English Helping Israeli Their and Oratory Empowerment

Evaluation SUMMER 2012

Authored by Dr. Ezra Kopelowitz at Research Success Technologies for Yeshiva University Center for the Jewish Future

YUEJE011_Mini Guide_F_030513.indd i 5/3/13 4:47 PM With Gratitude

Yeshiva University Center for the Jewish Future would like to thank our partners and supporters who, over the past eight years, have made the magic of Counterpoint possible (listed alphabetically).

• Congregation Beth El – Atereth Israel, Newton, MA • Sharon and Avram Blumenthal • Doreen and Beryl Eckstein • Rabbi Yechiel Eckstein and the International Fellowship of Christians and Jews • Ron Fisher and Lisa Rosenbaum and the Fisher Family Foundation • The Jewish Agency for Israel Onward Israel Program • The Jewish Federations of Central New Jersey and Delaware — Partnership 2Gether/Arad-Tamar • Repair the World • The Charles and Lynn Schusterman Family Foundation • Larry Z’L and Leonore Zusman

Counterpoint Israel would not be possible without the openness, graciousness and warmth of our local partners in Israel:

• Arad – Mayor Tali Ploscov; Mrs. Nili Avrahami, Director, Partnership 2Gether; Mrs. Racheli Abramson, Director, Department of Education; Mr. Gregory Poznianski, Principal, ORT Arad High School; Mr.Dudi Shusteri, Head of Matnas Community Center • Be’er Sheva – Mr. Dudi Lipshitz, Director, Department of Education; Ms. Gila Bellaish, Principal, Mekif Aleph High School; Mrs. Miri Oved, Principal, Mekif Gimmel High School • Dimona – Mayor Meir Cohen; Mrs. Tzipi Ben Chamo, Director, Ofek Center for Youth at Risk; Mr. Maor Benita, Director of Youth Programs; Mr. Noam Cohen, Director, Matnas Community Center; Mr. Moshe Nachum, Director, Department of Education and Welfare; Mrs Dorit Peretz, Director, Otzma Program for Youth at Risk • Kiryat Gat – Mrs. Zahava Gur, Director, Department of Education; Mr. Motti Vaknin, Principal, Gruss High School • Kiryat Malachi – Mr. Shimon Amar, Director, Department of Education; Mr. Ohad Asraf, Director, Nachshon Youth Programs; Mr. Eli Cohen, Principal, Amit High School • Yerucham – Mr. Amram Mitzna, Member of Knesset and Former Mayor; Mr. Raﬁ Abargil, Director, Matnas Community Center; Mr. Chaim Navon, Director of Programming, Matnas Community Center; • Mr. Rachamim Yosef, Director, Department of Youth at Risk, Ministry of Education, Southern Region; Mrs. Meital Peled, Director of Programs, Department of Youth at Risk, Ministry of Education, Southern Region.

YUEJE011_Mini Guide_F_030513.indd ii 5/3/13 4:47 PM COUNTERPOINT ISRAEL: 2012 SUMMER EVALUATION 1 5/3/13 4:47 PM5/3/13 4:47 PM and his colleagues at and Rabinsky. Kiva i development towns through its through towns i development Gila Rockman Gila Dr. Ezra Kopelowitz Dr. g Dear Colleague, report the seven evaluates Summer 2012 The Israel Counterpoint the University’s for Center impact positive Yeshiva that years of has had on Israel Future Jewish Program Israel servicesCounterpoint that Israeli at-risk thousands of teenagers. As illustrated in this report, years,seven for has Counterpoint been writtenenhance teenagers English helping Israeli their and oratory empowerment. of skills and and bolster sense self-conﬁdence their and In doing so, has with safe these Counterpoint teens also provided structureshealthy months. during summer Furthermore, the report Counterpoint that demonstrates the role towns systemic change positive development in the in creating plays hostthat the program. impact the tremendous that It also displays University students who serve as hasCounterpoint on the Yeshiva on the program.counselors University’s strong and The ﬁndings in this report Yeshiva exhibit and Peoplehood, engagement to Israel to Jewish commitment proud service of culture a strong to creating and civic responsibility. University’s and spirit its all,Above this report Yeshiva displays participated students have Over 400passionate body. student Yeshiva – andin Counterpoint various thousands in the more service-learning Future. the Jewish for the Center by programs offered Tikun Olam deep passion students’ has for changed the Yeshiva towns. development in six Israeli teens at-risk thousands of lives of It is with heartfelt pride proudly in our students’ passion we that this report.share A vision cannot be and developed actualized without people who willing to dedicate it.are lives to their Counterpoint, At these people Counterpointsare Directors, Their commitment to building emotional,Their commitment physical and spiritual bridges between and North Israeli American is truly remarkable. Jews acknowledge gratefully We research, careful their analysis for and SuccessResearch Technologies guidance. BranderRabbi Kenneth MitznerThe David Dean Future the Jewish for YU Center Taylor Shuki ServiceDirector, Learning and Experiential Education Future the Jewish for YU Center YUEJE011_Mini Guide_F_030513.indd 1YUEJE011_Mini Guide_F_030513.indd 1 SIX COUNTERPOINT CITIES AS OF SUMMER 2012 1. ARAD Population: 23,400 Counterpoint 2011-2012 2. BE’ER SHEVA Population: 194,300 Counterpoint 2012 3. DIMONA Population: 33,900 Counterpoint 2008-2012 4. KIRYAT GAT Population: 47,400 Counterpoint 2012 5. KIRYAT MALACHI Population: 20,600 Counterpoint 2012 6. YERUCHAM Population: 9,500 Counterpoint 2006 – 2010 2

