k to

the

grow

ing

class

room

voc

abul

ary

Holid

ays &

Celeb

ratio

nsEx

plor

e ea

ch h

olid

ay t

hrou

gh t

he s

ense

s;

iden

tify

spec

ific s

ound

s, ta

stes

, sm

ells

and

to

uch

while

gai

ning

an

unde

rsta

ndin

g of

the

signi

fican

ce o

f eac

h ex

perie

nce

as it

rela

tes

to th

e ho

liday

Iden

tify

key

com

pone

nts

of o

ur

holid

ays,

ce

lebr

atio

ns,

and

life c

ycle

eve

nts

thro

ugh

the

lens

of

the

ritua

l ob

ject

s an

d sy

mbo

ls th

at a

re u

sed;

Fam

ilies

shar

e rit

ual o

bjec

ts

from

hom

e fo

r eac

h ho

liday

; s

hare

spe

cial

obje

cts

with

visi

ts fr

om R

abbi

and

Can

tor

Rela

te t

he s

torie

s an

d/or

nar

rativ

e be

hind

th

e ho

liday

s an

d ce

lebr

atio

n wi

thin

our

Jewi

sh tr

aditio

n; Id

entif

y th

e ‘le

sson

s ta

ught

” th

roug

h ea

ch c

eleb

ratio

n

Israe

lEx

plor

e th

e sig

hts,

sou

nds,

tas

tes

and

smel

ls o

f Is

rael

as a

sac

red

hom

e of

the

Jewi

sh p

eopl

e

Rela

te th

e ke

y sy

mbo

ls an

d ob

ject

s of

Isra

el

to h

ow t

hey

teac

h th

e im

porta

nce

of a

nd

conn

ectio

n to

our

Jew

ish h

omel

and

Iden

tify

the

geog

raph

y of

Isr

ael,

inclu

ding

ke

y lo

catio

ns th

at g

ive o

ur J

ewish

hom

elan

d m

uch

of it

s un

ique

cul

ture

and

iden

tity

Pray

erT.

I. Ra

mah

Ri

shon

ah;

Sund

ay m

orni

ng

Serv

ice w

here

mea

ning

and

pro

cess

are

di

scus

sed

and

pray

ers

are

sung

as

a

com

mun

ity

T.I.

Ram

ah

Rish

onah

; Su

nday

mor

ning

Se

rvice

whe

re m

eani

ng a

nd p

roce

ss a

re

disc

usse

d an

d pr

ayer

s ar

e su

ng

as a

co

mm

unity

Resp

onsib

le fo

r mas

tery

of t

he p

raye

rs in

T.I.

Ra

mah

Rish

onah

; Sun

day

mor

ning

Ser

vice

wher

e m

eani

ng a

nd p

roce

ss a

re d

iscus

sed

and

pray

ers

are

sung

as

a co

mm

unity

Sacr

ed Te

xts

Basic

und

erst

andi

ng o

f key

bib

lical

stor

ies

as

they

rela

te to

tim

e of

yea

r and

hol

iday

cyc

les

Expl

ore

the

narra

tive

of t

he

stor

ies

of

Gen

esis

and

Exo

dus;

re

cogn

ize th

e pi

vota

l m

omen

ts a

nd c

hara

cter

s

Enco

unte

r Mid

rash

, the

“tex

t with

in th

e te

xt”

of th

e To

rah;

rela

te h

ow an

d wh

y th

e M

idra

sh

cam

e to

be

: wh

at q

uest

ions

ar

e th

ey

answ

erin

g?

Wha

t are

they

teac

hing

? W

hat

impo

rtanc

e do

the

se t

exts

hol

d wi

thin

our

co

mm

unity

?

PRIM

ARY

DEPA

RTM

ENT C

URRI

CULU

M OU

TLIN

E - 57

73

TBI Hebrew School 8

Gim

mel (3

rd)

Dalet

(4th

)He

h (5t

h)

Com

munit

yIn

terv

iew a

pro

mine

nt co

ngre

gant

with

in TB

I; lea

rn th

eir

histo

ry, t

heir

conn

ectio

n to

our

tradit

ion a

nd w

hat s

kills

they

brin

g to

the

com

mun

ity;

write

a r

epor

t to

be s

hare

d in

a pu

blic f

orum

God &

Ethic

sUs

ing

writin

gs

from

som

e of

our

grea

test

mod

ern

teac

hers

, exp

lore

one

of th

e gr

eate

st qu

estio

ns o

f tod

ay:

“Wha

t is th

e na

ture

of G

od?”

Wha

t is

God’s

role

in o

ur p

eople

’s his

tory

? H

ow h

as it

ch

ange

d fro

m th

e be

ginnin

g te

xts t

o th

ose

that

we a

re

curre

ntly

explo

ring?

Wha

t is

God’s

role

in

our

bless

ings?

W

hat v

alues

do

they

teac

h an

d es

pous

e fo

r the

Jewi

sh p

eople

?

Hebr

ew

Expe

rienc

e a

Mod

ern

Hebr

ew a

ppro

ach

to vo

cabu

lary

and

skill

acqu

isitio

n; ga

in a

basic

und

ersta

nding

of t

he

struc

ture

and

mea

ning

of th

e He

brew

lang

uage

; Foc

us

on s

hore

shim

(ro

ots.)

