SAR HIGH SCHOOL
Family Handbook 2014 2015 5775
503 West 259 th Street Riverdale, NY 10471 718 548 2727 ● sarhighschool.org ● Fax 718 548 4400 Dedicated to the Memory of JJ Greenberg z”l
******************************************************************** This Family Handbook is intended for use by SAR families only. The information in this handbook is not to be used for commercial purposes or solicitations of any kind. We appreciate your coopera- tion in using this handbook in the spirit in which it was intended.
******************************************************************** Our Mission & Philosophy of Learning
Mission Statement SAR High School is a Modern Orthodox co educational community of learners dedicated to: • recognizing the unique needs and potential of each individual • challenging each learner to move beyond his or her comfortable limits • probing and engaging the world with humility and openness to God's creations • immersing themselves in a culture of learning and service as participants in the grand conversation between Torah and the world • shaping an environment of discourse and action where mitzvot inspire respect, obligation and aspiration
This mission commits us to:
יראת שמים Students will deepen their love for and commitment to Torah, mitzvot and our rich heritage of learning. Our graduates will continuously develop their relationship with God, opening themselves to the mystery and wonder of the world. תורה וחכמה Students will be devoted to exploring the language, practice and outlook of the two cultures within which they live. Our graduates will dedicate time in their day for Torah study and intellectual inquiry. They will shape Jewish life, create Jewish culture and contribute to the broader society. מדינת ישראל The creation of the State of Israel is one of the seminal events in Jewish history. Recognizing the significance of the State and its national institutions, we seek to instill in our students an attachment to the State of Israel and its people as well as a sense of responsibility for their welfare. אהבת הזולת Students will cultivate a caring and compassionate disposition and respond to the needs of their school, family, and community. They will develop the skills to work with others toward common goals. Our graduates will act in a spirit of courage and selflessness for social justice and the betterment of Israel. צלם אלוקים Students will recognize their unique strengths and talents and value the contributions of others. They will demonstrate courage of thought and action. Our graduates will act with honesty and integrity, being true to themselves as individuals.
3 Our Mission & Philosophy of Learning
A Community of Learners SAR High School is a co educational community of learners in which all members of the school, students and faculty alike, interact in ways that reflect respect, collaboration, and a shared commitment to Torah and mitzvot. All students are empowered to make meaningful choices in their learning and in the life of the school that help them grow as decision makers and responsible citizens. The success of this community relies on the shared practice of a common set of principles, or habits of mind, that continually inform our thinking and behavior. These include tolerance, trust, courage, integrity and concern. Across grades, within the classroom and within each advisory, SAR High School fosters an appreciation of every individual’s unique strengths and an embracing of the importance of the common good. Principles of Learning SAR High School is a community of learners that recognizes the unique needs and potentials of each individual. The school is committed to maximizing student achievement by:
• Challenging all students as learners and responsible citizens. Clear standards of performance will guide students in mastering essential knowledge and skills as well as developing the habits of mind for successful learning. • Engaging students in tasks that have meaning to them as individuals. Because learning is a highly personal and transformational experience, students are valued as decision makers. • Fostering a climate of active learning in which each student is a producer as well as consumer of knowledge, and the teacher is valued as model and coach. • Developing the interpersonal and group skills essential for lifelong problem solving. Collaboration is an important focus of a classroom in which every learner is both included and needed.