YUEJE011_Mini Guide_F_030513.indd 2 5/3/13 4:47 PM COUNTERPOINT ISRAEL: 2012 SUMMER EVALUATION 3 5/3/13 4:48 PM5/3/13 4:48 PM es and methods from the field of field of the es from and methods e Jewish service-learninge Jewish program. Yeshiva University volunteers. student Yeshiva Counterpoint Israel is an Israel immersiv Counterpoint the Jewish University’s for Center Yeshiva by and operated Created theori employs Counterpoint Future, these two of The combination goals, the mutual and recognition of fulfilled, are an results when they overarching breeds benefit that goal:third 3. engaging in true partnership. by Peoplehood embody Jewish To camps language English summer Israel’s are the Counterpoint the program.cornerstonecamps of The Counterpoint a select run are by University volunteers. student talented, of group highly trained Yeshiva These camps service assessed whom are of teenagers many to Israeli “at-risk.” be The camps and developed are run in partnership with Israeli stakeholders.municipalities Israeli and other These partnerships the American to benefit both meant are participants and Israeli and the program. of organizers in Yerucham, operated Israel Counterpoint Between 2006 and 2012 new to three expanded Israel Counterpoint Dimona and Arad. In 2012 cities. operates The program in: currently Dimona, Sheva, Arad, Be’er Kiryat-Gat and Kiryat Malachi. In total, and 300 58 American teens Israeli program. summer college students participated in the 2012 Counterpoint’s Approach to Israel-Diaspora Relations education Jewish and the principles utilizes Jewish experiential of service-learning in an effort goals: the following to accomplish 1. towns. development Israeli address needs of the To 2. civic responsibility of instill a sense within its To BARRY SHRAGE. 1997. “Jewish Renaissance: Toward a New Relationship between the American Jewish Community and Israel.” Journal of Jewish Communal Service Communal Jewish Service. Association of North America (JCSA). “The Israel-Diaspora relationship must be restructured so as to encourage greatly increased involvement, investment, and contact between equal partners. Its goal should be the development of a non-fundamentalist Jewish renaissance both in Israel and the United States. It should be char- acterized by volunteer energy and entrepreneurship.” creative YUEJE011_Mini Guide_F_030513.indd 3YUEJE011_Mini Guide_F_030513.indd 3 Research Methodology

Surveys In 2012, a total of 300 campers participated on the program. Two hundred and forty eight (248) (83%) campers completed the pre-program survey and 213 (71%) filled out the post-program survey. Using an anonymous method for identifying campers, 150 were found to have filled out both the start of program and end of program surveys. Any analysis that requires comparison between the start and end of program data includes only these 150 campers. Fifty-eight (58) counselors were sent online post-program surveys. Fifty-one (51) (88%) filled out the survey. Interviews and Focus Groups • Three focus groups (one in Arad, one in Dimona and one in Kiryat-Malachi) with a joint total of 15 campers • Twenty-five (25) telephone interviews and three (3) in-person interviews with randomly selected campers • Ten (10) telephone interviews with parents of randomly selected campers • Nineteen (19) telephone or in-person interviews with municipal and regional professionals, parents and former campers from Arad, Dimona, Kiryat Malachi and Yerucham (a development town in which Counterpoint operated from 2006-2010)

