Rodeph Sholom School: Impact Report 2015-2016 by Rodeph Sholom School

FRIENDS OF RODEPH SHOLOM SCHOOL

IMPACT REPORT 2015-2016

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RODEPH SHOLOM SCHOOL, A REFORM JEWISH DAY SCHOOL, FOSTERS INTELLECTUAL CURIOSITY THROUGH A CHALLENGING INDEPENDENT SCHOOL ACADEMIC PROGRAM IN NURSERY THROUGH EIGHTH GRADE. AT THE HEART OF RSS IS A WARM, VIBRANT COMMUNITY,WHERE STUDENTS ARE GUIDED BY JEWISH KNOWLEDGE, VALUES, AND ETHICS TO BECOME SELF-CONFIDENT AND SOCIALLY RESPONSIBLE LEADERS.

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FRIENDS OF RODEPH SHOLOM SCHOOL

IM PAC T REPORT 2015-2016

RSS DEVELOPMENT OFFICE 2015-2016

Mandy Wynn, Director of Development Hattie Danziger, Stewardship Manager Ariel Feldman, External Communications Manager Louis Glaser, Director of Alumni Relations Sarah Schimmel, Special Events Coordinator Ronit Segal, Director of the Annual Fund

Great care has been taken to recognize all who have contributed so greatly to the School. If we have made an error, please accept our apologies and help us correct our records by contacting the Development Office at 646.438.8650.

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CONTENTS

LETTER FROM THE HEAD OF SCHOOL

DO GOOD , BE GOOD

FACULTY AND STAFF

21 Thank You To Our Faculty and Staff

06 LETTERS FROM THE EDITOR

uch of the service learning that M we teach here at RSS falls into three themes: tzedek, or justice; chesed, or compassion; and zakhor, the act of remembrance.

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22 Celebrating Anna Hoffman 25 Remembering Sue Kurschner

ALUMNI

PARENTS ASSOCIATION

ADVANCEMENT

27 Letter from the Alumni Director

36 Letter from Parents Association President

43 Letter from the Board Chair

28 High School and College Placements 30 How the Spirit of Tikkun Olam at RSS Inspired a U.S. Marine 32 From RSS to the Rainforest, One Alumna’s Journey

37 RSS Connect RSS Connect is a newsletter run by a volunteer board of parents that reflects Rodeph Sholom School’s Jewish values while highlighting academic, extra-curricular, community, and social activities. 38 Tzedakah Infuses Daily Life at RSS 40 Financial Aid: Does It Hurt To Ask? 41 RSS Teachers Plant “SEEDS”

44 Board of Trustees 45 Steve Lipman by Paul Druzinsky 46 New Trustees 48 Annual Fund

50 GRATITUDE

51 Philanthropic Acknowledgements

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DEAR PARENTS, FAMILIES AND FRIENDS OF RODEPH SHOLOM SCHOOL:

A LET TER FROM THE HEAD OF SCHOOL

This past June, I wrote an article in RSS Connect, the Parents Association’s publication, about the importance of a Jewish Day School education. I keep coming back to one major takeaway: Jewish education is not just for the sake of teaching Hebrew, or how to read trope. Jewish education builds character. Jewish education teaches our children to “do good” and to “be good”, two hallmarks of Jewish values and ethics that serve as a prevailing theme here at RSS. Applications to non-Orthodox Jewish day schools are down nationally, down in NYC, and down at RSS. While we continue to experience considerable demand, maintain robust enrollment, and have strong financial reserves, this is a trend that certainly merits our attention. Earlier this spring, Michael Steinhardt, former chair of PEJE (Partnership for Excellence in Jewish Education) and chair of The Steinhardt Foundation for Jewish Life, issued a challenge to the day school world. While acknowledging the clear evidence that a day school education gives a young person the knowledge, joy, and pride in their Jewish identity that significantly increases their chance of ongoing Jewish involvement, he suggested that, in 2016, “too many contemporary Jews view the prospect of sending their children to an exclusively Jewish school for full time education as a step backward in their American engagement.” Everyone understands that issues of affordability can be obstacles to seeking a tuition-driven education, and we have been working hard to increase needbased financial aid at RSS. However, Steinhardt is challenging us to answer a more profound question: “Even if I can afford it, why would I want to send my children to a school that is homogeneously Jewish?” We have understood this question for many years at RSS, and I believe that we have some compelling answers.

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J ewish education teaches our children to ‘do good’ and to ‘be good’, two hallmarks of Jewish values and ethics that serve as a prevailing theme here at RSS.

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Answer number one is: “We offer an excellent N-8 education.” Our academic program is based on hiring and retaining great teachers, implementing best practices, comparing favorably with the rigorous programs offered at other NYC independent schools, and preparing our students well for matriculation to a range of outstanding secondary schools. Answer number two is: “We make values and the development of character front and center in our curriculum and our culture.” At RSS, we graduate young people who are recognized as leaders for doing the right thing and making a difference in and beyond their next schools. Answer number three is: “Children grow up here to become empowered, contributing members of a remarkably caring and supportive school community.” Answer number four is: More elusive, but I believe that it speaks directly to Michael Steinhardt’s concerns. Attending a Reform Jewish day school like RSS provides children and their families with a context for leaning into the paradox of seeking to live in two worlds at once, seeking to be both American and Jewish, valuing both “the particular” and “the universal.”

Last year, in my first article in the first edition of RSS Connect, I referred to a parent who moved her children from Jewish day school to public schools and, then, back to Jewish day school. She reflected that, “The public schools are excellent. They will teach my children to read and write and add and subtract. They will prepare them for higher education and work. But they cannot partner with me to raise my children to live good Jewish lives, to know who they are, to feel that they are indispensable members of a community.” Along with an excellent education, that’s what parents get for their children at RSS. As I enter my last year here at RSS in 2016-2017, I am proud to have partnered and continue to partner with countless RSS families to help raise empowered children who live good Jewish lives. I look forward to an exciting era of growth, change and celebrations here at RSS. Sincerely, Jerrold I. Katz, Head of School

Here’s the “big idea”—I agree with our Rabbi-in-Residence, Ben Spratt, that the future of Jewish day schools must be to educate young people to experience Judaism not just as an innate identity and an end in itself, but, importantly, as a source of inspiration to become citizens of the world who embrace the creativity, courage, and hope needed to make a difference for others. I am proud to say that this is what we strive for every day at RSS. As you read through this year’s Impact Report, you will see these values reflected in the daily activities and achievements of our students, faculty and staff.

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LET TERS FROM THE EDITORS

DEAR PARENTS, FAMILIES AND FRIENDS OF RODEPH SHOLOM SCHOOL:

In the past year, my first here at RSS, I have continually been impressed by the maturity and poise of our students. Whether listening to D’var Torah speeches in the Taitz, or hearing about the wonderful philanthropic work our 7th Graders do each year with a variety of non-profit organizations, I feel lucky to be surrounded by such an empathetic and compassionate community every day. When I was tasked with creating this year’s Impact Report, I immediately thought to focus on what I believe to be the prevailing theme of RSS – #DoGoodBeGood. A hashtag used by many in the RSS community, I feel that it emcompasses much of the ethos around here – support your neighbors, lift up those who are struggling, and be an understanding friend to those in need. Over the next 84 pages, I hope you will feel the sense of pride that I do when I walk into school each day, as you read about how our students, parents, teachers, clergy and members of the community strive to make the world a better place. Wishing you a fantastic school year, Ariel S. Feldman External Communications Manager

DEAR RSS FAMILY:

Steve Lipman, one of our dedicated outgoing board members, says RSS is a great education, "plus." That plus can be a very difficult thing to parse. Fluency in Jewish holidays and traditions – check. Close proximity to clergy and a caring community – check. A love of Israel – check. Yet there is something more, something that manifests in every graduate that is truly unique to our school. In the following pages we’re highlighting several Jewish values that infuse the RSS curriculum and student experience on a daily basis. Our hope is that by reading about these moments, unique to Rodeph Sholom School, you might be able to envision how a student’s character development is shaped alongside intellect and academic acumen. Reform Judaism, and its commitment to embracing the best of other traditions and cultures, deepens our students’ education so that it reaches beyond notebooks, laptops, iPads, and even new synapsis in the mind. At RSS, Justice, Compassion, and Remembrance imprint on the heart. Many thanks, Mandy G. Wynn, Director of Development

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The RSS mission is clear in its commitment to social justice, and we are proud to share responsibility for ensuring that students at all grade levels are learning about social issues and experiencing the value of taking active roles in their community. Much of the service learning that we teach here at RSS falls into the overarching theme of “Do Good, Be Good,” a popular hashtag used in the RSS community that embodies our ethos. Within that theme, there are often three threads woven throughout: tzedek, or justice; chesed, or compassion; and zakhor, the act of remembrance.