; Re

ad s

mall

sto

ries

utiliz

ing t

he

grow

ing

class

room

vo

cabu

lary;

Regu

lar

expo

sure

to

“cold

rea

ding”

; en

coun

ter

new

and

unfa

milia

r He

brew

te

xts to

hon

e sig

ht re

ading

skills

.

Expe

rienc

e a

Mod

ern

Hebr

ew a

ppro

ach

to vo

cabu

lary

and

skill

acqu

isitio

n; ga

in a

basic

und

ersta

nding

of t

he

struc

ture

and

mea

ning

of th

e He

brew

lang

uage

; Reg

ular

expo

sure

to “c

old re

ading

”; en

coun

ter n

ew a

nd u

nfam

iliar

Hebr

ew te

xts to

hon

e sig

ht re

ading

skills

.

Expe

rienc

e a

Mod

ern

Hebr

ew a

ppro

ach

to vo

cabu

lary

and

skill

acqu

isitio

n; ga

in a

basic

und

ersta

nding

of t

he

struc

ture

and

mea

ning

of th

e He

brew

lang

uage

; Opt

ional

oppo

rtunit

y to

begin

read

ing To

rah

Trop

e

Histo

ryEn

gage

in o

ur p

eople

’s his

tory

thro

ugh

an e

xplor

ation

of

the

prim

ary fi

gure

s with

in ou

r hist

ory

Holid

ays &

Celeb

ratio

ns

Conn

ect

the

holid

ays

as

they

re

late

to th

e Lu

ach

(Heb

rew

Calen

dar):

How

do

they

relat

e to

each

oth

er an

d th

e se

ason

s in

which

the

y ar

e fo

und;

whe

re do

the

ho

liday

s fa

ll in

relat

ion to

the

day

and

the

mon

th as

well

as

the

yea

r of

both

the

Jewi

sh &

sec

ular

calen

dars

; Ex

plore

addit

ional

aspe

cts o

f the

cale

ndar

suc

h as

Ros

h Ho

desh

(the

new

mon

th)

Delve

int

o th

e de

eper

mea

ning

of ea

ch

holid

ay a

nd

celeb

ratio

n th

roug

h th

e len

s of

ritua

l; co

mpa

re

and

cont

rast

the

ritua

ls of

each

with

tha

t of t

he o

ther

; W

hat

mea

ning

and

impo

rt do

the

ritua

ls br

ing to

life

; how

do

we

as m

oder

n Je

ws re

late

to th

e rit

uals

toda

y

Explo

re ea

ch h

olida

y an

d ce

lebra

tion

and

its b

rach

ot;

focu

s on

t’fil

ot (p

raye

rs)

and,

brac

hot

(bles

sings

); a

s ea

ch h

olida

y oc

curs

, eac

h stu

dent

will

be a

ble t

o re

cite

the

prim

ary

t’filo

t and

bra

chot

for t

hat h

olida

y; th

ey w

ill be

ab

le to

expla

in th

e pa

ralle

ls an

d dif

fere

nces

bet

ween

ea

ch h

olida

y’s t’

filot a

nd b

rach

ot; t

he c

lass’s

stu

dy w

ill go

be

yond

that

of th

e ho

liday

s as i

t bra

nche

s int

o all

asp

ects

of life

; Lo

ok

beyo

nd

thos

e “b

igger

mom

ents”

to

the

ever

yday

; wh

at ro

le do

bra

chot

play

in ou

r live

s, in

the

world

of t

oday

; wh

at ro

le co

uld th

ey p

lay

Israe

lCo

nnec

t Isr

ael t

o its

cale

ndar

. W

hat d

o we

lear

n ab

out

life i

n Isr

ael f

rom

how

we r

elate

to th

e ca

lenda

r an

d ho

liday

sA

look

at th

e his

toric

al lan

d an

d ge

ogra

phy

thro

ugh

the

lens o

f our

hist

orica

l texts

Focu

s on

an

d ex

plore

Mod

ern

Israe

l. T

hrou

gh a

m

ultim

edia

appr

oach

look

at w

hat l

ife to

day

is lik

e fo

r an

Israe

li. I

dent

ify d

iffere

nt as

pects

of

the

socie

ty an

d cu

lture

as w

ell a

s the

geo

grap

hy a

nd la

nd

Pray

er

Resp

onsib

le fo

r mas

tery

of th

e pr

ayer

s in

Ram

ah S

h’nia

(T.I.

); a

week

ly 20

minu

tes

of pr

ayer

stu

dy c

over

ing:

mea

ning,

cont

ent

and

Hebr

ew r

eview

; W

eekly

pra

yer

serv

ices

for

grad

es 3

rd-7

th;

Regu

lar a

ttend

ance

at

Jr.

Cong

rega

tion

to ga

in a

deep

er u

nder

stand

ing o

f th

e str

uctu

re a

nd m

eanin

g of

the

pray

ers

with

in th

e co

ntex

t of

the

serv

ice.

Resp

onsib

le fo

r mas

tery

of th

e pr

ayer

s in

Ram

ah S

hlish

it (T

.I.);

A we

ekly

20 m

inute

s of

pray

er s

tudy

cov

ering

: m

eanin

g, co

nten

t an

d He

brew

rev

iew;

Wee

kly p

raye

r se

rvice

s fo

r gr

ades

3rd

-7th

; Re

gular

atte

ndan

ce a

t Jr.