YUEJE011_Mini Guide_F_030513.indd 4 5/3/13 4:48 PM COUNTERPOINT ISRAEL: 2012 SUMMER EVALUATION 5 5/3/13 4:48 PM5/3/13 4:48 PM so that ongoing ongoing collaboratively To help counselors To interested furthering in sessions in which they explore understand their work as important to the development towns in which Counterpoint operates and to Israel- Diaspora achieve relations. this To goal, Counterpoint exposes its students to various dimensions of Israeland Israeli society. Israeli stakeholders see Counterpoint’s camps not as a “gift” from the Jewish Diaspora but as part an indispensable of their educational systems, which they should be invested in and committed to maintaining. learning the significance of their work; and a post-camp seminar in which counselors conceptualize their experiences and their implications on their personal and professional Jewish journeys. 3. Society: Society: 3. The counselors’ program is comprised of: actual work in the summer camps, where they gain intensive exposure to Israelis, general Israeli society, Israeli development towns and the socioeconomic realities of the at-risk youth they service; 3. Implementation Implementation 3. Through Partnership In each municipality, Counterpoint’s staff reach out agents to key within the local educational systems and to philanthropic and non-profit organizations. They do so in order to cultivate relationships that will allow both parties to develop a program that is “useful” to stakeholders quality education in the municipality. The summer camps are developed and implemented with with They speak To help meaningful To increase counselors’ To intensive relationships intensive knowledge, confidence and skills as educators and encourage them to take interest in future involvement in education, service and communal work. service: counselors view the educational work they do through a Jewish lens by intensifying their personal connections to Israel; broadening their Jewish horizons; and deepening their personal connections to Jews who are different from them. In building building In 2. Jewish perspective: 2. Jewish 2. American American 2. Counselors Counterpoint also runs an intensive educational program for its Yeshiva University student volunteers (counselors). This educational program has three goals: 1. Skills for and commitment to American counselors, campers have the opportunity to engage in English. in conversations and write in English while participating in activities that they find interesting and fun, such as interactive classes, field trips and workshops (e.g. art, fashion and breakdance). Many of Counterpoint’s activities are designed to introduce issues relating to Jewish values and Israel- relations. Diaspora To engage To bolster campers’To enjoyable and encour- To help campers To strength- researched and developed and Israel stakeholders. Israel and en their written and oratory English skills. With improved English skills, campers are better equipped to succeed in school and have more career development opportunities them. to open overall confidence and particularly their confidence speaking English. campers in conversations and activities geared towards identity conversa- development—specifically, tions and activities having to do with the self, family and community. This report examines each of the aforementioned goals by goals by This report the aforementioned each of examines Counterpoint’s to: success with regards evaluating 1. Counterpoint’s teen campers. Israeli 2. University volunteers. student Counterpoint’s American Yeshiva 3. University partnership through Implementation between Yeshiva Success Three Areas in Which to Evaluate to Evaluate Which Areas in Three 2. Confidence: building: 3. Identity 1. English: 1. Israeli Teens Israeli Teens 1. Counterpoint Israel operates several three- week summer camps for Israeli teenagers (campers) from low socioeconomic backgrounds, most of whom are regarded by the host-municipalities as “at-risk.” The camps have three main goals: Prior to attending camp, many campers consider English a tedious and boring subject and express little confidence in their abilities to improve their English. To utilizes attitude, this Counterpoint combat cutting edge experiential education methods, aging atmosphere. by Yeshiva University’sby Yeshiva Center for the Jewish Future (YU-CJF). Counterpoint operates on the premise that campers will increase their motivation and confidence to speak English if learning takes place in an YUEJE011_Mini Guide_F_030513.indd 5YUEJE011_Mini Guide_F_030513.indd 5 YUEJE011_Mini Guide_F_030513.indd 6 6 Counterpoint Israel: Summer 2012 Evaluation 5/3/13 4:48 PM ISRAELI TEEN CAMPERS — FINDINGS 7 5/3/13 4:48 PM5/3/13 4:48 PM dent about fi cant and shows fi dent to speak. fi eld trips, workshops and the hour – 9TH GRADE CAMPER, SHEVA BE’ER – 8TH GRADE CAMPER, DIMONA “Before camp, I thought that learning English was really annoying and now I think that learning English is really fun, if learned in the way it is taught at camp. I liked that I learned in an experiential way especially through the games included in lessons. I felt it was fun to learn English, which was surprising. I most appreciated the fi that everyone was together each did not I day. dislike any part the of camp. The activities in which we learned words through games were the most enjoyable and helpful. In general, the learning experience made me feel more con speaking English as I had a lot of opportunity to speak with the counselors as I got used to speaking.” “Before camp, I didn’t like speaking English at all. In comparison to other subjects, I was really bad at English. At camp, I had a counselor who didn’t know a lot of Hebrew. My friends and I taught her Hebrew words and we were forced to learn from her English. Before camp, I didn’t feel that I could speak or understand the language. I now feel more self- con Since the start of school this year, I moved up an English level from Gimmel to Bet, a change that is considered signi how much the camp helped me. In the past, I would fake head pains and cut English class. I enjoy English muchToday, more, as I understand what the teacher is saying. “ 2% : 13% 6% : : 1%; SOUTH AFRICA : 6% : 8% : 55% : 9% : FORMER SOVIET UNION EUROPE NORTH AMERICA ASIA NORTH/SOUTH AFRICA ETHIOPIA ISRAEL *DATA IS SIMILAR*DATA FOR MOTHERS. EXHIBIT 2: 2: EXHIBIT WHERE YOUR WAS FATHER BORN?* Forty-four percent (44%) of campers’ parents are immigrants. Notably, a majority of campers’ parents in Arad and Be’er respectively) and 61% Sheva are (51% immigrants. In Be’er Sheva, 27% of campers’ parents are from the Former Soviet Union. In Kiryat Malachi, 30% of campers’ parents are from Ethiopia. that campers consider enjoyable and campersthat enjoyable consider : 1% ) 1% 37% campers develop, and conversations they have, have, they campers and conversations develop, 33% 23% terpoint’s dynamic speaking English American counselors. 2%; : 2%; Campers Come Campers : 1%; REFORM rt of. : 3% teresting, frontal in both and experiential settings. in with Coun a pa ULTRA ORTHODOX (HAREDI ULTRA (MASORTI): TRADITIONAL (MASORTI): CONSERVATIVE I AM NOT JEWISH OTHER RELIGIOUS (DATI): SECULAR (CHILONI): from a Broad of Variety Jewish, National and Ethnic Backgrounds EXHIBIT 1: EXHIBIT HOW DO YOU DEFINE YOURSELF? Campers are 36% traditional, 33% secular and 23% religious. There are substantial differences in this break-down from one city to the next. For example, in Dimona, the largest group of campers identifies as traditional, whereas in Be’er Sheva and Arad, the largest groups identify as secular. FINDING 1: 1: FINDING 2. Educational activities activities 2. Educational FINDINGS Counterpoint hasCounterpoint goals three in servicing its teen campers: Israeli skills, English strengthen their to boost and confidence to build their To goals, these accomplish overarching To identity. of sense their usesCounterpoint engagement: modes three of 1.Relationships Israeli Teens (Campers) Israeli Teens Evaluating Counterpoint’s ImpactEvaluating on The survey and interview data near in all success of confirm universal these areas. 3. A fun atmosphere campers to be that and want enjoy YUEJE011_Mini Guide_F_030513.indd 7YUEJE011_Mini Guide_F_030513.indd 7 YUEJE011_Mini Guide_F_030513.indd 8 8 Counterpoint Israel: Summer 2012 Evaluation – 9TH GRADE CAMPER, BE’ER SHEVA CAMPER, GRADE – 9TH year.” next camp to back come will they Ihope them. to goodbye say to had they when cried kids ofthe Many left. they after sad really Iwas and me to alot mean They them. Iloved conversations. personal manyhad one-on-one we and interesting was Everyone funny. were some and special really were counselors American “The DIMONA CAMPER, GRADE – 8TH embarrassed.” feel didn’t and time the all inEnglish them with spoke We him. with talking Iwas like it felt and age that abrother Ihave lors. counse- the with comfortable really Ifelt inschool. like do homework to have didn’t we that fact the and lessons the enjoyed Ireally a play. in words the use day next the then and vocabulary learn would we day one where program, the loved “I to Counterpoint Enrichment Program Prior in an Participated Never Had Campers the (FIRST YEAR CAMPERS) YEAR (FIRST SCHOOL OF OUTSIDE PROGRAMMING ENRICHMENT IN PARTICIPATION EXHIBIT 3: past. inthe programming ofenrichment types other and English inboth participated had 38% whereas sort, ofany programming in enrichment participated previously never had campers year offirst (45%) percent Forty-five FINDING 2: PARTICIPATED IN NEITHER ENGLISH ENGLISH NEITHER IN PARTICIPATED OTHER OR ENGLISH EITHER IN PARTICIPATED ENGLISH BOTH IN PARTICIPATED PREVIOUSLY PROGRAMMING ENRICHMENT OF TYPES OTHER NOR PROGRAMMING ENRICHMENT OR TYPES 38% PROGRAMING ENRICHMENT DIFFERENT AND : 45% One-Third of 17% : 17% : Speaking English Confidence Their and Towards Attitudes English Their English, Improve Their YOURSELF? ENJOY YOU DID EXTENT TO WHAT EXHIBIT 4: camp. enjoying reported also interviews for selected randomly campers (100%) ofthe percent hundred One camp. enjoyed they that report campers 91% surveys, of post-program their In 3: FINDING counselors). counselors). with (relationships answer popular most next the as (70 much instances) as twice than more cited were answer of this Variations English. speaking confidence gaining and/or speaking learning, was answer common most the of camp?” part meaningful most the was “What question, open-ended the to response In vocabulary”). English skills their or English”) learning Ienjoy that learned “I (ex: English towards attitude in shift their was response common most campers’ elaborate, to asked learn. to expect not did they that atcamp things new learning reported (71%) percent ofcampers Seventy-one FINDING TO A GREAT EXTENT AGREAT TO TO A VERY GREAT EXTENT GREAT AVERY TO AT ALL NOT EXTENT LITTLE TO EXTENT AN TO unexpected improvement of their their of improvement unexpected 4: : 0% (ex: “I improved my English myEnglish improved “I (ex: : 8% Campers Have Fun