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TZEDEK

Tzedek is also the root of tzedakah, charity work. Tzedek can often be seen as a rebalancing of inequality through literal tzedakakhim, philanthropic giving, but also can include curriculum or programming around racial inequality. A great example of this is SEED, Seeking Educational Equity and Diversity, a program introduced in 2015 by RSS teachers Gab Sussman and Molly Raik, that explores and promotes diversity at RSS in constructive ways.

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CHESED

Chesed, the attribute of grace, benevolence or compassion, is about teaching our children to put themselves in someone else’s shoes. Whether volunteering at shelters, delivering food to the sick, or raising money for immigrants, our students are given myriad opportunities to empathize and experience compassion in real time.

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ZAKHOR

Zakhor, the act of remembrance, is not necessarily just about Jewish history, but history in general. We learn about others and their past so that we may value other people’s stories and paths in life. Teaching students how to listen to one another, step out of their boxes, and embrace people from multiple perspectives and cultures is an important part of the RSS experience.

We work with faculty across all divisions of our school and in close partnership with the RSS Parents Association and CRS to help our students connect with people whose lives may be different than their own, and to empower our students to make a difference. RSS strives to instill a lifelong habit of service to others as a core outcome of growing up in this community. Service learning, in which students’ projects are natural extensions of the academic curriculum, helps children make real life connections to their classroom work and teaches the skills and attitudes needed for responsible, active citizenship. Guided by our sacred texts and the virtues of our Jewish tradition, we affirm Tikkun Olam as a pillar of our school– the responsibility to repair the world, fix its inequities, and pursue a vision of justice. Through each grade, we encourage our students to see their Jewish identity as a call to face the challenges and needs of the world around them, transforming learning into action and a sense of responsibility. Our students are fortunate to be growing up in a school community where they are guided by Jewish knowledge, values, and ethics to become self-confident and socially responsible leaders. It is mission-driven work at RSS to be a leader among our peers in our commitment to community service and service learning.

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DO GOOD, BE GOOD

WAKING UP WHITE: RSS COMMUNITY READ ADAPTED FROM AN ARTICLE BY TALIA AND HENRY SIEGEL, PUBLISHED IN RSS CONNECT, 2015 Author Debby Irving led RSS parents in a lively discussion of her book Waking Up White and Finding Myself in the Story of Race this past fall, as RSS participated in its first ever parent and faculty Community Read.

Waking Up White And Finding Myself In The Story Of Race by Debby Irving

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In October, parents and faculty came together to hear Debby Irving discuss her impactful book, Waking Up White and Finding Myself in the Story of Race. Ms. Irving is lauded for her contributions to establishing better race relations and we were thrilled to have her at RSS during a pinnacle time in our nation’s history. To quote Ms. Irving, “Education is learning what you didn’t even know you didn’t know.” The skeptics in our community wondered why we, a Jewish community, should embark upon this conversation about race when there are so many competing topics that are seemingly more relevant for us. Rabbi Ben Spratt, RSS Rabbi-in-Residence and CRS Associate Rabbi, helped to clarify the importance of this discussion of discrimination by reminding us that the Jewish people have a history of persecution and being “strangers in a strange land,” and as such can – and should – relate and find empathy with the stories in Ms. Irving’s book. In Waking Up White, we are confronted with some facts that many might not be aware of. Did the GI Bill, that pristine symbol of American goodness, the great equalizer, benefit all veterans equally? The sad and perhaps surprising answer is unfortunately not. The Bill that offered white families tremendous socioeconomic opportunities— affordable housing and higher levels of education and the ability to build equity—did not help Black Americans obtain their slice of the American Dream, even though all GIs had fought equally for this country. In another example, Ms. Irving highlights the plight of Native Americans. This country was built on their backs and we effectively took the land from beneath them. We enacted laws to reform and assimilate them by sending Native American children to boarding schools, literally stripping them of their identity and clearly traumatizing them. Again, by highlighting the lesser talked about parts of our national history, Ms. Irving’s book was an eye opener.

Ms. Irving moderated an incredible discussion for the RSS community, where we learned how, as well-intentioned citizens, we can become more informed and authentic in relating to others with different backgrounds. Many RSS teachers have already embarked upon this process of change. Several of our teachers attended specific training to enlighten them on how to promote diversity within the classroom and improve their teaching methods. The rest of our community can start down our own path towards change. Instead of avoiding topics of race and remaining insulated, we can raise awareness about these issues, communicate our knowledge to our families and friends, and encourage those we care about to read and educate themselves on the topic. Only by raising awareness and informing ourselves can we seek to have honest dialogue and attempt to impact change in our collective behavior. Rabbi Spratt further explains the connection between understanding race relations, and Jewish ethics and values: “Our collective identity emerged in the experience of being beaten, ignored, marginalized, oppressed, and maligned. From our Jewish experience of racism – past and present – comes the clarion call of responsibility to lift up the fallen, stand beside the outcast, embrace the marginalized. When the blood of prejudice cries out to the world, we are commanded to stand up and declare, ‘I am my brother’s keeper.’ So long as racial injustice exists in civil society, it is the moral imperative of our Jewish narrative to speak out, stand up, and bring balance to a broken world.”

 (Above) As a part of our community study, we painted self portraits. In class, we had several discussions about the ways in which we are all similar, but also about the things about us that are special, unique, or different. The following week we continued that conversation—specifically focused on our bodies—our skin, hair, and eyes. We read Shades of People by Shelly Rotner and The Colors of Us by Karen Katz. After reading these books, we took out some paints and mixed colors to try and make our skin colors. We mixed the colors on our skin—when the colors disappeared we had found the right shade! Children were surprised to find that no child’s skin color “recipe” was the same as another’s. We gave the children the opportunity to name their colors and then we used their colors to paint self portraits. The children worked carefully on these beautiful portraits!” Ms. Raik and Ms. Mitchell, Kindergarten Room 304

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DO GOOD, BE GOOD

 (Page 13, Top) Pre-K: Our Pre-K students visit the Women In Need Storage Closet at CRS with Rabbi Ben Spratt, and learn about what it means to be homeless and how we can help those less fortunate.

 (Page 13, Bottom) In Kindergarten, our students gather for an annual March for Fairness. Conceptualized by Kindergarten Teacher Molly Raik, the March for Fairness galvanizes students around issues that they are passionate about. They spend time in class discussing issues like animal rights, homelessness, and keeping the Earth clean. Students then choose one particular issue that they would like to fight for, and create signs with phrases like “All Kids Deserve A Home,” used in a protest walk around the 84th Street campus and surrounding neighborhood. The walk empowers students at a young age, and teaches them that being vocal on issues can attract positive attention and effect change.

COMMUNITY BUILDERS BY STEPHANIE SOKOL, KINDERGARTEN TEACHER A significant focus of the Kindergarten curriculum is on the theme of community. Each classroom creates a kehillah kedoshah, or holy community, where students learn both together and from each other. As the school year begins, students build a supportive learning community in the classroom; they are given classroom responsibilities and jobs, and learn about the importance of working together. Throughout the school year, students become problem solvers and good citizens, both in the classroom and in the world. One of my favorite experiences during our study of the school and congregation community is visiting Congregation Rodeph Sholom’s Men’s Shelter with Rabbi Ben Spratt. He tells the students that the Men’s Shelter is the most important room at Rodeph Sholom. Rabbi Ben teaches us that when we are fortunate to have blessings, it is our responsibility to pay it forward to those who are not as blessed. At Rodeph Sholom, we have the blessing of a beautiful building—we share that blessing with others and turn our building into a home for people who do not have homes. This particular visit is a great leadway into our RSS community study. Some of our neighborhood community trips relate to the Jewish concept of tikkun olam (repairing the world). As a class, we discuss ways that we can share our blessings with our neighborhood. Tzedakah is defined as righteousness. Many students understand tzedakah to be an act of giving charity. However, to be righteous is to help others. No matter what your financial status, you can still give to others. In Kindergarten, each classroom uses their collected tzedakah coins to buy groceries that are brought to the West Side Campaign Against Hunger (WSCAH), a local food pantry. We take our tzedakah coins to the bank to exchange them for paper money and learn about ways that people in a community use a bank. With our collected money, we invite our grownups to come join us on a trip to Gristedes, where we buy groceries for the food pantry. Then, we deliver the food to WSCAH, and spend time stocking the shelves, learning about the services that it provides. In Kindergarten, we lay the foundation of building a sense of togetherness—and stress the importance of appreciating and sharing our blessings with the world.

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DO GOOD, BE GOOD

 (Page 15)

FINDING EMPATHY AND THE PAST IN THE PRESENT

Each year, our 3rd Graders participate in Ellis Island Day, a culmination of their unit on immigration. The unit focuses on the push-pull factors that led people to leave Europe for America, and on the myriad cultural influences immigrants bring to the United States. On this day, students dress in authentic clothes of the time period, and go through a mock entry into the US, with the gym serving as Ellis Island. The day gives our students a glimpse into the lives and experiences of immigrants.