Co

ngre

gatio

n to

gain

a de

eper

und

ersta

nding

of

the

struc

ture

and

mea

ning

of th

e pr

ayer

s wi

thin

the

cont

ext

of th

e se

rvice

.

Resp

onsib

le fo

r mas

tery

of th

e pr

ayer

s in

Ram

ah R

evi’it

(T

.I.);

A we

ekly

20 m

inute

s of

pray

er s

tudy

cov

ering

: m

eanin

g, co

nten

t an

d He

brew

rev

iew;

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kly p

raye

r se

rvice

s fo

r gr

ades

3rd

-7th

; Re

gular

atte

ndan

ce a

t Jr.

Co

ngre

gatio

n to

gain

a de

eper

und

ersta

nding

of

the

struc

ture

and

mea

ning

of th

e pr

ayer

s wi

thin

the

cont

ext

of th

e se

rvice

.

Sacr

ed Te

xts

Enga

ge in

a “

close

rea

d” o

f the

Tor

ah s

torie

s fo

und

in Ge

nesis

and

Exo

dus;

explo

re de

eper

que

stion

s of

the

inte

rper

sona

l re

latio

nshi

ps

betw

een

the

bibl

ical

ch

arac

ters

and

God

as

well

as

how

they

rela

te to

the

stude

nts‘

lives

Conn

ect w

ith t

he B

iblica

l sto

ries

of th

e gr

eate

r Tan

akh

with

an e

mph

asis

on o

ur P

roph

ets

and

char

acte

rs fro

m

our s

acre

d W

riting

s; Hi

ghlig

ht th

e et

hical

dilem

mas

tha

t fa

ced

our

Bibli

cal

hero

es

as

each

his

toric

al fig

ure

navig

ates

the

world

aro

und

them

Expe

rienc

e th

e te

xts o

f the

five

boo

k of

Mos

es fr

om t

he

pros

pecti

ve o

f its

mos

t pro

mine

nt ch

arac

ters

. U

tilizin

g dr

ama

as a

too

l, gr

apple

with

var

ious

chall

enge

s an

d be

tter u

nder

stand

the

pros

pecti

ves

of th

ose

peop

le th

at

helpe

d to

defin

e us

. Delv

e int

o th

e te

xt of

the

Sidd

ur;

analy

ze t

he s

tructu

re,

mea

ning

and

usag

e of

Brac

hot

(bles

sings

with

in ou

r tra

dition

)

HEBR

EW DE

PART

MEN

T CUR

RICU

LUM

OUTL

INE -

5773

TBI Hebrew School 9

Vav (

6th)

Zayi

n (7t

h)

Comm

unity

Lead

the

scho

ol in

a sc

hool-

wide

Colo

r War

com

petiti

ons.

Foc

us o

n lea

ders

hip

skills

and

com

mun

ity b

uildin

g. e

nsur

e th

e inc

lusion

of a

ll age

s an

d pe

rson

alitie

s wi

thin

your

team

and

max

imize

the

talen

ts of

each

mem

ber t

o pr

ovide

the

bes

t ex

perie

nce

for a

ll.

God &

Ethic

sGr

apple

with

Jud

aism

’s m

ost

prom

inent

think

ers

as w

e ex

plore

som

e of

the

grea

test

deba

tes

in Je

wish

hist

ory.

We

will

explo

re th

e qu

estio

ns t

hat h

ave

chall

enge

d us

for c

entu

ries

and

the

value

s th

at ha

ve b

een

weigh

ed in

ans

werin

g th

em.

Explo

re th

e th

inking

and

idea

s of

10 p

rimar

y Je

wish

theo

logian

s th

roug

h ou

t our

his

tory.

Beg

inning

with

a lo

ok a

t man

’s re

lation

ship

to G

od in

the

Tora

h.

Hebr

ewEx

perie

nce:

A M

oder

n He

brew

app

roac

h to

voca

bular

y an

d sk

ill ac

quisi

tion;

gain

a ba

sic u

nder

stand

ing o

f the

stru

cture

and

mea

ning

of th

e He

brew

lang

uage

; Ac

tively

eng

age

with

Tora

h Tr

ope

Expe

rienc

e: A

Mod

ern

Hebr

ew a

ppro

ach

to vo

cabu

lary

and

skill

acqu

isitio

n; ga

in a

basic

und

ersta

nding

of t

he s

tructu

re an

d m

eanin

g of

the

Hebr

ew la

ngua

ge;

Expo

sure

to

Israe

li “b

eginn

er”

news

pape

r &

tradit

ional

texts

in

the

origi

nal

Hebr

ew

Histo

ryEx

plore

var

ied h

istor

ies o

f the

num

erou

s Je

wish

com

mun

ities

that

toge

ther

mak

e th

e Isr

aelite

Peo

ple o

f tod

ay.

Take

a d

eepe

r loo

k int

o th

e his

toric

al m

oves

and

dec

ision

s th

at ha

ve s

hape

d th

e M

iddle

East

Confl

ict th

at w

e fa

ce to

day.