4 TELEPHONE DIRECTORY 2014 2015 Main Number 718-548-2727 Fax Number 718-548-4400
Administration Rabbi Tully Harcsztark Principal 1501 [email protected] Dr. Mark Shinar Director of General Studies 1502 [email protected] Nancy Lerea Associate Principal 1503 [email protected] Lisa Schlaff Director of Judaic Studies 1516 [email protected] Rabbi Aaron Frank Associate Principal 1504 [email protected] Allan Houben Assistant Principal 1528 [email protected]
Grade Level Coordinators Tamar Krieger Grade Nine 1520 [email protected] Michelle Hoch Grade Ten 1509 [email protected] Lisa Birnbaum Grade Ten 1518 [email protected] Gloria Schneider Grade Eleven 1574 [email protected] Alicia Germano Grade Twelve 1519 [email protected] Shuli Taubes Grade Twelve 1519 [email protected]
Psychologists Dr. Russell Hoffman [email protected] 1510
Dr. Michelle Humi [email protected] 1578
High School Office Staff Russi Bohm School Nurse 1511 [email protected] Nava Cohen Administrative Assistant 1505 [email protected] Dahlia Goldbrenner Administrative Assistant 1500 [email protected] 5 TELEPHONE DIRECTORY 2014 2015 Main Number 718-548-2727 Fax Number 718-548-4400
Michelle Hoch Director of Operations 1509 [email protected] Gila Kolb Registrar & Associate Director of Admissions 1576 [email protected] College Guidance Michael Courtney Director of College Counseling 1514 [email protected] Lisa Birnbaum Assistant Director of College Counseling 1513 [email protected] Cari Cohen Assistant Director of College Counseling 1529 [email protected] Marjorie Jacobs Consultant to College Counseling Department 1508 [email protected] Ann Morhaime Administrative Assistant 1577 [email protected]
Israel Guidance Lisa Birnbaum [email protected] 1513
Rabbi Akiva Block [email protected] 1515
Laura Frank [email protected] —-
Karen Goldscheider [email protected] —-
Rabbi Shua Lindenbaum [email protected] 1515
Shuli Taubes [email protected] 1519
Business Office Debra May Executive Director 1200 [email protected] Geet Engel Director of Finance 1265 [email protected] Heidi Greenbaum Director of Development 1256 [email protected]
6 Welcome to SAR High School 2014-2015
Our Mission & Philosophy of Learning ...... Mission Statement ...... 6 A Community of Learners ...... 7 Principles of Learning ...... 7 Everyday Details—Things You Need to Know ...... I. Everyday Details School Hours ...... 8 Textbooks, Seforim, and Library Books ...... 8 The SAR Beit Midrash ...... 8 The SAR Library ...... 8 Lockers and Building Safety Guidelines ...... 9 Snow & Inclement Weather ...... 9 II. Everyday Details Dress Code ...... 9 Absences from School ...... 9 Late Arrivals ...... ... . 9 Staying on Campus ...... 10 Driving to School...... 10 Student Parking ...... 10 Arrival/Dismissal ...... 10 III. Everyday Details Lunch ...... 12 Eating Permitted in Designated Areas Only ...... 12 Medical Forms ...... 12 In School Illness or Injuries ...... 12 Dispensing Medication ...... 13 Medical & Dental Appointments ...... 13 Injury Excusing Physical Education Participation ...... 13 Elevator Use ...... 13 IV. Everyday Details Parent Involvement ...... 13 Communicating with Parents ...... 14 Community Announcements .. 14 Relaying Parent Messages During School Hours ...... 15 Visitor Policy ...... 15 Posting of Flyers, Photos, and Other Notifications 15 Participating in Co-Curricular Activities & Sports at SAR ...... Co Curricular Activities ...... 16 SAR Sports Team ...... 16 Requirements for Participating in Sports ...... 17 Transportation, Metro Cards and Student ID s . Transportation ...... 18 Student ID ...... 18 Student Eligibility for Reduced Fare MetroCards ...... 18 Hours of Student MetroCard Use ...... 18 Lost, Stolen or Malfunctioning MetroCards ...... 18
Welcome to SAR High School 2014-2015
Learning Policies and Programs ...... I. Learning Policies and Programs Graduation Requirements ...... 19 Grades at SAR ...... 19 SAR Grading System ...... 22 Academic Alerts .. 21 Academic Workload ...... 21 Homework ...... 21 Assessments ...... 22 Student Management System.. 23 Parent Portal 23 II. Learning Policies and Programs Attendance Policy ...... 23 RPT (Right Place and Time) Policy ...... 24 Consequences for Violation of the Attendance Policy ..... 24 Student Support ...... 25 Academic Accommodations at SAR High School ...... 25 GLC ...... 26 Advisory ...... 26 Community Service ...... 27 Religious Growth as a Community and as Individuals ..... 28 III. Learning Policies and Programs College Counseling ...... 28 Guidance for Post High School Study in Israel ...... 29 Student Government ...... 30 Dress and Decorum ...... 30 Academic Honesty ...... 31 Respecting Yourself ...... 31 SAR High School Substance Abuse Policy ...... 31 ACT– An Initiative for SAR High School Parents ...... 32 Respecting Others ...... 33 Technology Policies and Programs ...... 34 Acceptable Use ...... 34 1:1 iPad Program ...... 34 Person Laptops/Tablets ...... 35 Google Apps and Haiku ...... 35 Mobile Device Policy ...... 35 Violation of Technology Policy ...... 36 Guidelines for Staff Student Communication & Social Media .... 36 Whom to Call for What ...... 38 Who’s Who at SAR High School ...... Administration ...... 42 Faculty and Staff ...... 44 Faculty Directory ...... 65
The Everyday Details—Things You Need to Know
School Hours Monday – Thursday: 8:00am–5:10pm Fridays: 8:00am–1:40pm Beginning April 17th, Friday dismissal will be at 2:30pm.