BY RACHEL BEATON, 3RD GRADE TEACHER

2nd Grade: In the fall, students host a Read-a-Thon. 2nd Graders collect pledges for how many pages they read, and then use that money and their tzedaka money to donate to Reach Out and Read, an American nonprofit organization that advocates for childhood literacy. Students also donate books from Barnes & Noble, and raise money for a non-profit organization that builds mobile libraries in Harlem. In 2015-2016, RSS students read over 300 hours and raised close to $10,000.

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In 3rd Grade, we focus on the idea of #dogoodbegood by studying the connection between our outer actions and our inner selves. 3rd Graders work toward increased responsibility, independence, and empathy throughout their lives, and the process of giving tzedakah plays a vital role in this process. In order to showcase the various needs of people in our community and around the world, the students selected two very different organizations to give their tzedakah to in the fall and spring semesters. In the fall, students were encouraged to consider what they find most valuable about their schooling experience – new books, pencils, technology – and then vote for their top priority. The majority of the students voted for basic supplies as they felt that these were the most critical for classroom success. Then, we examined several New York City classrooms on the website donorschoose.org who were looking for these items. The students read the profiles of each classroom and voted on the classroom that they felt was in the most dire need of supplies. The students raised $190, which they donated to a classroom that serves children with autism. Before donating the money, the 3rd Graders learned about what autism is and how it affects learning. In a world that is often still disparaging towards people with disabilities, the 3rd Graders felt it was important to recognize that children of all abilities and learning profiles deserve to have the tools they need to learn. In the spring, we looked toward more global organizations that we could support and immediately happened upon the Hebrew Immigrant Aid Society (HIAS). In 3rd Grade, our students study the third wave of immigration (1881 – 1920), create an immigrant persona and write historical fiction journal entries from their persona’s perspective. The students drew many parallels between immigrating at the beginning of the 20th century and modern day immigration, such as financial concerns, racism, and xenophobia, among others. HIAS was started during the third wave to support the immigration of Jewish immigrants during this time period, and has since been expanded to support people of all religious and cultural backgrounds through the immigration process, particularly refugees. The difficulties of being a refugee were highlighted over the course of this school year, and our students learned about the refugee crisis within the context of modern day immigration. The 3rd Grade raised over $280 to donate to HIAS and support the needs of immigrants today, just as HIAS supported the needs of many of our Jewish ancestors one hundred years ago.

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The students drew many parallels between immigrating at the beginning of the 20th century and modern day immigration, such as financial concerns, racism, and xenophobia...

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T his helped to humanize the members of our community who need support in a time of need.

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FINDING COMMONALITIES IN UNCOMMON GROUND BY EMMA PRICE, 4TH GRADE TEACHER In 4th Grade, students practiced #dogoodbegood by tying their Social Studies learning to their tzedakah project. In the first half of the year, we focused on change we could make in our community nearby. We focused this year on the desire to make positive change in the immediate community as well as the larger community. In the fall, students raised over $150 for the CRS Men’s Shelter. A representative who works at the men’s shelter came to speak to the students about how the shelter works, and what our contributions could provide for the men. 4th Graders who volunteered with their families at the shelter also spoke about their experiences spending time with the men. This helped to humanize the members of our community who need support in a time of need. In the second half of the year, the 4th Grade raised over $200 for the American Indian College Fund. The American Indian College Fund provides scholarships that allow American Indian students to go to college. We learned from exploring the website that fewer that 2% of college students are American Indian, and only 13% of American Indians have a college degree. We studied the ways in which American Indians were treated throughout history in our exploration of Social Studies this year. We started the year by reading Encounter, by Jane Yolen, and understanding the perspective of Taino people as Columbus and his men arrived. Then, we explored the truth behind Thanksgiving, and how the relationship between settlers and natives deteriorated as generations passed. In each region of the United States, we studied the tribes that were there first, and the ways that the ideals of Westward Expansion and Manifest Destiny caused American Indian culture to suffer. We ended the year by studying Indian boarding schools and reservations today, and discussed the way that poverty continues to keep Native Americans trapped in a cycle that is very difficult to escape. We wanted to instill a sense of hope for this community, so we decided to contribute to the American Indian College Fund in an effort to try to break the cycle of poverty by offering access to higher education. In class, we talked about the ways that education makes people more powerful, and the possibilities that are opened through a college education. This project allowed us to explore the Jewish values and ethics, and the imperative Zakhor, to remember and pay tribute. In Social Studies, we made an effort to remember the rich cultures of Native Americans, and the role that settlers and people in power played in causing the decline of their culture. We hope that through our support of the American Indian College Fund, new American Indian leaders will have an opportunity to attend college and create ways to preserve and add to the cultures and communities of Native Americans.

 (Page 16, Top and Bottom) 1st Grade: In 1st Grade, our students learn about cultivating compassion for one another. February is Jewish Disabilities and Inclusion Month, so students donate their tzedakah money to the Israeli Guide Dog Society and have a visit from a real guide dog to learn about the needs of the blind. They also learn about Heifer International, and then sell animal crackers in support of Heifer at the 1st Grade Market in the spring.

6th Grade: Twice a month, our students key into the world around them in the context of Jewish Holidays. Whether participating in a clean-up in Riverside Park for Sukkot, going on an Educational Alliance trip to the Pre-K Headstart Program, or visiting a soup kitchen, our students look at the high need communities in New York City and devise ways to help them, expanding on Jewish values and ethics.

7th Grade Philanthropic Initiative: We are blessed to be part of a community where giving back is a front and center priority. Our students’ Bar and Bat Mitzvah gifts go into a collective fund, which the students decide how to allocate. Students learn about the why and how behind philanthropic giving, choose their own nonprofit organizations to give to, make site visits, and learn about what makes a great NPO. IMPACT REPORT 2015-2016 | 19

DO GOOD, BE GOOD

THE MIDDLE SCHOOL EXPERIENCE Throughout Middle School, service learning plays an important part in preparing RSS students for the world that lies ahead of them after graduation. “Our kids are really interested in discussing what qualities are most important in serving, both here and abroad. They always have the Israel trip in mind and the kinds of service projects we’ll undertake there,” said Cory Schneider, Director of Service Learning and Middle School English and History Teacher. Four Undefeated Years for Girls Basketball We are so incredibly proud of the dedication and hard work of our 8th Grade girls basketball stars, who finished their athletic careers at RSS with four undefeated seasons and a 40-0 track record. There is no better example of Do Good, Be Good, than the sportsmanship and respect that RSS athletes exemplify on and off the court. The teamwork and camaraderie that you have for each other is truly impressive. Go Lions!

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The RSS service learning curriculum is intentionally laid out, building toward students’ participation in hands-on service in Israel during their culminating 8th Grade trip. Beginning in 5th Grade, students perform in-school service by working with their 1st Grade buddies. Initially 5th Graders meet 1st Graders in their classrooms at 84th Street where they participate in monthly service projects. These meetings begin with an exploration of the value of derech eretz, community standards, and include learning about organizations that help people such as Women in Need and the Israeli Guide Dog Association. At the close of the year, 5th graders help introduce 1st Graders to 79th Street and help ease the transition to a new building. In the 6th Grade, Service Learning is a hands on experience at NYC organizations such as Education Alliance and Project Ore, which helps Jewish homeless people. In addition, RSS hosts literature discussion groups with seniors from Dorot – a Manhattan based non-profit social service organization providing a wide range of services for seniors. The focus of the program shifts in Grade 7 as students dive deeper into the concept of tzedakah and connect it to Jewish philanthropy. Students identify issues that are of importance to them, conduct research, find organizations that address the issues, and visit these organizations. Once the process is complete, students vote to decide how to distribute the funds they have raised by forgoing b’nei mitzvah gifts to each other and by collecting tzedakah at Kabbalat Shabbat each week. By the time students reach 8th Grade, they have a thorough understanding of the ethical, interpersonal, and organizational aspects of service and are ready to branch out to more global concerns. These may include learning about ongoing situations of injustice, which they try to address through identifying sustainable solutions, as well as finding root causes of ongoing problems. The 8th Graders end their year putting all that they have learned into effect as they perform service in Israel. As Middle School Director of Service Learning Cory Schneider observes, “The 8th Grade service learning curriculum is very much connected to the Israel trip, and asks students to dig deeper into the philosophy of service, and what it means to be a ‘global citizen’ or steward.”

i f you’re looking to improve your own city, country, continent, or the whole world, there is always something that you can to do help.