Holid

ays &

Celeb

ratio

ns

Reex

amine

the

holid

ays

and

life c

ycle

ritua

ls an

d se

arch

for t

he d

eepe

r mea

ning

behin

d th

e ce

lebra

tions

and

tra

dition

s; pu

lling

toge

ther

the

main

the

mes

, th

e co

ntex

t an

d th

e co

nnec

tion

to ea

ch o

ther

, th

e stu

dent

s wi

ll th

en

gain

an

unde

rsta

nding

of t

he le

sson

s to

be le

arne

d, bo

th fro

m th

e his

toric

al co

ntex

t of t

he

tradit

ion a

nd t

he ta

les;

will

be a

ble to

exp

lain

the

impo

rtanc

e an

d re

levan

ce o

f ea

ch a

spec

t of t

hese

obs

erva

nces

; Enc

ount

er J

ewish

Life

Cyc

le ev

ents

thro

ugh

the

explo

ratio

n of

the

ritua

ls an

d va

lues

that

each

enc

apsu

late.

Illus

trate

thos

e rit

uals,

value

s and

cultu

ral tr

aditio

ns th

roug

h th

e us

e of

stuf

fed

anim

al fri

ends

.

Exam

ine t

he “

bigge

r qu

estio

ns”

of ea

ch h

olida

y. D

o we

as

a co

mm

unity

ex

empli

fy th

e les

sons

bein

g ta

ught

? H

ow to

fit t

hese

cele

brat

ions

into

our l

ives

as m

oder

n Je

ws a

nd w

hat d

o we

gain

from

them

?

Israe

lEn

coun

ter

Jewi

sh c

omm

unitie

s fro

m ar

ound

the

wor

ld as

we

look

at ea

ch

com

mun

ities

uniqu

e jou

rney

thro

ugh

histo

ry. g

ain a

bette

r und

ersta

nding

of w

hat

shap

es

the

Jewi

sh

com

mun

ity

of to

day

as a

wh

ole

and

Israe

l’s

socie

ty sp

ecific

ally.

Delve

into

the

com

plica

ted

world

of t

he M

iddle

East.

Ta

ke a

dee

per l

ook

at th

e m

any f

acto

rs ch

allen

ging

Israe

l toda

y.

Pray

erRe

spon

sible

for m

aste

ry of

the

pray

ers

in Ra

mah

Ham

ishit

(T.I.

); A

week

ly 20

m

inute

s of

pray

er s

tudy

cov

ering

: mea

ning,

cont

ent a

nd H

ebre

w re

view;

Wee

kly

pray

er s

ervic

es f

or g

rade

s 3r

d-7t

h; Re

gular

atte

ndan

ce a

t Jr.

Cong

rega

tion

to

gain

a de

eper

und

ersta

nding

of t

he s

tructu

re an

d m

eanin

g of

the

pray

ers

with

in th

e co

ntex

t of t

he se

rvice

.

Resp

onsib

le fo

r m

aste

ry of

the

pray

ers

in Ra

mah

Shi’

shit

(T.I.

); A

week

ly 20

m

inute

s of

pray

er s

tudy

cov

ering

: mea

ning,

cont

ent a

nd H

ebre

w re

view;

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kly

pray

er s

ervic

es fo

r gra

des

3rd-

7th;

Regu

lar a

ttend

ance

at S

habb

at se

rvice

s to

ga

in a

deep

er u

nder

stand

ing o

f the

stru

cture

and

mea

ning

of th

e pr

ayer

s wi

thin

the

cont

ext o

f the

serv

ice.

Sacr

ed Te

xts

Inve

stiga

te th

e wo

rld o

f the

Rab

bis a

s th

ey e

ngag

e in

the

tradit

ional

prac

tice

of

Chevruta

(pa

rtner

stu

dy) a

nd e

ncou

nter

the

sacr

ed t

ext o

f the

Mish

nah;

Relat

e th

e an

cient

text

to th

e wo

rld o

f tod

ay a

nd c

onne

ct th

e sti

ll re

levan

t tea

ching

s to

ou

r live

s

HEBR

EW DE

PART

MEN

T CUR

RICU

LUM

OUTL

INE -

5773

TBI Hebrew School 10

Ram

ah (L

evel

)Ri

shon

ahSh

’nia

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hit

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mis

hit

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hit

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er

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chah

Mod

e/M

oda A

ni

Ma

Tovu

Birc

hot h

aSha

char

Tzad

ik K’

tam

ar

Psalm

150

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hen A

d

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dish

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chu

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r Or

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don

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h

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moc

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h:

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rot

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shah

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lom

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halem

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ocha

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llelu

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anu

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FAM

ILY IN

VOLV

EMEN

T Jewish education is a partnership. It is a unique and holy relationship between home and school, between parents, children and teachers. We believe that the synagogue and school are both important aspects of a child’s Jewish learning experience.

In our school, we will do our part to make our educational program the best it can be. Parents will receive from teachers a letter of welcome and introduction before the start of the school year. This letter will include general goals, outline special projects for the year and delineate the teacher’s expectations of the student. Teachers will continue throughout the year to communicate with families -‐ midyear and year-‐end progress reports are an additional way of letting parents know what is happening with the children.

Another aspect of a child’s Jewish education is the home -‐ perhaps the most central and influential arena in a child’s development as a Jewish individual. As Rabbi Morrison Bial states in his book Your Jewish Child:

“Your home will be the single most important influence in the Jewish upbringing and fundamental Jewish education of your child. From earliest times, Judaism has been based on the supposition that the home is the foundation of our religion.”