Students are encouraged to arrive a few minutes before the start of school in order to be ready to begin davening Shacharit promptly at 8:00am. A light breakfast will be available between davening and first period.
Please refer to the school calendar for early dismissal times prior to a Jewish holiday, on a fast day or on dates of other school programs. Textbooks, Seforim, and Library Books Textbooks, seforim, and library books are on loan to students during the school year. Students are assigned an account by their ID number in OPALS, SAR's textbook & library tracking system. Each book has a unique barcode which is scanned to the student's account when books are assigned. Students are responsible to return all textbooks assigned to their account by having them scanned back into OPALS at the end of the school year. The barcode must match the one assigned in September. Final report cards are released after all textbooks, seforim, and library books are returned or the cost of replacement has been paid.
The SAR High School Beit Midrash and Beit Midrash Fellows The SAR High School Beit Midrash is a vibrant center for student and adult learning, a highly accessible resource center and, at the same time, a friendly gathering place. Our twelve full time Beit Midrash Fellows, hailing from North America and Israel, learn each day in this space which is, physically and philosophically, the center of our school. All Judaic studies classes utilize the Beit Midrash and the Fellows for small group learning. In addition to learning with our students, the Fellows, help design and implement many co curricular activities which promote ruach (school spirit), the centrality of Medinat Yisrael , and SAR’s annual theme.
The SAR Library Our library has been developed with the aim of supporting and enhancing the curriculum as well as serving as a resource for nurturing students’ interests and passions. Our collection includes English and Hebrew resources, circulating fiction, non fiction, biographies and periodicals, and an extensive 9 The Everyday Details—Things You Need to Know collection of reference materials relevant to our Judaic and general studies courses. We subscribe to periodicals, daily newspapers and online databases that can be accessed from school as well as from home. Lockers and Building Safety Guidelines Students are assigned lockers when they receive their textbooks. Lockers should be used to store coats, textbooks and supplies. Backpacks should either remain with the student or be stored inside the locker. The gym also has lockers available to students. In order to maintain a safe and clean environment, all hallways, stairways and work areas should remain clear of obstruction. Students may not alter or attach any permanent objects to the lockers. Damage to lockers or lock will be the student’s responsibility. Any items left unclaimed in lockers or lost and found at the end of the year will be given away. Snow & Inclement Weather Please check your email or call the SAR Hotline number, 718 518 2977, for the latest information regarding the delay or cancellation of school. Trip updates may also be recorded at this number for schedule changes and arrival information. Dress Code Students should dress modestly in a fashion that reflects the values of our Yeshiva. Boys must wear shirts with collars. Tzitzit must be worn at all times. Sweat pants, track pants, blue jeans, T shirts, and shorts are not permitted. Girls must wear skirts that cover the knees; front slits are not permitted. Shirts must cover the midriff at all times and may not be see through, tight or low cut. Short sleeves are permitted, but cap sleeves are not. Sneakers are permitted for both boys and girls and are required to be worn during gym. Girls must wear sweat pants or knee length basketball shorts during gym class. Leggings are not permitted. Absences from School A parent or guardian must call the school office by 9:00 am on any day when his/her child is absent. Dial (718) 548 2727, then press 8 or email [email protected]. It is important to notify the school if a student is out for an extended time. Students are responsible for any missed classwork, homework and tests, and should make arrangements to get these assignments. When returning to school, a student should check with each teacher to make sure he/she is aware of all work that needs to be made up. Late Arrival to School Our lateness policy is aimed at balancing a reasonable understanding of the realities of the morning commute with the necessary expectation that our 10 The Everyday Details—Things You Need to Know students take seriously their responsibility to arrive at tefillah on time. Students are expected to be at davening by 8:00 am, at which time attendance will be taken. Any student arriving after 8:05 will be marked late, and any student arriving after 8:15 will be marked absent. Students who arrive after 8:15 must go to the office to sign in before going to class. Parents are expected to call the office and explain the reason for the student’s lateness in order for him/her to be admitted to class. In a calendar month, students will be excused for up to three latenesses or absences from tefillah without incurring further consequences. (Unexcused absence from tefillah will result in RPT.) Once a student has exceeded three latenesses or absences, every additional lateness or absence will result in an additional RPT. Buses will be monitored to ensure that they are making their runs in a timely way and there may be extenuating circumstances of traffic or weather that will necessitate waiving a particular day’s late arrival.
Staying on Campus Because every individual’s well being is our most important concern, students must remain on campus at all times during the school day. During students’ free time, students may visit the food establishments across the street from the high school. Students who need to leave school during the day are required to obtain parental approval and sign out with the office staff. Driving to School Students are permitted to drive to and from school. Students may not use their cars during the school day.