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Roey N., a 2016 RSS graduate, said, “RSS’s philanthropy program truly helps students get a grasp of what it means to be a philanthropist, as well as an active and aware member of any community. The program is incredibly interesting and really encourages every student to participate, as well as to continue their experiences after their time at RSS is over.” “We spend a great deal of time discussing what it means to be a ‘global citizen,’ and when we are in Israel, we are the face of both Rodeph Sholom School and of the United States in general. I also learned that no matter if you’re looking to improve 20 | IMPACT REPORT 2015-2016

your own city, country, continent, or the whole world, there is always something that you can to do help,” Roey said. Camila D., a recent graduate of the Class of 2016, was inspired by the variety of ways one can make a difference through service. “What I enjoyed the most about the service learning program was seeing how people were able to continue their love of helping throughout their whole lives. I find helping people in need to be very important, and it is something I am very passionate about, so listening to people who were able to make a big difference was truly inspiring,” Camila said. “I really loved hearing about the ways that non-profit volunteers have helped in different communities. They talked to us about a range of things that

they have done, such as volunteering as tutors and teachers to building houses in other countries. That showed me that there are so many ways to help and each one of these ways can make a difference,” she said. Camila started her own non-profit organization, Art with a Heart, to focus on giving care and attention to small children living in shelters. Initially inspired by the philanthropy program at RSS, Camila brings baked goods as well as arts and crafts to children in shelters they can enjoy a sweet treat and simply have a good time. Many of the mothers in these shelters have just escaped abusive relationships and are working hard to get back on their feet, trying to support themselves and their children.

“Simply caring for these kids truly brightens their day. Seeing their eyes glow with happiness only inspires me to continue Art with a Heart, and I hope to do it for as long as I can.” “One thing that I’ve learned is that as long as you offer your help with the best intentions and a caring heart, your effort will make a difference in somebody’s life. We learned that even a small gesture like simply offering a listening ear could help someone in huge ways.” “I learned that giving kindness and love is the first step to changing the world— and anyone is able to do it.”

A SAMPLING OF ORGANIZATIONS THAT OUR STUDENTS WORKED WITH THIS YEAR:

We were thrilled to receive this note from non-profit organization City Year, which helps high-poverty students succeed in school, after their visit with our 8th Graders: ”...Wow, your kids are simply extraordinary. Thank you very much for inviting City Year to come speak with the 8th Graders at RSS; I think our panel had as meaningful an experience as their audience.” We think our students are pretty extraordinary, too. Thank you, City Year, for inspiring our students – and for all the good you do in the world!

Abraham Fund

TEAK Fellowship

Project Happy

The New York Foundling Hospital

Girls for Gender Equity

International Rescue Committee

Bottomless Closet

Central Park Conservancy

The Lower East Side Girls Club

CRS Men’s Shelter

Sanctuary for Families

DonorsChoose.org

The “I Have a Dream” Foundation

Dorot

JDRF

Educational Alliance

Jordan River Village

God’s Love We Deliver

Association to Benefit Children

Headstart

Musicians on Call

Hebrew Immigrant Aid Society

Free Arts NYC

Heifer International

Bridging Education & Art Together

Indian College Fund

Storefront Academy Harlem

Israeli Guide Dog Society

Harlem Educational Activities Fund

Reach Out + Read

Harlem Children’s Zone

West Side Campaign Against Hunger

Center for Urban Community Services

Women in Need

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FACULTY AND STAFF

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THANK YOU TO OUR FACULTY AND STAFF We are incredibly grateful for all of our talented, dedicated faculty and staff. We feel particularly lucky to celebrate those who have been at RSS for 10 years or more. Below is a list of individuals and their tenure at RSS, making our school a better place each day. Mazel tov!

ADMINISTRATION

FACULTY

Marsha Berkowitz 24

Anna Hoffman

Julia Duffy

Suzie Newman

Cindy Nagel

Miri Becher

Colleen Dundon

Hava Weiss

Stephanie Brooks

Michelle Shmuts

Marge Olsen

Jonathan Stern

Maxine Borenstein 15

Jennifer Blaikie

Michael Gruber

Laurie Piette

Diane Bassin

Laura Stuken

Megan Shotwell

Adrienne Silberman 22

Noah Carlson

Adam Newman

Debbie Semmel

Barbara Naughton 12

Lisa Brown

Mike Glick

John Parente

Eric Castro

Meri Fine

Laurie Rayman

Keren Schuller

Lisa Rockman

Joshua Moshen

Brendan Oswald

Sara Yoskowitz

Han Wu

Emily Kaufman

Karen Fecher

Hanna Larish

Joanna Erber

Johanna Snyder

Jonathan Levine

Johnny-Ray Vega

Christy Daproza

Marietta Snyder

Helen Singer

Stephanie Sokol

Judy Weinmann

Vivien Drabkin

FACULTY AND STAFF

CELEBRATING ANNA HOFFMAN BY J U DY L A N D I S This article was originally published in RSS Connect Volume 2, Issue 5.

It was a Friday afternoon and a spring shower tapped on the windows of the Eisner Auditorium, just a few floors from Room 204, the classroom Anna Hoffman has occupied for some 30-plus years. Peers and students of all ages were there, but there were no small rain boots for her to affix to any feet. Rabbi Robert Levine, Senior Rabbi of Congregation Rodeph Sholom, addressed those gathered at the Shabbat Pre-Neg in honor of Anna, and asked them to imagine how many “boot changes and other personal chores she had performed for her students through the years.” It was hard for everyone to contemplate as they prepared to say goodbye to Ms. Hoffman, or “Anna” as she is affectionately called, a beloved RSS teacher who is retiring after 38 years at RSS. “When I came here, we all wanted to be Anna,” were words spoken by Suzie Newman, Director of the RSS Early Childhood Division. “She had the cool clothes and the cool voice,” Newman reminisced. But Newman quickly reminded everyone of what kept Ms. Hoffman happiest: coming back to Room 204. “It was always first, her love of the children, every day.” And this love is not expected to diminish when Ms. Hoffman leaves RSS, at least as a full-time staff member. “Anna, I promise, you will be number one on our subs list!” Newman joked, although clearly she meant it. A few days later, Ms. Hoffman sat for an interview in her room on 84th Street. Her kids were at music, and in the momentarily calm room, she described what makes some days particularly good ones. “When the kids are playing so nicely and there’s no disagreeing; or even when there are minor disagreements and they can talk it over and work it out,” she said, sounding more like a state negotiator than a teacher. “Or when they hug your leg!” And what constitutes a bad day? That was a challenge for her to answer. “You have to laugh at the kids sometimes because they’re adorable even when they are complaining, which sometimes they do of course,” illuminating what has made Ms. Hoffman an ideal Pre K teacher. At first, Ms. Hoffman taught in the Nursery School at RSS, but when a Pre-K position opened up she thought, “I can do this.” She worked hard to attain the skills necessary to teach Jewish Studies through workshops, classes, and books. “I think the professional offerings for staff to go to workshops and take enrichment courses are incredibly generous.”

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Alumni of Room 204 recall Anna and her distinct, squeaky voice with warmth and good memories. “She always sounded so kind and sweet, like she cared about what you were saying,” recalled Rachel Landis, Class of 2015, now a high school freshman, “regardless of the fact that it was probably a mostly incoherent four or five-year-old babbling.” “The most important thing is to have fun. That’s number one. You’ve got to have fun, you’ve got to laugh,” Ms. Hoffman says regarding her teaching philosophy. She balanced that with the understanding that curriculum matters. “Even if there’s a little more freedom with preschoolers,” the curriculum mandates working on Pre-K students’ skills in literacy, math, and critical thinking. She also advised, “Teachers should be open to learning new things. You work with partners, and new partners come in with new ideas. You have to embrace new things and you cannot be locked in. Think about it. I’ve been here so long. What would it be like if I was locked in? It’s like being a dinosaur in your field.”

Certainly a dinosaur would not have been feted the way Anna was. "The entire RSS administration agreed that Anna's 38 years of service to our community merited special recognition, and we were very pleased when Rabbi Levine offered to honor Anna both before and during a Shabbat service,“ said Head of School, Dr. Jerry Katz. Looking over her time in the RSS and CRS communities, Ms. Hoffman said, “there’s a great deal of care for the people who are connected to RSS and the Synagogue. Difficulty or troubles in life… people are here to help. The soul of the School has remained [the same].”

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FACULTY AND STAFF

THANK YOU, ANNA BY DORA USDAN ’16

Dear Anna, Although Pre-K feels like forever ago as I have just recently graduated, the lessons that you taught and the morals you encouraged are still fresh in my mind. My Pre-K self was bubbly and energetic, and you helped my creativity to flourish and grow as I moved through school. I remember this creativity through a few specific memories. One of these memories is of how each week you taught us a different song and at the end of the school year we made a cd. I still have this cd and two summers ago I actually taught one of the songs on it to my camp. This “Turkey Song” was fresh in my memory after so many years and remains a song sung at my camp at meals. Even in your classroom itself, there were many parts of our class that were different from the other Pre-K rooms. For example, the cozycorner, the old typewriter, and even Snowflake the guinea pig. To this day, I have strong memories with my friends fighting over who got to spend free time in the cozy-corner or typing a letter home on the typewriter. Thank you, Anna, for helping me to grow into a confident graduate, who is comfortable with her creative side and not afraid to be who she is in high school. Love, Dora

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“The first time I called Sue, I needed help, and I got it. Same was true for every call I ever made to her, except she called me honey on every subsequent call. When I started working at RSS, I visited the business office at 83rd Street and found Sue behind piles of paper, smiling and welcoming. She was curious and kind as she took time to get to know me. I immediately felt I had met someone who would be looking out for me.