Campers : 1% : 21% : 70% unexpected unexpected When 5/3/13 4:48 PM ISRAELI TEEN CAMPERS — FINDINGS 9 5/3/13 4:48 PM5/3/13 4:48 PM —often —often Campers Campers Campers The quotes found on page Develop Strong Relation- Develop ships and Meaningful Have With Their Conversations Counselors FINDING 6: FINDING In interviews with campers, we received positive overwhelmingly FINDING 5: FINDING Having enrichment experience prior to camp – or the lack of such experience – impacted what campers got out of their summer camp experiences. Exhibit 6 shows that the percentage of campers who were confident speaking increased across the board. Notably, thisincrease in confidence wasmost significant in the group of camperswho did not have prior experience. enrichment As demonstrated campers in Exhibit 7, also felt accomplished because of the new skills they acquired while speaking English during their learning activities. effusive—feedback about the quality of campers’ relationships with their counselors. represent the10 overall spirit of the received. we feedback Gain Confidence Speaking Speaking Gain Confidence English and Feel Accom- plished Becausethe of New Acquire They Skills OF OF 7 24 32 70 20 20 INSTANCES(TOTAL = 198) ence Speaking English d fi Capoeira Art Dance Sport Fashion Breakdance Drumming Kung Fu PROMINENT THEME NUMBER NUMBER Learning/Speaking/Gaining Con Relationship With The Counselors Counselors The With Relationship 25 Classes/Workshops Field Trips Camp Was Fun Meeting And Spending Time With Friends Meeting People From America EXHIBIT 7: 7: EXHIBIT DID YOUR TALENTS IMPROVE BECAUSE OF THE CLASS? EXHIBIT 6: EXHIBIT PERCENTAGE OF CAMPERS WHO WERE CONFIDENT SPEAKING TO COUNSELORS “TO A LARGEEXTENT” OR “TO A VERY LARGE EXTENT” THE AT START AND END OF CAMP. EXHIBIT 5: 5: EXHIBIT “WHAT THE WAS MOST MEANINGFUL PART OF CAMP?” (OPEN-ENDED QUESTION) YUEJE011_Mini Guide_F_030513.indd 9YUEJE011_Mini Guide_F_030513.indd 9 YUEJE011_Mini Guide_F_030513.indd 10 10

Counterpoint Israel: Summer 2012 Evaluation conversations with counselors. of number average an having reported group intensity middle inthe campers and counselors with conversations least the ing hav- reported group intensity lowest in the Exploration ofIdentity Exploration and English Improved in Result Counselors With Campers’ Conversations Conversation Counts: difference). 48% (a counselors their with least spoke who campers of 33% only to opposed as English, their improved having reported 81% counselors, their with most spoke who campers Of difference). 59% (a counselors their with least spoke who campers of 15% to opposed as Judaism, about things interesting learned having reported 74% counselors, their with most spoke who campers Of extent.” large avery “to or extent” alarge “to of camp that experienced different components groups intensity ofthese ineach campers of percentage the 8shows Exhibit campers counselors, with conversations most number the on based groups” “intensity three into campers divided We then counselors. with having reports acamper interaction ofspoken amount the measures that index an wedeveloped interaction, counselor ofcamper- impact the understand to order In FINDING 7: highest intensity group reported having the the having reported group intensity highest inthe Campers counselors. with having reported camper each of conversations – 10TH GRADE CAMPER, DIMONA CAMPER, GRADE – 10TH inIsrael.” here do so to able be should we then abroad, live they when Judaism to attached keep to manage can counselors American ifthe isthat Israeli be to itmeans what about me gave encounter the insight The Jews. Israeli and American between differences and similarities the about thought I counselors, the meeting “After Each