This does not mean that you need to know everything, or already “do everything”. It means a willingness to try new things, learning together and exploring the possibilities. The skills and appreciations students learn in school need to be practiced in the home or they will have little or no meaning for the child. We, therefore, encourage observances, discussions, learning experiences and celebration of Jewish life with family and friends at home. Through consistent communication, parent participation and education, and promotion of observance and learning at home, we hope to develop a true home-‐school partnership. Together we can fulfill the mitzvah of “v’shinantam l’vanekha -‐ you shall teach them to your children.”

To help complete this partnership, parents can take cues from the school’s information and follow up appropriately with their child(ren). When parents know that a particular item was required for class, they can ask specifically how that object was used during that class. When a holiday is approaching, parents can check for the particulars that are being learned and ask what the child can do at home for the upcoming celebration. When asked to participate in a class project, enthusiastic involvement from parents will mean a great deal to the child -‐ making him or her feel that Religious School and the things learned here are valuable.


Fam

ily En

gage

men

t

Junior Congregation A Fam

ily Service

Learning should not be left only to the children. It is an essential value of the Jewish religion and therefore its people, to continue our education throughout our lives. To that end, as well as to set a good example for our children and most importantly to create lasting and meaningful memories for the whole family, each grade will have a specially designed family education morning. These days will be designed to engage both our students as well as our parents, each leaving the session with something new learned and shared. It is imperative for the success of these programs that at least one parent attend with their child on these days. Each grade will have one Family Engagement Program. A notice will be sent home a month before the Family Education Day requesting your participation in this great morning. Please make every effort to be there. If you are unable to attend, your child will be placed with another family. Sunday Morning Family Engagement Programs meet during the time of regularly scheduled classes for each grade.

Gan (K) Oct. 13 Dalet (4) Feb. 2

Alef (1) Oct. 13 Heh (5) Feb. 2

Bet (2) Oct. 13 Vav (6) Dec. 8

Gimmel (3) Sept. 22 Zayin (7) Apr. 6

Junior Congregation is a fun and engaging group learning experience led by Reina Almark or Rabbi Selilah Kalev. It is a delightful tradition at TBI that the parents, siblings and any other family members be welcomed as participating members of this exciting service. As mentioned above, our children’s learning is made all the more impactful when they see that we too value the experience.

Junior Cong. is a shortened but educational service designed to be developmentally appropriate for grades 3 -‐ 6. It is an excellent and important opportunity for our students to practice their newly acquired t’fillah skills.

This learners’ minyan is a joyful opportunity for all to try new skills, ask endless questions and join a warm community. All ages are welcome with the understanding that this is a safe space for learning and exploration and conversations may be lengthy when the group is immersed.


The weekly observance of Shabbat is the place where our tradition is most readily accessible to our students. Attendance at Shabbat services affords students the opportunity to demonstrate and apply what they have learned, live Jewish life in a real and tangible way, take pride in their accomplishments and become involved with their family in the life of the congregation.

All students in grades 3-‐6 are required to attend 10 Shabbat services throughout the religious school year (7 need to be Junior congregation, the other three can be assorted other Shabbat services). One year prior to Bar/Bat Mitzvah, students must attend 10 Shabbat morning services in the TBI main sanctuary accompanied by at least one parent (3 of these 10 may be fulfilled at another synagogue). We will track the progress of each student through the school’s office. Great thought and care has, and will continue to go, into the development of fun, interesting and worthwhile Shabbat programming. It is important to create a vibrant prayer environment for our students. Incentives will be awarded at various stages of this year-‐long project. Students in grades K-‐2 are recommended to attend services as well and will also receive incentive awards for completion.

Shabbat

Each grade of the Religious School will participate in a Shabbat Service and Dinner. These services will be designed specifically for the class involved. Students will be prepared to conduct part of the service, dinner or add to our worship in some meaningful way. Specific details and information about each class’ participation will be sent home within the month prior to the actual service.

Whenever children are called upon to lead our congregation in worship or participate in t’fillah in any way from the bimah, they should dress to reflect the joy as well as the significance of the occasion. Girls are asked to wear dresses, skirts, (length should go beyond the student’s fingertips), or nice slacks, and their shoulders and midriffs should be covered at all times while in the sanctuary. Boys are asked to wear slacks and shirts with collars. Boys should wear kippot at all times while in the sanctuary -‐ this is optional for girls although required when ascending the bimah.

Class Services

Shabbat Dress

Shabbat Attendance


Art

Art enables our students to concretize their thoughts and the concepts that they have learned. Working with multiple mediums can bring inspiration and a broader understanding of the subjects as well as a heightened awareness of Jewish artistic expression. With access to our newly revamped art room, our teachers will lead their classes in art activities that will be integral to their curriculum, focusing on holiday experiences, enhancing Torah and prayer, as well as Gemilut Hasadim (acts of loving kindness). Each grade will have one or more special projects that will incorporate art into their curriculum. These projects will add depth to their learning and expand our students’ understanding of their core areas of curriculum.

Music

Music is an integral part of our rich, cultural heritage. For thousands of years it has been a vehicle for our people to celebrate and mourn, to speak with God or to each other, to entertain and to teach. It is simply not possible to imagine our lives without it. Our community is blessed to have many incredible resources to bring this important experience into our children’s lives. Our classes will have periodic shira (music) sessions focusing on the music of our tradition and holidays.