REMEMBERING SUSAN KURSCHNER Sue Kurschner in 2015, at a plaque dedication ceremony in honor of her exceptional service to our community.

We remember fondly and with love our congregant and CRS colleague Susan Kurschner, who passed away on July 24, 2016 after a two year battle with cancer. She was actively involved with Rodeph Sholom for over 50 years. She served as a Confirmand, and a devoted volunteer and was a mainstay of our Business Office for almost 40 years. Last September, we gathered to honor her work and installed a plaque outside the business office where she spent so much time. The plaque states: “Many women have done excellently, but you surpass them all.” – Proverbs 31:29. That was our Suzie.

Sue passed away while we were working on this Impact Report. It was too late in the process to call for stories from the hundreds of people who attended her memorial service and who were touched by Sue. So I’m sharing my personal connection and grief as a small way of recognizing her indelible impact on the Rodeph Sholom community. Sue is the stickiest kind of glue, so you can never let go. She is a tractor beam, the world’s largest magnet, the open arms of every loving mother. She is a tuning fork set to the key of optimism. She is a new hairdo with red lipstick giving you confidence. She is the mirror, mirror on the wall showing your brightest smile back at you, diminishing your faults. Sue is a part of Rodeph Sholom, living forever in our welcoming spirit and belief in each other. I’ll miss Sue on the other end of the phone, and I promise to emulate her as best as I can if you ever call me.” Mandy Wynn, Director of Development

We extend our heartfelt condolences to her entire family, her husband Robert, her children Jackson and Marc, daughterin-laws Minoo and Jamie, and her beloved grandchildren Maya and Jonah. Her cousin, Helaine Geisman Katz was like a sister to her, and we extend our condolences to her as well.

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ALUMNI

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LET TER FROM THE DIRECTOR OF ALUMNI RELATIONS T H E F U T U R E I S I N #D O G O O D B E G O O D H A N D S DEAR RSS PARENTS, FAMILIES, FRIENDS, AND ALUMNI OF RODEPH SHOLOM SCHOOL:

This fall, two RSS alumni, Ezra Levine ’00 and Katie Levy ’04, were engaged after Ezra, on bended knee, proposed at center court of the gym on 79th Street. Ezra and Katie’s decision to get engaged at RSS is an exciting indication that the important life decisions our young alumni are starting to make are directly influenced by their experience at the School. Indeed, many of our alumni, as our “Do Good, Be Good” ethos suggests, are active in their desire to see good in the world. They’re not bystanders, satisfied to simply hope for peace, but are, as the name of our school suggests, pursuing it. For another example, look no further Look no further than Anna Lipin ’11, whose tireless work writing for Yale’s Sustainable Food Program reminds us that being conscientious consumers of food is a social responsibility and necessity for anyone serious about fixing a broken world. Former student, Tess Linden, who recently finished working to reforest a piece of Costa Rica’s over-farmed rainforest, will tell you that the Jewish value of Tikkun Olam is instilled in her because of how the RSS community responded to the devastating south Asian tsunami in 2004. Rachel Kupfer ’08, is pursuing a Master’s in Public Policy at the University of Chicago and, as a summer gig, she worked for Planned Parenthood in their Health Outcomes and Performance Optimization Division. The list goes on and continues to grow as more and more RSS graduates navigate their young adult lives with a moral compass and the passion to Be Good, Do Good, fueled by their RSS education. Sincerely, Louis Glaser Director of Alumni Relations

ALUMNI

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We are so proud of our 2015 graduates and all of our alumni, who prove in so many ways, again and again, that an RSS education lasts a lifetime.

CONGRATULATIONS TO THE FOLLOWING 17 HIGH SCHOOLS WHO WILL RECEIVE OUR ACCOMPLISHED AND AMAZING GRADUATES THIS FALL:

Abraham Joshua Heschel School

Harvest Collegiate High School

The Bronx High School of Science

High School of Art and Design

Columbia Grammar and Preparatory School School

Horace Mann School

The Dalton School

Little Red School House and Elisabeth Irwin High School

Dwight-Englewood School

The Packer Collegiate Institute

Ethical Culture Fieldston School

Poly Prep Country Day School

Fiorello H. LaGuardia High School of Music & Art and Performing Arts

Riverdale Country School

Grace Church School

CONGRATULATIONS TO THE FOLLOWING 28 COLLEGES WHO WILL BE RECEIVING OUR ALUMNI FROM THE CLASS OF 2012:

Saint Ann’s School The Spence School

Bowdoin College

Skidmore College

Columbia University

St John’s College

Cornell University

Syracuse University

Dartmouth College

Tufts University

Duke University

Tulane University

George Washington University

University of Chicago

Harvard University

University of Michigan

Macalester College

University of Pennsylvania

Middlebury College

University of Southern California

Muhlenberg College

University of Wisconsin

New York University

Vanderbilt University

Oberlin College

Vassar College

Pace University

Washington University in St. Louis

Sarah Lawrence College

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ALUMNI

HOW THE SPIRIT OF TIKKUN OLAM AT RSS INSPIRED A U.S. MARINE

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“What do you want to be when you grow up?” is a question many RSS students are asked to think about. Alum Zach Schwinder (’06) vividly remembers sitting in Mr. Feldman’s class in 3rd Grade and answering that he wanted to be a Marine. Ten years later, Schwinder accomplished his goal; he is now serving as a 2nd Lieutenant in the United States Marine Corps. After attending Riverdale and then the University of Michigan, this RSS alum was able to follow the path he had laid out for himself, the inspiration for which he credits partially to his experience at RSS: “At Rodeph Sholom School, we are taught from a very young age that it is our job to repair the world and to protect those who cannot protect themselves. RSS and CRS are where I grew up and learned about who I was and who I wanted to be. The values that were instilled in me during my time at RSS, in Hebrew School, and as a congregant have led me to my current path. In that sense, I believe that my service in the Marine Corps will allow me to do both of those things effectively.” The rigorous academic programs at RSS and emphasis on building personal characteristics such as accountability, responsibility, and citizenship may also have served as a primer for the lengthy and arduous process of becoming a Marine. “Whether it was English class taught by Mr. Palmer, Hebrew taught by Morah Hava or Morah Yael, Science taught by Mr. Parente, or just overall guidance from Ms. Borenstein, I believe

that these teachers and others had a great impact upon my growth during my time at RSS. Officer Candidate School was the most demanding 10 weeks of my life. On an emotional, physical and mental level, OCS challenges you to adapt and overcome problems at every second of every day,” he said. Schwinder is proud of the hard work it has taken him to become a 2nd Lieutenant in the U.S. Marine Corps, calling it “one of the greatest things I have ever accomplished.” Currently stationed at The Basic School in Quantico, VA, Schwinder is planning on attending Flight School in Pensacola, FL next year, where he will take Flight School classes and train to become a Cobra Pilot – manning an attack helicopter and keeping other Marines safe. It will take around a year and a half until Schwinder is ready to be stationed somewhere, which he is palpably excited about. “My three main reasons for wanting to serve were: to bring young Marines home alive and in one piece to their families, to serve the country that has given both my family and me so much, and because I consider it both my duty and obligation to my country. I have always wanted to serve my country and no time is better than the present,” he said. If you are a current student, alumni, or member of the RSS community with any questions about the Marine Corps, or are curious about serving in the Military, please reach out to Zach Schwinder at zschwinder@gmail.com.

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ALUMNI

FROM RSS TO THE RAINFOREST

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“I distinctly remember studying seeds in 5th Grade science class—that was one of my favorite units!”, says Tess Linden, biologist and environmental science researcher. Linden gradated from Harvard College in 2015 with a degree in Organismic and Evolutionary Biology and spent this past summer volunteering in the rainforests of Costa Rica. The tropical forest in Costa Rica is home to an incredible amount of biodiversity, with many endemic species, highlighting the importance of protecting the land to ensure the future of its biodiversity. However, much of the forest has already been cut down to make room for cattle pastures and oil palm plantations, among other things. “Costa Rica is the only developing country that has been able to reverse the trend of deforestation towards reforestation in recent years,” Tess says. “This is thanks both to large, government-funded reforestation projects and also to many smaller, privately funded projects—people trying to do their part. There’s still much work to be done, however, if we want to keep this trend going.” In order to do her part, Tess is helping to combat deforestation by volunteering with a reforestation project that aims to convert an area of land called The Finca Amable into new forest land by planting native tree species. Tess’s work consists of caring for saplings in a nursery and planting them at the Finca when they are ready.