Student Parking During school hours, parking in the school lot is for staff only . Students who drive to school should find parking on the surrounding streets. Please remember not to park in the Skyview shopping center, as they will tow your car.
Arrival/Dismissal Arrival 1. Cones will be set up to create a drop off lane alongside our building. Buses and cars will not be allowed to pull out of the line. All vehicles will drive into the drop off lane in the order they arrive and use the turn around at the end of the building. 2. All SAR HS doors along the driveway of the building will be open for arrival. Vehicles must drive all the way down to unload passengers. This will allow the maximum number of cars to enter the driveway. 3. Students may not to be dropped off in front of the school on 259 th Street. 11 The Everyday Details—Things You Need to Know
Dismissal 1. The carpool line up will continue to be alongside the cars parked opposite the building. Cones will be placed alongside the carpool line. 2. There will be a crosswalk for all students to cross over to the carpool lane. Students will only be allowed to cross at the crosswalk and may not cross between the buses. 3. The center lane of the driveway will be one direction only entering into the campus from 5:00pm until 5:15pm. From 5:20 until the end of dismissal, the center lane will be one direction, heading south only, exiting the driveway. 4. Cars will not be permitted to pull out once cars have lined up in the carpool lane. 5. Dismissal must move by 5:20 and conclude by 5:25. If students are not in their carpool when the line begins to exit, those cars should exit to keep the carpool lane moving and are asked to wait off 259th Street. Cars may re enter once dismissal buses and cars have departed. 6. Both sides of West 259th Street in front of the school should be kept clear of cars during dismissal.
For your safety and out of respect for our neighbors: Do not to wait on corners or on the exit hill of the shopping center facing 259 th Street (Riverdale Kosher Market loading zone.) Do not double park, stop in the middle of the street or in the shopping center parking lot to load or unload passengers.
12 The Everyday Details—Things You Need to Know
Please follow the instructions of our staff; they will be outside during arrival and dismissal to keep traffic moving and guide cars in and out of the driveway. Lunch Students may bring lunch from home. Both dairy and meat microwaves are set up in the school cafeteria at all times.
There are designated areas to eat meat and dairy each day. All food brought from home should have certification from the Orthodox Union, Kof K or OK. If you have questions about other hashgachot, please ask an administrator.
Please remember that SAR is a peanut/nut free school. Eating Permitted in Designated Areas Only Students may eat in the cafeteria, the area over the gym, or on their grade floors. They are expected to clean up after themselves and to dispose of all spills, trash, and recyclables appropriately. Students are not allowed to eat in the learning areas during class time, unless they receive permission from a staff member. They are responsible to keep grade floors neat and garbage free in order to maintain the privilege of being allowed to eat in those places. Students may never eat or drink on or near computer tables and stations. Medical Forms It is extremely important for the school nurse to have accurate and up to date medical information on each student. It is for this reason that students will not be allowed to attend school if the school nurse has not received his/her vaccination records and physical examination forms before the first day of the school year. Please note all forms are now online and can be completed upon registration. All forms for the physician can be downloaded and scanned in. Any questions can be directed to the school nurse. In-School Illness or Injuries A student who becomes ill or is injured during the school day must report to the nurse so it can be determined whether he/she is well enough to stay at school. It is extremely important that any such individual remain under the direct supervision of the nurse while at school. In the event that a student needs to go home, a parent will be contacted by the nurse and arrangements will be made to have him/her picked up or sent home by taxicab. Parents picking up a student during class hours should come to the nurse’s office. Parents are not to pick up a sick or injured student without communicating with the nurse.
13 The Everyday Details—Things You Need to Know
In case of an emergency, parents will be notified as soon as possible. For this reason, parents should have their current business and cell numbers on file with the school office. Should the school be unable to reach either parent, it is the school’s procedure to take the student to the nearest hospital for emergency treatment. Dispensing Medication The school nurse may dispense over the counter medications (such as Tylenol, ibuprofen, antacid or Benadryl) only with a parent’s and doctor’s written permission. Medication forms must be completed yearly. Forms that are over one year old are considered expired and are therefore no longer valid. Students at SAR High School are not permitted to carry any medications with them during the school day. Students must bring all medications, whether prescription or over the counter, to the nurse’s office at the start of the day. The only exceptions are self administered medications such as inhalers and epi pens. A copy of the prescription as well as signed parental consent is required for all students who receive prescription medication during school hours. This policy also applies to school trips and shabbatonim. Medical & Dental Appointments Parents should not schedule medical and dental appointments during school hours unless absolutely necessary. In the event that a parent or guardian needs to make a pick up before dismissal, parents should communicate to the school office explaining the reason for the early departure. Injury Excusing Physical Education Participation If a student is unable to attend gym due to sickness, injury, or for any other reason, his/her parent should send a note or a note from the family physician describing the nature of the limitations and when the student will be able to return to normal activity. This note should be brought to the school nurse, where a copy will be made for the student to take to the gym teacher during regular gym class time. Elevator Use The elevator is located on the north side of the building, and is reserved for staff, school deliveries and for those with ambulatory difficulties. Additionally, seniors have the privilege of elevator use. Seniors may get on the elevator on the gym level, first, and second floors and ride up, and on the 6th floor, and ride down. Any other students who require use of the elevator must obtain an elevator pass from the office staff or school nurse. If a student requires use of the elevator for more than 1 2 days as the result of a medical condition, the nurse must be provided with a doctor’s note.