Color War

Grades Gan through Zayin will join in this exciting program of challenges, games and competitions. The school will be divided into four equal teams with members from each grade. These teams will work together to gain (or lose) points toward the “ultimate award” at the end of the year. Throughout the year there will be special moments designated as Color War days. These days will include Torah bowls, group challenges, and holiday games; each of these bring another opportunity to earn points for the team. Beyond these moments each student can earn points for their team by going “above and beyond” within our community.

Special Programming

Torah Academy

Chanting from the Torah is a pivotal skill to acquire as a Jewish adult and it is the primary skill shown during our Bar/Bat Mitzvah ceremonies. However, it is not an easily learned one. Beginning in 5th grade our students are taught to go beyond the Hebrew of the Torah as they learn to read the trope (the symbols in the text that allow them to chant.) Students are taught in a systematic way that enables them to master the skill of chanting Torah within our community.


Yad B’Yad

One of the most important values of our community is that of “tikkun olam,” repairing the world. There is no more perfect opportunity to create community and to teach our youth the importance of this value than to share in a hands-‐on, family social action project. This year we will come together once each month to do just that. The majority of these activities will be held from 12 PM – 2 PM on a Sunday morning immediately following Hebrew School. An inexpensive lunch

Technology

In a world of IPhones, Facebook and Skype, TBI Hebrew School recognizes the need to change with the times. In addition to our amazing computer lab, we are now thrilled to announce, thanks to the generous support of our families and Women’s League, we are home to three Smart Boards, two IPads, and two laptops. Our curriculum is planned with the integration of this incredible technology in mind. Classes, of all ages, will encounter their learning through the use of this media, and will utilize these same tools as they create their own projects.

Yad B’Yad

Special Programming

Shabbaton There is nothing like a Shabbaton to bring the joy and beauty of the Jewish traditions to light. Spending a weekend away together as a community allows us to build connections, learn, explore and experience our traditions. Grades 3 – 7 will come together and head off for a weekend at camp. Our students will experience 48 hours of programming based on a theme of “b’tzelem Elohim, to be made in the image of God.” We will explore issues of respect, gossip, bullying and more. We will work together to discover new ways to build and strengthen our community and to dwell within our tradition. We strongly encourage all of our youth to participate in this amazing adventure: October 18 -‐ 20

Junior Choir Directed by Cantor Shammash, Junior Choir meets on Sundays from 9:00 AM – 9:45 AM. Students in grades 3 – 7 are invited to join in this lovely opportunity to become prayer leaders in our community, light Hanukkah candles for the broader community and to participate in other communitywide events.


Our Youth Program is a great way for our students to spend time together having fun and helping the community. The goals of our youth program are to foster social interaction among peers in the synagogue, cultivate social interaction among peers from other area synagogues, develop social action programs for youth within the synagogue community and in the general community, and to facilitate trips to places of Jewish and general interests. One of the greatest strengths and benefits of our program is that of leadership development for students of all ages. This year we are introducing a new structure to our programming that will allow for greater integration of a variety of interests and talents among our students. The groups are as follows: Kadima Junior: Grades 3 & 4, Led by Matt Bernanke Kadima: Grades 5 – 7, Led by Reina Ahlmark USY Junior: 7th Grade, Led by Hilary Yohlin USY: Grades 8 – 12, Led by Hilary Yohlin For more information please see our TBI Youth Programs Manual

W

eekly Schedule

Sundays: 9:00 AM – 12:00 PM, Grades K – 7

9:15 – 9:45 T’fillah for Grades 3 – 7, Parents Welcome

9:15 – 9:30 T’fillah for Grades K – 2, Parents Welcome

Tuesdays: 4:00 PM – 6:30 PM, Grades 3 – 6

4:15 – 4:45 The T’fillah Institute, Grades 3 – 6

Tuesdays: 6:00 PM – 8:30 PM, Grades 7 – 10

6:00 – 6:30 Dinner, Grades 7 – 10

7:15 – 7:40 Minyan, Community Welcome

Saturdays: 10:30 AM – 11:45 AM, Junior Congregation


Adminis-trivia Co

mmun

icatio

n Drop Off & Dismissal

Drop Off: Being on time is important. Please make certain children are in class and ready for school in a timely manner. Late arrival to class is often a contributing factor to difficulties in class. The Hebrew School is open at 3:45 PM on Tuesday afternoons and 8:45 AM on Sunday mornings. There is no supervision available for students before that time. All students need to have parent supervision until then. Any extenuating circumstances that call for an earlier arrival should be cleared with the Director of Life Long Learning.

Pick Up: To ensure everyone’s safety our Hebrew School doors are locked at all times. If your child is to be picked up by someone other than you, please inform the office and teacher in person or in writing before it happens. This will alleviate the necessity of a call home to confirm the ride.

Sundays: Parents will pick up their child(ren) at the classroom(s). Parents are invited to spend the morning with TBI, enjoying learning opportunities, visiting friends, and or participating in our various services. Parents will not be permitted into the school hallways until noon, when a school representative will announce that they may pick up their children. To aid in dismissal, teachers will keep classroom doors closed until ready to dismiss. Please remember that the teacher will open the doors when the class is ready to be dismissed. Tuesdays: When The T’fillah Institute is concluded, teachers will take classes to the Chapel together, where they will wait to be picked up. Parents should utilize the car pick-‐up line that forms leading up to the canopied school entrance. A volunteer will gather the names of those to be picked up and will have the children ready and waiting for their parents as they pull up to the canopy one by one.