Environmental sustainability is something that Tess has always been interested in, but this is the first time she has volunteered directly on the ground. Tess credits her experience at RSS in part to what drove her to give her time and energy to making the world a better place. “The devastating 2004 South Asian tsunami happened while I was at RSS, and I was struck by how quickly the Rodeph Sholom community rallied around the cause to raise money for relief efforts.” “It’s rewarding to feel that even though my contribution is small, I am a part of a cause that is larger than myself. My teachers used that opportunity to teach us about Tikkun Olam, our duty to heal the world. The idea of Tikkun Olam left a big impression on me, and I have thought a lot about it while I’ve been in Costa Rica. Because so many people here are willing to contribute their time and effort to this duty, we have been able to start healing the rainforest. It is an uphill battle but that only makes the cause more important.” Tess recently returned back to the US to attend graduate school this fall, but she looks forward to future volunteer opportunities. As for budding scientists here at RSS, Tess encourages students to “do what you love and don’t let anyone stop you! Also, take advantage of your teachers and don’t be afraid to ask for help when you need it.”

“The trees grow surprisingly fast, and I’ve found it very rewarding to visit the sections of the Finca that were planted four or five years before I got there—they already look like true forest!”

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PA R E N T S A S S O C I AT I O N

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PARENTS ASSOCIATION

My cup is overflowing with gratitude and joy from all of the gifts that I received during my tenure as President of the RSS Parents Association (PA). Being a parent and a committed volunteer at RSS is a privilege, and for this I am grateful. It has also been a privilege to work so closely with our PA Executive Board, our spirited group of parent volunteers, and our Head of School, Dr. Jerry Katz. I have learned so much through my work at RSS. I have learned what it means to partner with the community, what it means to work with an extraordinary group of parents and their families, administrators, faculty and clergy; what it means to strive for connection, deep meaning, and excellence; and to move that bar higher with each passing year.

GRATITUDE AND JOY BY DEBRA WASSERMAN, PA PRESIDENT 2014-2016

This article was published in RSS Connect Volume 2, Issue 5.

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We witness on a regular basis the power of how Jewish traditions and community can enhance our families’ lives in all sorts of ways, and I have learned how when families are open, our children, through the education they are receiving at RSS, can be our guides and our teachers. Together as a community, we learn about commitment and dedication, friendship and leadership. I am reminded of something that Rabbi Levine, once wrote in an email to the editor of The Jewish Week. He said, “In my experience, when we see people feel confident in their (Jewish) skills, they feel more attached to the Jewish Community and its purpose.” What I appreciate about this statement is that it really doesn’t matter if those people are five years old or 50 years old, the same principle applies. That is, it is never too late or too early to gain confidence in your Jewish skills, and ultimately use those skills to make a contribution–Jewish related or not–to the greater society at large.

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2015-2016 EDITORIAL BOARD CO-CHAIRS

Karen Bank P’14, ’16 Candice Braun P’16, ’18, ’23 EDITORIAL BOARD

RSS Connect is a newsletter run by a volunteer board of parents that reflects Rodeph Sholom School’s Jewish values while highlighting academic, extracurricular, community, and social activities.

Rebecca Goodkin P’24 Jeff Haber P’21 Laurie Izes P’20, ’20, ’23 Judy Landis P’15,’20 Shira Nichaman P’13, ’17 Erin Leigh Peck P’18 Stephanie Slesinger P’23 Alina Wickham P’21 PARENTS ASSOCIATION COMMUNICATIONS NETWORK

Gheña Korn P’22, ’24

WE WANT TO HEAR FROM YOU!

If you have a story idea, a topic you’d like to see covered, would like to contribute an article, or have thoughts on something you’ve read, please let us know: rssconnect@rssnyc.org

Laurie Ravetz P’13, ’16 PRESIDENT, PARENTS ASSOCIATION

Debra Wasserman P’21, ’23 HEAD OF SCHOOL

Dr. Jerrold I. Katz

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PARENTS NAME ASSOCIATION SECTION

Tzedakah Infuses Daily Life at RSS BY GHEÑA GLIJANKSY KORN AND DEBRA WASSERMAN APRIL 11, 2016 This article was published in RSS Connect, Volume 2, Issue 4.

RSS Connect had a chance to sit down with RSS Rabbi-in-Residence Ben Spratt and Director of Studies Laurie Piette to discuss how the Jewish value of tedakah is incorporated into the curriculum and culture of our school. Below is a summary of what we learned over the course of those conversations. To begin to understand how the value of tzedakah infuses daily life at RSS, it is helpful to give some context to what tzedakah means, and how it is practiced within the framework of the Reform Movement. Jewish belief holds that humans were created in God’s image (B’Tzelem Elohim). People are thus viewed as active participants in the work of creation, given both the power and the responsibility to serve as caretakers of this world. As such, one of our principle tasks is to strive for fairness and, in doing so, bring balance and justice to the world. Though “tzedakah” is often used as a catchall phrase for “charity” or “good deeds,” its root, tzedek, means justice. It follows that we do not engage in tzedakah only because it is something charitable to do, or because we may often feel good when we act in a way that helps others. These both may be true, but, according to Jewish principles, we engage in acts of tzedakah because it is our mandate to strive to make the

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world better and, in so doing, we become aware of the godliness in the world. This framing of tzedakah aligns with a core principle of the Reform Movement: the purpose of engaging in Jewish ritual is to connect us with divinity and to inspire us to behave more ethically in a constant effort to lift the world towards balance and justice. The thoughtful and multilayered way in which the value of tzedakah is incorporated into the RSS curriculum speaks directly to our School’s mission. Since our students range from toddlers to young teens, tzedakah is woven into their school experience in a manner appropriate to their intellectual and emotional development. The program moves from the concrete to the abstract—from the simple action of placing coins in a tzedakah box each week to the complex task of grappling with the root causes of some of our world’s most troubling issues, such as hunger and homelessness. As children move through the grades, they are exposed to increasingly challenging hands-on service learning projects. These projects, always connected to aspects of the overarching grade curriculum, provide them with opportunities for deeper understanding of the issues they are seeking to remedy through their service.

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The arc of the RSS tzedakah program seeks to open children’s eyes to ever-increasing concentric circles—beginning with themselves and their classroom and moving outward to the larger world. Yet, at the same time that we seek to have children become aware and invested in the wider world, we must also ensure that a natural inclination to think big and grand—to be drawn to the dramatic global issues that are consistently represented in the media—does not come at the expense of ignoring the needs of those who are much closer to home. The RSS tzedakah program encourages students to find ways to engage in tzedakah that are both particular and universal, large scale and small. The organizations with which the School’s tzedakah program is aligned are a mix of specifically Jewish organizations and broader, universal organizations. These organizations also incarnate the Jewish value of preserving people’s dignity and Rambam’s concept that the highest form of tzedakah is to help others become self-sufficient.

ticular organizations target. These experiences then translate to the children’s ability to explore and understand the work of other organizations, something they do in great depth over the course of the 7th Grade Philanthropy Project when they are responsible for selecting the organizations that will be the beneficiaries of their Philanthropy Fund. As children move through the RSS tzedakah program, delving ever deeper into the issues, they are playing out a key principle of the RSS Jewish Studies curriculum: that of informed choice. The tzedakah program not only exposes students to service learning, it also provides them with the tools to make their own, thoughtful choices about what tzedakah means to them and how they will engage in the work of tikkun olam (repairing the world). The hope, reflecting our School’s mission to create “socially responsible leaders” is to create young people who are, indeed, tzadikim—envoys of social justice.

Several of the organizations our children are exposed to are ones that spiral through the curriculum, becoming touch points for multiple grades. Revisiting organizations over the course of their studies, as students grow and mature, enables children to gain greater insight into the issues that those par-

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PARENTS ASSOCIATION

Financial Aid at RSS: Does it cost to ask? BY ALINA WICKHAM FEBRUARY 8, 2016

This article was published in RSS Connect, Volume 2, Issue 3.

I am a writer and my husband is a teacher. We cannot afford $40,000 for private school tuition. One year, we had three kids in private school. We certainly could not afford that. Thankfully, our children’s schools were immensely generous with financial aid, allowing us access to an education we could not have provided otherwise. While our older two sons attended a boys school that we loved, I was determined to send our daughter to a Jewish Day School. Mostly because, with her brothers, I had underestimated how difficult it would be to add religious school on top of an already academically rigorous day. With Rodeph Sholom School, my daughter gets the Hebrew and the Judaic Studies as part of her regular school day. It is both the right amount of instruction and still leaves her free to pursue other interests in the afternoon.

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Because I (literally) wrote a book on getting into NYC Kindergarten, I talk to a lot of parents who are considering various school options. One refrain I hear constantly is, “I would love to send my child(ren) to Jewish Day School, but we absolutely can’t afford it.” I also work with families who started at the preschool level in private school, but do not think they will be able to swing it for elementary and middle school. When I mention that financial aid is available, parents either assume they would not qualify, or are simply too embarrassed to apply. I have no intention of telling other families how to prioritize their spending or how they should feel, but one thing I did want to share, far and wide, is that I, personally, am not embarrassed to be on financial aid. The only emotion I am is grateful.

RSS CONNECT

RSS Teachers Plant “SEEDS” BY CANDICE BRAUN JUNE 6, 2016

This article was published in RSS Connect, Volume 2, Issue 5.