END OF CAMP. OF END AND START AT THE TOPICS THOSE IN INTEREST THEIR COMPARE WE COUNSELORS, THEIR WITH TOPIC APARTICULAR ABOUT SPOKE THEY THAT INDICATED WHO CAMPERS FOR EXHIBIT 9: GROUP. BYINTENSITY DIVIDED EXTENT,” LARGE AVERY “TO OR EXTENT” ALARGE “TO CAMP PERCENTAGES OF COMPONENTS OF THAT CAMPERS DIFFERENT EXPERIENCED EXHIBIT 8: Y Shabbat to related Topics Music in Israel and the United States States United the and inIsrael Music States United inthe ofJews lives The Fashion in Israel and the United States 59% 59% States United the and inIsrael Fashion like you that Movies States United the and inIsrael Sports future in the habits study your improve to Your ability States United the and inIsrael Jews between connection The 52% future the grades your improve to Your ability States United TOPIC LOW INTENSITY INTENSITY LOW INTENSITY MEDIUM HIGH INTENSITY our life in Israel and their lives in the inthe lives their and inIsrael life our (CAMPERS WHO REPORTED HAVING THE LOWEST NUMBER OF CONVERSATIONS WITH COUNSELORS) WITH CONVERSATIONS OF NUMBER LOWEST THE HAVING REPORTED WHO (CAMPERS COUNSELORS) WITH CONVERSATIONS OF NUMBER AVERAGE AN HAVING REPORTED WHO (CAMPERS COUNSELORS) WITH CONVERSATIONS NUMBER HIGHEST THE HAVING REPORTED WHO (CAMPERS EOECM ATRCM GROWTH CAMP AFTER CAMP BEFORE 50% 50% 70% 70% 39% 39% 59% 59% 56% 56% 62% 62% 57% 57% 21% 0 4% 60% 8 9% 48% 6 -4% 46% 12% 64% 9 -10% 49% 63% 63% 3 15% 73% 5 34% 55% 5 -7% 55% 71% GRO 34 12 15 9 4% 4 4 1% % % % WT % % % 5/3/13 4:48 PM H ISRAELI TEEN CAMPERS — FINDINGS 11 5/3/13 4:48 PM5/3/13 4:48 PM GREAT EDUCATORS “The counselors were incredible. I take my hat off to them. They knew how to play with us, tell jokes, and be They funny. made us laugh. They were dedicated and cared about each and every student. There are no words to describe how amazing were.” they GREAT CULTURAL EXCHANGES “It was like a culture exchange. helpedWe one another with each other’s languages.” WITH SELF-IDENTIFICATION COUNSELORS “I felt similar to the counselors personally. It made me really happy to see their sense of unity with the People.” Jewish COUNSELORS’ INSPIRATION “They were so connected to Israel — how they were connected to Jerusalem for example. So much more than I was. How they spoke about Eretz Israel — it was inspiring — I’ve always been i nterested in America or France out of interest, but one of them kissed the ground. That is how they value my home.” A 9TH GRADE CAMPER FROM SHARES GAT KIRYAT HER VIEWS OF HER AMERICAN COUNSELORS A reason for this difference emerges when examining how intensively each group spoke with counselors. Campers with the greatest prior enrichment experience report speaking most intensively with counselors and are most likely to report large improvement in English. (Interestingly, these campers also show large jumps in their interest in topics such as Shabbat, life in the United States and Israel and their academic ability). In contrast, campers with least prior enrichment experience were least likely to report speaking intensively with counselors and were thus least likely to report improving their English. Furthermore, campers who were least likely to speak intensively with counselors also came to camp with the lowest expectations of improving their English. We conclude that there is a selection bias that negatively impacts the weakest campers’ chances of improving their English. Campers with prior enrichment experience have the highest motivation to improve and speak English. These campers seek out their counselors and end up with the most “talk time.” Campers who need to improve their English most are the least likely to gain counselors’ attention. This indicates a need for counselors to consciously engage campers who do not actively seek attention.their These These These Reach Out to Interactions Interactions enrichment experience: campers report higher gains in terms of the amount of English they learn at camp. enrichment experience: campers report learning less English. theyHowever, demonstrate a far greaterincrease in their levels of confidence and motivation tospeak. With Impact Counselors Exploration Identity of Those Who Need You Most Those Who Need You We discoveredWe one particular finding with clear implications for further improving campers’ experiences. This finding rests on the distinction between two groups of campers: 1. Campers with the greatest prior 2. Campers with the least prior Counselors speak least intensively with campers who most need to be in them. with conversation FINDING 9: FINDING Notably, camper interest in discussing matters such as fashion, sports, music and movies, which are not directly relevant to Counterpoint’s educational agenda, either stayed the same or declined. As demonstrated in Exhibit 9, campers’ interest in six topic areas (highlighted in the table) grew from the start to the end of camp. In three areas, the increase was large: Interest in “topics related to Shabbat” grew by 34%, interest in discussions having to do with “your life in Israel and the counselors lives in the United States” and interest grew by 15% in “your ability to improve your grades in the future” grew by 12%. As a result of their interactions with counselors, campers take greater interest in topicshaving to dowith their Jewish identities. FINDING 8: FINDING YUEJE011_Mini Guide_F_030513.indd 11YUEJE011_Mini Guide_F_030513.indd 11 YUEJE011_Mini Guide_F_030513.indd 12 12

Counterpoint Israel: Summer 2012 Evaluation • • • experiential educators relationshipsmeaningful work and successfully as withcampers inwhichthey experiences develop positive service counselors report met. islargely regard inthis agenda educational Counterpoint’s that conﬁrm data The survey andinterview 1. Skills for and commitment to service: toservice: forandcommitment Skills 1. student volunteers (counselors): Yeshiva threewithregards goals Counterpoint toits has University Volunteers (Counselors) Yeshiva University Student 2. Jewish 2. perspective: 3. Society: Diaspora Jewries. Jewries. Diaspora Jews strengtheningtherelationship and Israeli and between Counselors enjoy developing pers broadening their Jewish of horizons. thecounselors report A majority experiential Jewish education. to improve fuelsgreater and educators interest in their skillsas for counselors aplatform as CounterpointThe experienceserves dimensions tovarious of students IsraelIsraeliits and society. To relations. Israel-Diaspora Counterpoint exposes achieve thisgoal, educ To counselors’ increase conﬁdence skillsas knowledge, and in education, service and communal work. communal and service in education, to thede toJewsconnections whoare different from them. broaden their theirpersonal deepen Jewish and horizons; Israel; they inte dothrough aJewish lens; ators and encourage them to take interestators infuture encouragethemtotake and involvement To help counselors understand their work as important To important their work as helpcounselors understand velopment towns to and inwhichCounterpoint operates T o helpcounselors work view theeducational onal connections withIsraeli connections onal nsify their personal connections to connections their personal nsify Counterpoint’s 5/3/13 4:48 PM YESHIVA UNIVERSITY STUDENT VOLUNTEERS (COUNSELORS) — FINIDINGS 13 5/3/13 4:48 PM5/3/13 4:48 PM