A vital aspect of our community and a pillar of quality education is communication between parents and faculty. Therefore, we strongly encourage you to keep the lines of communication open. We recognize that you know your children best and can help us to provide the most advantageous learning opportunities. Teachers will be happy to set aside a time to meet with you privately, by phone, or in person to discuss any concerns or problems you might have. Stopping teachers in the hallway immediately before or after classes or in the parking lot is not conducive to a meaningful dialogue. We will employ several methods of communication with families:

1. A monthly class email with class updates 2. Our new and Upcoming TBI Hebrew School App with all dates, details and News!!

3. Email notification of upcoming events 4. Parent/teacher conferences when requested

5. An open invitation for dialogue


We are delighted to have you visit your child’s class during the school year. However, to avoid unscheduled interruptions or other disruptions of the school routine, we require advance notification of a visit. To arrange such a visit, please call the school office to set up a specific time and date. When you arrive at the building, please check in with the Director of Life Long Learning, who will escort you to the class.

Please be aware that we have instructed all teaching staff to request written authorization from the Director of Life Long Learning, before allowing an adult to visit the class.

At a time of heightened awareness of security issues, this policy will be strictly enforced throughout the school year.

Please note: This is not a time for a conference. Make arrangements apart from class time for a conference if needed.

We are also aware that once in a while, a friend might want to come to Hebrew School. This must also be pre-‐approved by the Director of Life Long Learning.

For your child’s security, if he or she needs to leave Hebrew School early, parents must send a note to the school stating the time of release and the adult who will meet the student at that appointed early time. The student should present the note to the Education Director, wait for approval and then give the note to his/her teacher.

The adult should pick up the child at his/her classroom at the appointed early dismissal time.

No child will be allowed to leave the synagogue grounds unless written notice is received, the Education Director gives approval and an adult is present at the classroom to collect the child.

At a time of heightened awareness of security issues, this policy will strictly be enforced throughout the school year. Written notes must be delivered and signed in accordance with the above procedure and adults must meet children at the classroom door...

NO EXCEPTIONS WILL BE MADE.

Early Release

Classroom Visitation

Appropriate School Dress We expect all students to dress in a manner appropriate to a synagogue. If students are participating in team sports immediately prior to or after Religious school, uniforms will be allowed. However, hats, cleats and in-‐line skates are not to be worn at all during Religious School by anyone. Shoes must be worn at all times. Under no circumstances shall a person’s underwear or bra be revealed or uncovered. The shoulders and midriffs should be covered as they enter the Beit K’nesset and the head of each boy should be covered with a kippah. (It is optional for young women to wear kippot.)


In the case that Rabbi Selilah Kalev, Susan Kasper and the Rabbi determine that a student needs to be sent home, parents will be contacted by the office or an individual teacher. Students will be allowed to use their cell phones to contact their parents with the supervision of a teacher. All students will stay under the supervision of their teacher until their parent is able to pick them up. If it should be necessary, the students will travel offsite with their teacher to a safe location and await their parent’s arrival. Each parent needs to check in with the teacher before they take their child home.

We understand that many of our students are arriving from school with little time to grab a much-‐needed snack. In order to appease this hunger while retaining our control over kashrut issues, we offer a selection of snack options available for purchase at the beginning of Tuesday’s class. These snacks will be ready for purchase in the hall on the way to the class. Each teacher will establish their own policy regarding the time allotted for eating, to best promote the learning in their classroom.

We understand that many of our students are arriving from school with little time to grab a

much needed snack. In order to appease this hunger while retaining our control over kashrut issues, we offer a preordered snack option. Families must sign-up for the snack option at the

beginning of the year. Each weekday as students arrive a small healthy snack will be waiting

for them in their classroom. These snacks may include items like granola bars or crackers,

fruit snacks and a juice drink.

For your child’s security, if he or she needs to leave Religious School early, parents must send

a note to the school stating the time of release and the adult who will meet the student at that

appointed early time. The student should present the note to the Education Director, wait for

approval and then give the note to his/her teacher.

The adult should pick up the child at his/her classroom at the appointed early dismissal time.

No child will be allowed to leave the synagogue grounds unless written notice is received, the

Education Director gives approval and an adult is present at the classroom to collect the

child.

At a time of heightened awareness of security issues, this policy will strictly be enforced

throughout the school year. Written notes must be delivered and signed in accordance with

the above procedure and adults must meet children at the classroom door…

NO EXCEPTIONS WILL BE MADE!

We are delighted to have you visit your student’s class during the school year. However, to

avoid unscheduled interruptions or other disruptions of the school routine, we require ad-

vance notification of a visit. To arrange such a visit, please call the school office to set up a

specific time and date. When you arrive at the building, please check in with the Education

Director, who will escort you to the class.

Please be aware that we have instructed all teaching staff to request written authorization

from the Education Director, before allowing an adult to visit the class.

At a time of heightened awareness of security issues, this policy will be strictly enforced

throughout the school year.

Please note: This is not a time for a conference. Make arrangements apart from class time for

a conference if needed.

We are also aware that once in a while, a friend might want to come to Hebrew School. This

must be pre-approved by the Director of Education, no exceptions will be made!

19

Each child should be sent to class with a backpack, pencils, markers or crayons, age appropriate scissors, a three-‐ring bind and paper. Please make sure that your child brings all books, assignments and materials to each class session.