Last summer, two RSS teachers, Molly Raik (K) and Gab Sussman (3rd), attended a week-long intensive training in California with the National SEED Project. SEED (Seeking Educational Equity and Diversity) is a peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity—in classrooms, workplaces, and communities. Dr. Peggy McIntosh founded SEED in 1987 on the belief that teachers could be leaders of their own professional development. SEED has since become the nation’s largest peer-led professional development project. The program asks that the attendees have the support of an administrator in their organizations and that they bring back what they learn at the training to their communities. Laurie Piette, Director of Studies and Jerry Katz, Head of School, enthusiastically supported Ms. Sussman and Ms. Raik, and after presenting the SEED Project at last summer’s Teacher Week, there was an overwhelming response from RSS faculty and administration. Twenty faculty and administrators met once a month for three hours to openly examine issues of bias, inequity, and diversity and to explore effective ways to talk about them with one another and with students. At the monthly SEED meetings, Ms. Raik and Ms. Sussman provide resources, model inclusive educational styles, and challenge different perspectives. The group members have the opportunity to get to know colleagues they would not other-

wise know, and enjoy learning with and from each other. SEED has become a safe space to talk about ways to change how teachers approach issues of inclusion and justice in the classroom. A core concept behind SEED is the idea that curriculum should be both a window and a mirror–every activity should provide a mirror reflecting one’s own experiences and a window into others’ experiences. SEED meetings are designed to give participants opportunities to share how their experiences have shaped them as well as opportunities to find points of connection and learning through hearing others’ stories. Why is this work important at RSS? Head of School Jerry Katz says that there are two important answers to this question. First, because it is mission-driven and central to our commitment to raising students who will want to make a difference in the world. Second, because we need to prepare our students to be able to form strong connections with the more diverse populations they encounter every day in NYC and that they will find in their next schools. Thanks to the leadership of Gab Sussman and Molly Raik, RSS is providing a forum for teachers to lean into the issues of inequity, power, and privilege that are challenges for our nation. SEED is one way for our school community to demonstrate its commitment to helping our students to be aware of these challenges, to able to talk about them, and to be respectful members of a diverse city, nation, and global community. IMPACT REPORT 2015-2016 | 43

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A DVA N C E M E N T

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LET TER FROM 2013 â&#x20AC;&#x201C; 2016 BOARD CHAIR MICHAEL SILVERMAN This year, the RSS Board said goodbye to four special and uniquely committed individuals who have worked tirelessly for our community. Each of them took time away from their families, their businesses, and their personal lives to spend countless hours on ensuring the RSS mission, protecting the institution and securing the future of this truly special school. In the same way a rock climber relies on his or her belay, each one of these individuals offered RSS a unique skill set and a passion for excellence that I, and the rest of the RSS Board, came to rely on. Whether it concerned school finances, communications, marketing, buildings and development, long-term planning, or organizational leadership, Ron Bernstein, Heidi Eskenazi, Jeff Ravetz, and Steve Lipman represented the epitome of Trustee excellence. Indeed, much of what you see at RSS today and read in this yearâ&#x20AC;&#x2122;s annual report is a direct result of their hard work and effort. Their wisdom, guidance, and camaraderie will be greatly missed. In my final address as RSS Board Chair to the RSS Board, I commented on how at the surface it seems irrational, if not unwise, that RSS Board members would step-away from their Board seats only shortly after developing a comprehensive understanding of their Trustee role and responsibilities. However, the truth is, while effective school boards require fiduciary skills and strategic mindsets, they must also commit to imposed term-limits and self-generative governance. The underlying logic is sound; all growth, including institutional growth, requires change in leadership and at the core of every change in leadership lays the possibility of breathing new life into the organization.

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ADVANCEMENT

RSS BOARD OF TRUSTEES 2015-2016 Karen Berman

Jo Kay

Risa Schessel

Ron Bernstein

Erica Keswin

Paul Segal

Karyn Bendit

David Kranich

Michael Silverman, Chair

Lisa Carnoy

Marc Lavine

Natalie Silverstein

Heidi Eskenazi

Steve Lipman

Tammy Sloan

David Fleischer

David Markus

Suzanne Waltman

William Friedland

Rick Press

Amy Yenkin

Scott Gaynor

Jeff Ravetz

Stacy Kanter

Adam Rosenthal

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STEVE LIPMAN BY PAUL DRUZINSKY, FORMER HEAD OF SCHOOL AT RODEPH SHOLOM SCHOOL

Simply put, Steve Lipman is the ultimate mensch. A mensch in the true sense is someone who does good without seeking credit, someone who puts the needs of others ahead of his own, someone who literally will give you the shirt off his back. Steve’s leadership at RSS embodied this personal code, and extended far beyond his role as Board Chair. As a parent, Steve was generous to a fault—to faculty, staff, students, and administrators. In my countless conversations with Steve, he always wanted to know what was needed for students and staff, and how could we do a better job of providing the resources to make RSS a better place. One specific area Steve was passionate about in his role as Board Chair was the strengthening of the relationship between RSS and CRS, and ensuring that our Jewish values and our educational programs were working hand in glove in support of our Jewish identity. Sometimes Steve’s passion was perceived as the proverbial bull in a china shop but those who truly know Steve, know that he is actually just a huge puppy dog who roars a great deal, but ends up showering you with bear hugs and love. And Steve did this behind the scenes of RSS for close to 20 years.

Steve’s efforts have strengthened RSS in countless areas. Throughout the past capital campaign, Steve championed the School, and his rhetoric and actions helped RSS achieve a new building, new lower school classrooms and a newly renovated middle school. Steve worked tirelessly in the fundraising arena not only through his and Jaynee’s generosity, but in doing the hands on work of cultivation and asking others to help the cause. Another example is Steve’s support for teacher professional development, which is a part of the legacy he leaves, without seeking credit or recognition. Steve’s business savvy, combined with his love of kids, all things RSS, and his huge heart, made RSS a better place. What I am personally most grateful for is having the honor of counting Steve as a friend. Much like RSS, I am a better head of school and a better person because of Steve and all he did to support RSS, my leadership, and my time in New York. Steve’s loyalty is fierce, his heart golden, his roar loud, his actions generous, his love for RSS boundless.

IMPACT REPORT 2015-2016 | 47

ADVANCEMENT

MEET OUR NEW TRUSTEES The RSS Board of Trustees welcomes the following new members for the 16-17 school year:

SUZANNE WALTMAN CHAIR

EDUARDO ABUSH

Suzanne has been an RSS parent since 1998 to three RSS graduates and one current student. Suzanne has a BA from Columbia College and an MBA and MA from The Wharton School and The Joseph H. Lauder Institute at the University of Pennsylvania. Following business school, she worked in finance at J.P. Morgan Chase. Currently, Suzanne teaches English as a Second Language to international students at Columbia Business School. In addition to serving on RSS’s School Board of Trustees, Suzanne has served in a variety of volunteer and leadership positions at the Trinity School, Columbia College, the Anne Frank Center, and Congregation Rodeph Sholom. Her husband Martin works as a biotech investor at Pharmakon Advisors.

Eduardo has been an RSS parent since 2011 to his two daughters, Alejandra ‘22 and Natalia ‘27, along with his wife, Sandra. Eduardo is the Founder, Managing Partner, and Portfolio Manager of Waterfront Capital Partners, an equity long/short investment manager based in New York. He was previously a Portfolio Manager at Millennium Partners for eight years. He graduated Summa Cum Laude from the Instituto Tecnológico Autónomo de México with a BA in Economics and received an MBA from Stanford Graduate School of Business.

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DAN KRAMARSKY

JAMES DEUTSCH

DEBRA WASSERMAN

Dan and his wife, Janet Cohen, are the parents of RSS graduates Jordy ‘15 and Zan ‘15. Dan is President of The House of Study, an education think tank founded in 1997. The House of Study’s main focus is the professional development of senior faculty, administrators, professors, and policy makers in education. Dan has recently presented work at the national conferences of the Philosophy of Education Society and the Association for Moral Education. He served as Middle School Dean at the Dalton School, Upper School Dean at Brooklyn Friends School and Director of Student Life at Lycée Français de New York, and as an instructor at Columbia University Teachers College. He was educated at the University of Pennsylvania, Bank Street College of Education, and Teachers College at Columbia University, where he was awarded the William Heard Kilpatrick Fellowship and the Maxine Greene Fellowship.

Born and raised in New York, James Deutsch has been an RSS parent since 2011 to daughters Isabelle ‘23 and Charlotte ‘26 along with his wife, Tina. James is a Portfolio Manager and Managing Member at Gilder, Gagnon, Howe & Co., a stock brokerage firm focused on helping small investors create wealth. James invests in high growth public companies around the world. He has worked at the firm since graduating from Stanford University in 2000 where he studied Economics and Computer Science.