Counselors Counselors “strengthen the connection The right column shows experiences ME FOR: ME o have been experienced to a great o participateo on Counterpoint because Got What Came They for — More and extent. For example, less than 40% of counselors were motivated to participate in order to between Israeli and American Jews.” statedAfter they the summer, 41% experienced this “to a great extent.” Additional areas that counselors experienced beyond the components include: them motivated originally that volunteering in a development town, developing a sense of responsibility and learning about Israel. FINDING 3:FINDING compares (on page coun- 14) Exhibit 11 selors’ original motivations for partici- patingin Counterpoint with counselors’ actual experiences recorded in end of camp surveys. The leftcolumn shows motivations cited by at least 40% of the counselors as “very important” to their decision to participate on Counterpoint. COUNSELORS WHAT GOT THEY CA learnWe that counselors were motivated t they wanted to contribute to Israel, serve as role models, undergo meaningful and exciting experiences and develop personal relationships with Israelis. that at least 40% of counselors stated that they experienced “to great a extent.” The comparison shows thatcounsel- ors gained what they came to gain. The ﬁve original motivations cited by at least 40% of the counselors as “very important” to their decision to participate were also experienced by at least 40% of the counselors during the summer “to a great extent.” COUNSELORS GOT MORE: appear areas additional ﬁve Furthermore, t Fifty-eight percent Fifty-six percent Forty-nine percent Counselors Counselors (58%) of the counselors feel that Counterpoint broadened their Jewish horizons “to great a extent” (30%) or “to an extent” (28%). (56%) of the counselors report that the Jewish learning during camp was enriching “to a great extent” or (18%) “to an extent” (38%). Fifty percent (50%) of the counselors report that the learning program helped them understand their service work at camp in Jewish terms “to a greator “to extent” an extent” (14%) (36%). (49%) of the counselors report learning more about Jewish values “to a great extent” or “to (10%) an extent” (39%). Broaden Their Jewish Jewish Their Broaden Horizons and Come to View Their Service Through Work Lensa Jewish Four topics were explored to measure counselors’ growth. horizons: • Jewish learning: Jewish • • Viewing service in Jewish terms: values: • Jewish FINDING 2:FINDING : : 12% Counselors Counselors : 4% : 21% High Percentage Percentage High : 0% : 63% experienced personal growth and underwent meaningful and rewarding experiences. They had fun on the program and felt challenged the at time.same Counselors learned new things about Israeli culture, experienced Israel in a new light or gained greater appreciation for the Negev. positive had they felt Counselors impacts on the teens and were thus Israel. to back give able to VERY LIKELY VERY LIKELY SOMEWHAT NEITHER LIKELY NOR UNLIKELY UNLIKELY SOMEWHAT UNLIKELY VERY

of Counselors Are to Likely Recommend Counterpoint Large majorities also cited these three factors when asked about the program’s beneﬁts. 2. Impact on Israeli teen campers growth: 3. Personal In their written responses explaining why they are likely to recommend the program, counselors most often cited the following three reasons: 1. Exposure to Israeli society: EXHIBIT 10: 10: EXHIBIT WOULD COUNSELORS THAT LIKELIHOOD OTHERS TO COUNTERPOINT RECOMMEND Counselors have positive experiences on Counterpoint. Eighty-four percent (84%) state that they are “somewhat likely” or “very likely” to recommend Counterpoint to others. FINDING 1: 1: FINDING FINDINGS YUEJE011_Mini Guide_F_030513.indd 13YUEJE011_Mini Guide_F_030513.indd 13 YUEJE011_Mini Guide_F_030513.indd 14 14

Counterpoint Israel: Summer 2012 Evaluation FUTURE INTEREST TO WORK IN JEWISH EDUCATION OR WORKING AS A JEWISH PROFESSIONAL AJEWISH AS WORKING OR EDUCATION JEWISH IN TOWORK INTEREST FUTURE EXHIBIT 14: 13: EXHIBIT EDUCATOR AN AS WORKING FOR SKILLS MY INCREASED SIGNIFICANTLY COUNTERPOINT EDUCATOR AN AS TO WORK CONFIDENCE MY INCREASED COUNTERPOINT 12: EXHIBIT OF COUNSELORS: MORE OR BY40% CITED EXPERIENCES ACTUAL AND MOTIVATIONS OF COMPARISON EXHIBIT 11:

An exciting experience 59% Israelis with Israelis experience meaningful Apersonally relationship EXTENT” A“GREAT TO apersonal AREA Develop Deve EXPERIENCED 51% experience meaningful A personally S Israel to Contribute PARTICIPATE TO REASONS “VERY IMPORTANT” erve as a role model model arole as erve erve as a role model model arole as erve I DO NOT AGREE NOT I DO EXTENT ASMALL TO I AGREE EXTENT AN TO I AGREE EXTENT ALARGE TO I AGREE l op a persona : 0% l re : 44% l ations 20% : 20% : 36% h ip 3 An exciting experience 43% 53 53% Contribute to Israel Israel to Contribute 67% 53% town inadevelopment Volunteer 76% 45% Serve as a role model model arole as Serve 45% 45 % % Learn more about Israel Israel about more Learn 41% Jews American and Israeli between Strengthen the connection 45% ofresponsibility sense my Develop Learn more about Israel Israel about more Learn 47% relationship apersonal Develop summer the spend to way Afun model arole as Serve to Contribute Israel Develop with A f

un wa I DO NOT AGREE NOT I DO EXTENT ASMALL TO I AGREE EXTENT AN TO I AGREE EXTENT ALARGE TO I AGREE Israelis y m t pn h umr 47 summer the spend to y sense o sense : 2% f responsibilit 52% : 52% 20% : 20% : 26% y 45 63 63% 55% 55 47% 51% 41% 41 % % % % % Communal Work Education and Experiential In Interest Greater to Lead Experiences Educational FINDING 5: (52%) extent” an “to or (26%) extent” agreat “to either educator as work to skills their increasing Seventy-eight percent (44%). extent” an “to or (36%) extent” agreat “to either educator an as work to ability intheir confidence gained they that educators. as work to ability and confidence their increasing report counselors 12 13, and inExhibits demonstrated As FINDING 4: themselves working working themselves see fewer, 20%, Far movements. youth or Hillels JCC’s, atcamps, education Jewish in work pursuing themselves see of 45% minority 14). Asubstantial Exhibit (see programs Israel other on counselors as or organizations communal or educational are they that stated respectively 60% and 64% or communal professionals, majorities of educators as inworking interest future their about program ofthe end atthe asked When as Educators Confidence and Skills Gain considering working at Jewish Jewish at working considering Eighty percent (80%) feel feel (80%) percent Eighty Counselors Counselors’ in Jewish schools. schools. in Jewish (78%) report report (78%) 5/3/13 4:48 PM