Emergency Procedures

Materials

Secu

rity a

nd Tr

affic

The doors will to the building will always be locked. Students should ring the doorbell to be admitted into the building by our electronic monitoring system. For the safety of our children, we ask parents to carefully observe all standard traffic regulations:

• Do not park in a Handicap Space unless you have a placard legally stating your right to do so. • Do not stop and block traffic. • Do not have your child cross traffic to enter your car. • Do not pull around the pick up line, please wait for the cars in front of you to leave first.

Please drive with care as there are children about during Hebrew School hours!

School Closing In the even that school must e closed due to inclement weather or some other emergency, check email and listen to KYW (1060 AM) for information. You may also call the Hebrew School to check the automated message. We do not hold classes when Whitpain Township schools are closed due to inclement weather.

Snack


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Inclusion With the establishment of the new Life Long Learning Committee, we will be embarking on a deeper exploration into the needs of our broader community. It is our goal to be a warm and inclusive community, recognizing that there is a great spectrum of need within our population. As a compassionate and welcoming community we are aware that each student has their own strengths as well as challenges. It is our goal to recognize both of these and to work with our families to create the best learning environment possible for our community. It is NOT however always in our ability to serve everyone. There are circumstances where we are not equipped to meet a students needs. This is not out of callousness, but rather out of care for the success and joy of each child. We are looking to grow our services and abilities to better meet our needs. It is imperative that we are informed of any learning or health needs that might affect a child’s time while they are with us. It is only by working together that we can ensure the greatest success.

Attendance Regular attendance is vital for not only the individual student, but for their classmates as well. Our classes work as a community and rely on each other’s insights, input and participation. Students in Religious School must be in attendance 80% of the time. Please connect with your child’s teacher regarding any absence. Whenever possible please try to make arrangements for make-‐up work ahead of time. In case of illness or unexpected conflict, please connect with the teacher before or during the following class to learn what was missed. Two classes missed in a row without contact from the family will result in a call home from the teacher. Three or more absences in a row will be addressed by the teacher and Director or Life Long Learning. For the future success of all of our students make-‐up work will be provided for all excessive absences. Satisfactory completion of make-‐up work will be required as compensation for missed class sessions. Excessive tardiness (consisting of 2 or more tardy arrivals) will be treated as an absence.

Promotion In order to promote the social and emotional wellbeing of our students here at TBI it is not our habit or intention to hold any student back. However in order to protect their comfort and security within our learning community it is important that each student is able to demonstrate the successful mastery of the required material for his or her grade level as well as the completion of Shabbat Attendance and Hebrew School attendance requirements. In the case that a student that a student is unable to do this, it is at the teacher and Director’s discretion to request that the students who need to do additional work for promotion will be assigned appropriate activities or projects for the summer.


The leadership of TBI recognizes that each individual should have the following rights:

1. The right to learn without interference from other people in the school or class.

2. The right to work together as students and teachers in an atmosphere of mutual respect and understanding.

3. The right to have one’s personal property respected by others. 4. The right to be protected from physical harm.

1. Students will be ready to participate in class activities 2. Students will not disrupt any other student’s participation in class

activities. 3. Students will not touch other students in a manner that would be

considered offensive or disruptive, or use language that would be considered offensive or disruptive.

4. Students will not mistreat the property of TBI or of other students. 5. Students will behave in accordance with the sanctity of our Beit

K’nesset (Sanctuary) at all times when they are within it. Items such as skateboards, in-‐line skates or sport cleats will not be permitted in the sanctuary at any time for any reason.

6. Students are to remain on campus at all times from the time they are dropped off until the time they are picked up. Help us by making sure your student goes directly into the school office or his/her classroom. If a student is discovered leaving the campus or missing, parents will be notified immediately.

In order to ensure these expectations are achieved, the following will be enforced:

o Classroom standards will be established by each teacher and students on the first day of school and mailed home.

o The B’rit Ha-‐Kittah (Classroom Covenant) is to be signed by the student and parents and returned to the teacher at the next school session.

o The following are prohibited at all times: Defiance, Stealing, Vandalism, Dishonesty, Profanity and Vulgarity, Fighting, Drugs, Alcohol and Tobacco.

Standards of Behavior Philosophy

Expectations of Behavior


1. If there are consistent violations of the Brit Ha-‐Kittah (Classroom Covenant), the teacher will conference with the student.

2. If infractions continue, the Director of Life Long Learning will conference with the teacher and the student.

3. If there are further problems, the parents will be called for a conference with the teacher, Director of Life Long Learning and student to determine further action, which may include the following:

§ Parents on the premises during school hours § Isolation of student within the school setting away from the class § Suspension for a period of time with satisfactory completion of

homework/study assignments § Individualized contract between student, parents and teacher § Any mutually agreed-‐upon arrangements by parents, student & TBI

personnel at conference

If your student is suspended from Hebrew School, the Life Long Learning Committee will monitor actions of all suspended students to determine whether readmission is possible after the prescribed time.

Procedures

Sever Clause: In the case of extreme or unusual circumstances, the forgoing sequence may be suspended and action may be taken at the Director of Life Long Learning’s / Rabbi’s / Chair of the Life Long Learning Committee’s discretion.

We are looking forward to sharing a great year of

learning and fun with you here at TBI.

TBI Hebrew School Handbook 5754

Documents

hebrew school pto

tbi hebrew school

hebrew school office

pto cochairs

pto communications coordinator

fabric of jewish life

education community

jewish people