Debra Wasserman has been an RSS parent since 2010. She is president of Steel Wheels Consulting, LLC, an executive coaching and consulting firm specializing in capacity building, leadership development, and strategic planning. With over 25 years of experience as a senior professional, she is a recognized expert in team building, organizational and human resource development, and program implementation. Debra has an MPA from The School of International and Public Affairs (SIPA) at Columbia University and a BA in Political Science from the University of Michigan. Debra serves on the board of Project Kesher, JCC Manhattan and Shefa School, and is a member of the Council on Foreign Relations. Debra and her husband, Jason Glasser, reside on the Upper West Side of Manhattan and have two wonderful children – Bret ‘21, and Blake ‘23.

Since 2011, James has served as a member of the Board of Trustees of Jewish Board of Family and Children’s Services, a network of community-based mental health and social services serving all New Yorkers. He also serves on the Development Committee of Trinity School, and on the Board of Trustees of Semester at Sea.

IMPACT REPORT 2015-2016 | 49

ADVANCEMENT

EXPENDITURES AND REVENUES 2016-2017

The RSS Board of Trustees approves the upcoming school yearâ&#x20AC;&#x2122;s budget each January, after significant planning and review. RSS revenue continues to rely heavily on tuition, making your philanthropic support very important. The more we can count on your generosity, the more we can alleviate the pressure to continually raise tuition. On the expense side, RSS devotes the majority of resources to personnel. Therefore, your donation makes the biggest impact on our ability to attract, retain, and motivate an outstanding faculty.

REVENUE

EXPENSES

8.0% CONTR I B U T I O N S / F UND R A I S I N G

2.8%

0.3% OTHER (INC INVESTMENT INCOME)

NET AS S E T S RELEASED F ROM RESTRICTIONS

3.7%

1.8%

INSURANCE & UTILITIES

OT HE R

1.6% CONTING ENCIES

6.0% PROG RAM EXPENSES

88.9%

Net Assets from Restrictions Contributions/Fundraising Other (inc Investment Income) TOTA L

$23,526,250 $728,638 $2,125,303 $88,973 $26,469,164

SA L A RY & B E N E FIT S

Salary & Benefits Tuition Assistance Program Expenses Contingencies Insurance & Utilities Other Capital & Facilities TOTA L

50 | IMPACT REPORT 2015-2016

8.7% T U IT IO N A SSISTA N C E

75.4%

G ROSS TUITION

Gross Tuition

3.7% CA P ITA L & FAC IL IT IE S

$19,968,093 $2,291,517 $1,593,370 $424,695 $725,945 $484,508 $981,036 $26,469,164

ACTUAL FUNDRAISING REVENUE 2015-2016*

The following totals include donations and new pledges recorded to Friends of Rodeph Sholom School between July 1, 2015 and June 30, 2016. Friends of RSS grants these funds to the School to cover costs for the 2016-2017 school year. This allows the Board of Trustees to approve a conservative budget and make adjustments when enrollment and fundraising revenue are finalized. With your generosity, these favorable adjustments allow the School to plan for the future and flourish.

G I F T S TO F R I E N D S O F R O D E P H S H O LO M S C H O O L

Annual Fund Capital Fund Pardes Challenge Fund Paul Druzinsky Professional Development Fund Other Unrestricted Donations PA Staff Gift Fund Other Restricted Revenue Other PA Revenue UJA Day School Challenge Fund Net Investment Income TOTA L

G I F T S TO R O D E P H S H O LO M S C H O O L

$1,649,859 $16,068 $41,248 $2,750 $5,000 $52,266

B'Nai Mitzvah Philanthropy Fund Net investment income from RSS Specific Purpose and Endowment Funds Net investment income from RSS Board Designated Funds Scholarship Funds

$76,254 $9,420 $6,114 $392

$50 $137,025

TOTA L

$92,180

$70,000 $(13,307) $1,960,958

TOTA L

* These numbers have not been audited and may not conform with GAAP

$2,053,137

IMPACT REPORT 2015-2016 | 51

SECTION NAME

G R AT I T U D E

52 | IMPACT REPORT 2015-2016

ANNUAL FUND : YOU ARE HELPING TO BUILD THE FUTURE BY RONIT SEGAL, ANNUAL FUND DIRECTOR

Since 1970, families like yours have helped RSS serve young children in our community, providing an innovative and engaging environment that equips students to be strong future leaders who areready to excel in high school. Your continuing support of the Annual Fund allows RSS to fulfill our mission. Through your generosity and the hard work of our dedicated volunteers, the Annual Fund supports our academically challenging N-8 program guided by reform Jewish values. Our students lead productive lives and are confident in their abilities as a result of their RSS education and their relationships with RSS teachers and staff. Your donations this year mean we can increase financial aid awards to bright students of diverse geographic and socio-economic backgrounds by $120,000 next year, and continue to expand our professional development programs for faculty. The Annual Fund runs from July 1 through June 30 of each year. Board members, parents, alumni, parents of alumni, grandparents, faculty and staff, friends and corporations support the fund. Whether you interact with RSS every day, hold fond memories, or are just getting to know this special place, we are united by a common mission: to ensure that our children continue to benefit from an exceptional education for years to come. The school belongs to you, the architects who will design our future expansion and progress. We welcome and honor your partnership in our development efforts, and thank you for your past support. Thank you for investing in our school and our mission and for helping us write our next chapter.

IMPACT REPORT 2015-2016 | 53

ANNUAL FUND: THANK YOU FROM OUR CO-CHAIRS

DEAR RSS COMMUNITY, FELLOW PARENTS, AND FRIENDS:

We want to extend a warm thank you to everyone who participated in the RSS 2015-2016 Annual Fund. We are overwhelmed by the support of our community. Through your generosity, we surpassed our goal and raised over $1,649,000, achieving an astonishing 97% overall parent participation. We are incredibly proud to have served as your Annual Fund Co-Chairs last year. We cannot overstate the importance of the fund in ensuring that all of our children enjoy a challenging and nurturing learning environment, infused with Jewish ethics, morals, and values. Your generous unrestricted donations to the Annual Fund enrich our children’s experiences by supporting academic and extracurricular programs, underwriting faculty professional development, and helping families who might not otherwise be able to afford a Reform Jewish education for their children. Simply put, the Annual Fund impacts every child, every day. We are delighted to report that over 89% of families answered our call to make their Annual Fund commitments early in response to the 100% in 100 Days Challenge. This allowed the School to plan for the 2016 - 2017 school year with more accuracy, keeping us financially sound. You should also know that our participation rates are truly remarkable, and once again we have achieved one of the highest rates among peer independent schools in New York City and throughout the country. The Annual Fund is more than just a fundraising tool. It is an opportunity to demonstrate our collective commitment to the vital importance of a Reform Jewish education, and it cultivates tremendous pride within our community. Most importantly, it ensures that our children – and generations of children who follow – will enjoy the benefits of a unique RSS education. We hope you will join us in our work again this academic year, and consider giving generously and early, as we go from strength to strength.

With sincere thanks for your support, Karen Bank 8th Grade AF Co-Chair

Justin Koplin, ED AF Co-Chair

Karen Benett MS AF Co-Chair

Sherri Lender ECD AF Co-Chair

IMPACT REPORT 2015-2016 | 55

GRATITUDE

ANNUAL FUND OVERVIEW

INCREASED GIFTS

354 NEW OR RECOVERED DONORS

116

When we come together as a community, year after year, so much more is possible. When you Do Good with your donations, you allow us to Be Good in all we do.

PA R E N T PA R T I C I PAT I O N BY GRADE

8th

100%

7th

100%

6th

100%

5th

98%

4th

98%

3rd

100%

2nd

100%

1st

93%

96%

Pre-K

96%

3’s

87%

2’s

97%

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P E R C E N TA G E O F PA R E N T S W H O P L E D G E D O R D O N AT E D ON OR BEFORE MARCH 1

100% IN 100

DAYS

89% CONSTITUENCY PA R T I C I PAT I O N

97% 100%

CURRENT PA R E N T S FROM BOARD

P E R C E N TA G E O F T O TA L G I F T S

5% F RIENDS

4% B OA R D

5% ALUMNI 2004-2015

7% PARENTS OF ALUMNI

12% CURRENT FACULTY AND STAF F

51% CURRENT PA R E N T S

17% CURRENT G RANDPARENTS

P E R C E N TA G E O F TOTA L D O L L A R S

1% ALUMNI 2004-2015

1% FR IE N DS

7% PARENTS OF ALUMNI

7% CURRENT G RANDPARENTS

38% B OA R D

47% CURRENT PARENTS

<1% CUR R E N T FAC U LT Y A N D STA FF

IMPACT REPORT 2015-2016 | 57

D O N AT E TO T H E 2016-2017 A N N UA L F U N D W W W.R O D E P H S H O LO M S C H O O L.O R G/D O N AT E

SECTION NAME

LET’S GET SOCIAL! RSS posts photos, videos and articles daily about students, faculty, staff and alumni on our social media accounts. JOIN IN ON THE FUN AND FOLLOW US:

RODEPH SHOLOM SCHOOL 168 WEST 79TH STREET





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NEW YORK, NY 10024 WWW.RODEPHSHOLOMSCHOOL.ORG 646.438.8650

@rss_nyc

facebook.com/ rodephsholomschool