YESHIVA UNIVERSITY STUDENT VOLUNTEERS (COUNSELORS) — FINIDINGS 15 5/3/13 4:48 PM5/3/13 4:48 PM Seventy-two percent (72%) AELIS ghty-four percent (84%) report ith Israelis: Ninety-four percent w report a desire to visit some of their Israeli campers “to a great extent” (44%) or “to an extent” (28%). (94%) report developing personal connections with Israelis “to a great extent” or “to (47%) anextent” (47%). future: that Counterpoint exposed them to aspects of Israeli society that they were previously unaware of “to a great extent” (60%) or “to an extent” (14%). Eighty-four percent (84%) report learning more about Israel “to a or “togreat extent” an extent” (41%) (43%). ISR Ei • Developed personal connection • Hope to visit campers in the • Learning more about Israel: 2. WITH CONNECTIONS PERSONAL 1. 1. ISRAEL ABOUT LEARNING • Exposure to Israeli society: Counselors Gain Counselors Extensive Exposure to Israeli Israeli to Exposure Extensive Society and Personal Form Connections With Israelis Despite counselors’ extensive and intensive prior Israel experience, almost all counselors report a quali- tatively different experience of Israel on Counterpoint. This different Israel experience manifests itself in two distinct areas: Counselors come to Counterpoint with Counterpoint to come Counselors extensive Israel experience. All counselors visited Israel at least once before Counterpoint and 94% visited two times or more before Counterpoint. FINDING 6: FINDING YUEJE011_Mini Guide_F_030513.indd 15YUEJE011_Mini Guide_F_030513.indd 15 YUEJE011_Mini Guide_F_030513.indd 16 16

Counterpoint Israel: Summer 2012 Evaluation 5/3/13 4:48 PM IMPLEMENTATION THROUGH PARTNERSHIP — FINDINGS 17 5/3/13 4:48 PM5/3/13 4:48 PM succeeded They understand that Counterpoint who have become advocates Successfully CreatesSuccessfully Relationships with Local Agents to Improve Who Work Education in Their Cities FINDINGS 1: FINDING In each city, Counterpoint has in establishing relationships with key individuals for its English language summer camps. These local advocates include people in diverse positions, such as an English teacher in a local high school, the head of a youth-in-need program, the director of a local partnership program and the head of a community center. These individuals share high regard for Counterpoint’s English language camps.summer the camps’ success depends on the quality of Counterpoint’s experiential Jewish education curriculum, its selection of counselors and its intensive counselor program. training system within each city, asking by promoting collaboration between promoting by hin each city. eshiva Universityeshiva and the municipalities, which mutual in benefit arises parties. both for Y wit While has Counterpoint been successful in its first goal, further the highest to fully exemplify in order collaboration be must achieved Peoplehood. of level 2. Model Jewish Peoplehood 1. 1. a culture Develop of support for teen enrichment programming the cities and local human, to provide physical and institutions in some cases, financial resources to support the program. By working through local municipalities and stakeholders, aims Counterpoint to achieve goals:the following Counterpoint’s success can ultimate if the program only be achieved in close partnershipworks with its host municipalities. Counterpoint the municipal through to work seeks Implementation Through Partnership YUEJE011_Mini Guide_F_030513.indd 17YUEJE011_Mini Guide_F_030513.indd 17 YUEJE011_Mini Guide_F_030513.indd 18 18

Counterpoint Israel: Summer 2012 Evaluation a different environment.” a different Counterpoint, they they Counterpoint, At atthem. yell who teachers having to used kidsare ofthese Many help. to want and them respect really who people see they pre-judged, not are They friends. counselors’ their be to kidswant The teachers. not people, cool are They counselors. American the love teens The areas! of these inall isoutstanding Counterpoint topics... everyday them, to interesting is that something about speak to Itisvital incontext. sentences and words use to them getting English, in aspossible asmuch campers the to speak isto camp ofthe goal A key States. United the and England between difference the know don’t teens ofthe many example – for knowledge geographical little is also There speakers. English to speak to inDimona opportunity islittle There importance. its realize and English students’ motivation to want to learn the raising on depends “Success COUNTERPOINT. ABECOME STRONG ADVOCATE FOR HAS SHE WHY EXPLAINS DIMONA IN TEACHER ENGLISH AN 15: EXHIBIT fi nd themselves in in nd themselves Reasons for a Variety of Different Value Counterpoint holders C BY CITED BENEFITS MAJOR municipalities. their on impact larger Counterpoint’s to attest educators and officials local inwhich we conducted, interviews the from excerpts are Below FINDING 2: 1. 1. HOLDERS OUNTERPOINT’S ISRAELI STAKE- ISRAELI OUNTERPOINT’S expansion take place. place. take expansion such see to desire their expressed Several expand. easily could and oversubscribed consistently are camps Counterpoint’s that fact the and Counterpoint to attraction teens’ the cited interviewed ofthose of.Many a part be to want teens that environments infun addressed are priorities demic aca- important these Moreover, priorities. wide system broader address camps language English university. to admittance for isrequired exam matriculation school high English the on points) offive (out points of four Ascore systems. educational of their e English. ssential for the academic success success academic the for ssential All regard English as as English regard All Thus, Counterpoint’s Counterpoint’s Thus, Local Stake- 4. 3. 2. t mentioned also interviewed those All Zionism future.” the in contribute and volunteer to them volunteer, which will to came counselors the that see also They teens. the impacts which polite, very are counselors “The system: school Malachi Kiryat the for supervisor youth the from ment, assess- isatypical following The program. ofthe feature distinguishing and aunique as counselors the see by C impressed were interviewed those All Role Modeling problems. causing streets the on night all friends their with out hanging then and late sleeping are they Otherwise on schedules. normal and occupied them keeping and structure with teens providing in indispensable are camps the that expressed interviewed those of Many accessible. them make ings sup various its and cost low camps’ The Street The Off Kids counselors who volunteer out of their oftheir out volunteer who counselors American idealistic bythe exuded ideals term) their (not Peoplehood he committment to Zionism and and Zionism to committment he plementary financial aid offer- aid financial plementary ounterpoint’s counselors. They They counselors. ounterpoint’s influence influence 5/3/13 4:48 PM IMPLEMENTATION THROUGH PARTNERSHIP — FINDINGS 19 5/3/13 4:48 PM5/3/13 4:48 PM rst c group fi fi dence and empower- we created a unique unique a created we we created a unique fi framework for the kids kids the for framework framework for the kids COUNTERPOINT HAS SPARKED program, taking them outside them taking program, program, taking them outside Dimona. of of Dimona. The city created a weekly weekly a created city The The city created a weekly evening evening summer: the in in the summer: Layla Lavan (“White Night”); Monday Beit Café; and Wednesday workshops movies, Chavruta, including youth choirs and singers. The city pays for all of these activities. citya created the year This This year the city created a therapy animal long month- month- long animal therapy program, program, because of what we saw at Counterpoint. The city wanted programs that promote self-con ment, and to give the teens a framework. Mercaz Ofek paid for this program. problematic – a speci that the English camp can’t accept – DimonaDimona now now spends spends 250,000 250,000 shekelsshekels on youth on youth programming programming annually.”annually.” 1. 2. 3. For some kids who were really EXHIBIT 16: 16: EXHIBIT DORIT PERETZ, HEAD OF MERCAZ OFEK, FOR CARES THAT ORGANIZATION AN REPORTS RESIDENTS, DIMONA AT-RISK THAT INCREASEAN TEEN ENRICHMENT IN PROGRAMMING. “The English camp was the enrichment program for teens and the city saw that it worked. realized We that we needed to provide the teens with additional enrichment programs. Since Counterpoint was introduced in Dimona, several new programs have been introduced by the city: Municipalities are are Municipalities

Committed to ContributingCommitted to Counterpoint to Resources and are Inspired in to Invest Programming Enrichment CounterpointBeyond In Dimona and in particular, Yerucham all contacts expressed recognition that the Counterpoint camps make an indispensable contribution to their local educational system. Local educators and municipal officials also expressed that due to Counterpoint’s educational sophistication and the quality of its English speaking counselors, the municipalities are unable to replicate the camps on their own. Officials and educators in Dimona credit Counterpoint for spark- ing larger investment in teen enrichment programming. FINDING 4:FINDING addresses a high priority need for the municipal educational system. The educators and officials we interviewed all agree that a program of Counterpoint’s quality has not previously been avail- able to teenagers in their cities. Appreciation willingness and to for, contribute resources to, Counterpoint is strongest where Counterpoint has been longest.active indispensable Local Stake- Local

We heard We unanimous enthusi- desire to contribute to Israel. Yosef Israel. Yosef to contribute to desire Rachamim, director for the Department at Risk the at Ministryof Youth of Education’s Southern Region, stated: to come “The American counselors Israel to do a good deed and to contribute. For both the counselors and campers, the connection Yisrael’ to ‘Am is strengthened.” Amram Mitzna, Knesset member and former mayor of Yerucham, added: “The summer camp builds connections and bridges and also helps the campers understand what the Jewish community outside of like.” is Israel In all cases, Counterpoint is seen as an innovative and serious program that The evaluation confirms that local municipal officials and educators consider Counter- point’s summer camps an and valued part of their summer programming. asm for Counterpoint from all the educators and municipal contacts we interviewed. FINDING 3:FINDING holders Counterpoint View as a Successful Program That is Indispensable to Their Educational Systems YUEJE011_Mini Guide_F_030513.indd 19YUEJE011_Mini Guide_F_030513.indd 19 Conclusion: Next Step – Counterpoint’s Developing Partnerships Theory for Developing Partnerships Much of Counterpoint’s operating strategy seems to be working. Counterpoint has developed relationships with local officials “A GIFT” and educators who have become champions of the program. Counterpoint’s summer camps have the recognition, admiration City views the English camp as a and support of a diverse group of stakeholders. The program also “present” that offers a valuable and receives contributions in the forms of scholarships, venues, needed service to local teens. transportation and logistical support from local municipalities, programs for youth at-rist and Israel-Diaspora partnership programs. Counterpoint works to cultivate locals who will champion the The challenge is now for Counterpoint to move from a relationship of program and realize that it produces collaboration with its Israeli stakeholders to one of partnership, as shown mutual benefit for all stakeholders in the chart to the right. To nurture partnership, Counterpoint must involved. make clear that its core asset is its talented English-speaking counselors and the quality education they impart, which is an outcome of YU-CJF’s expertise in experiential Jewish education. In the long term, Counterpoint must be regarded as the provider of qualified staff, staff training and support and expertise in experiential COLLABORATION Jewish education. Counterpoint should not be seen as the provider of a full summer camp. City contributes physical, financial, and human resources Once this perspective is adopted, local stakeholders will no longer to the camp. maintain a beneficiary mind-set and instead pursue a partnering relationship with Counterpoint and begin running the camps with the help With time, key contacts come to view Counterpoint as a product of Counterpoint’s expert staff. of collaboration rather than as In addition, there is a need for a conscious process of deliberation a “gift.” with local stakeholders to further develop partnerships. Counterpoint staff and local stakeholders should examine the core assets each partner can contribute and the broader benefits that will accrue beyond what either partner can contribute alone. Currently, Israeli stakeholders are not sufficiently aware of Counterpoint’s desire for PARTNERSHIP partnership and have not been sufficiently engaged in a systematic planning discussion to that effect. The English camp is recognized as an indespensable educational If these changes are implemented, we believe that Counterpoint asset. will transition from operating outstanding English language summer camps for Israeli teens to modeling exemplary Israel- City takes ownership for promoting Diaspora partnership. summer-time enrichment programming for teens and views YU-CJF as a partner in implementing such programming.

Israeli stakeholders gain a deeper understanding of the principle of mututal beneﬁt for all stakeholders.

YUEJE011_Mini Guide_F_030513.indd 20 5/3/13 4:48 PM YUEJE011_Mini Guide_F_030513.indd iii 5/3/13 4:48 PM COUNTERPOINT ISRAEL STAFF Shuki Taylor Director, Service Learning & Experiential Education, YU Center for the Jewish Future Aliza Abrams Assistant Director, Service Learning & Experiential Education, YU Center for the Jewish Future Gila Rockman Director, Counterpoint Israel, YU Center for the Jewish Future Kiva Rabinsky Director, Counterpoint Israel, YU Center for the Jewish Future

President Richard Joel President and Bravmann Family University Professor, Yeshiva University Rabbi Kenneth Brander The David Mitzner Dean, YU Center for the Jewish Future

500 West 185th Street New York, NY 10033 Phone: 212.960.5263 Fax: 212.960.5450 [email protected]

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