14 The Everyday Details—Things You Need to Know
Parent Involvement The Parent Teacher Council (PTC) for SAR Academy and SAR High School is a subcommittee of the Board of Trustees. The PTC is dedicated to keeping parents informed as well as supporting and enhancing the educational and social environment within the school. As a group, the PTC works throughout the year on a variety of projects and events with fundraising, social and educational goals. The SAR High School Liaison Committee is comprised of parents from each grade with the goal of representing the different communities from which the school draws. The committee provides a central forum where issues of importance to the parent body are discussed with the administration. The committee discusses matters that have an impact on the quality of students' lives during their high school experience. If you would like to bring an issue to the attention of the Liaison Committee, please email them at [email protected]. Parents are encouraged to contact their children’s teachers or the administration directly regarding any issue of concern. Communicating with Parents Parents are invited to our Open School Night on September 10th at which time they have an opportunity to learn more about their child’s classes. Mid semester Parent Teacher Conferences in the fall and the spring provide an opportunity for parents to meet individually with teachers to discuss their child’s progress through the school year. Parents choose times for appointments with teachers through an online sign up system.
In addition, there is a Parent/Student/Advisor conference for ninth grade parents on September 30th. This meeting is intended to help set and monitor appropriate growth goals for every student during the year. Students in grades ten through twelve will meet with their advisers to discuss plans and goals for the coming year. GLCs support and guide students, advisers, and parents throughout the year.
Parents should initially discuss any academic concerns about a particular class directly with the teacher. Parents should also communicate with their child’s advisor regarding issues that extend beyond a particular class.
In November, parents will receive mid semester progress reports. In January and June, parents will receive anecdotal report cards. Please see page 21 and 22 for further details.
Community Announcements If a family suffers a loss within the High School community, we can send an 15 The Everyday Details—Things You Need to Know email announcement to other SAR families and staff. Please send details about shiva/funeral to [email protected]. Please provide as much information as possible. Visitor Policy All visitors must sign in with security guard and receive a visitor’s pass. If a visiting student would like to sit in on classes, he/she should have a host student secure administrative approval in advance. After checking in with the guard desk, a visiting student must sign in with the main office and remain with the host student throughout the day. Visitors attending classes are expected to adhere to school dress code.
Posting of Flyers, Photos and Other Notification The SAR High School posting policy has been designed to assist clubs, teams, and other high school groups. Material posted must be approved and follow our “posting guidelines” which are available in the main office. Flyers may not be posted on any doors or glass. Sponsors must remove all flyers upon expiration; the expiration date will be stamped on the flyer at the time of approval. This system requires the assistance of all of our students and faculty to be successful. Approvals can be obtained from Ms. Michelle Hoch or the main office. Flyers posted without authorization will be removed.
16 Co-Curricular Activities & Participating in Sports at SAR
Co-Curricular Activities SAR High School values the development of the whole person and therefore recognizes the importance of a rich co curricular program. These activities enable students to nurture their strengths and interests, as well as discover new talents and passions. All students are encouraged to get involved in one or more co curricular activities so that they can expand their horizons and make new friends. Activities offered are determined by student interest and guided by faculty members.
The activities run the gamut of student interest, from academic competitions like College Bowl or Mock Trial to Torah based publications like the Ruach Saarah, to fine and performing arts like Drama and Choir. All of the activities meet regularly, with some demanding a greater time commitment than others. Students learn about the options available to them at a co curricular fair held at the beginning of the school year. Advisors meet with students to encourage their participation, guide them in choosing activities, and ensure that their time is budgeted wisely.
In addition to the co curricular activities described above, SAR High School students participate in shabbatonim and a variety of school trips, as well as Yemei Iyun which address relevant religious and social issues.
Students may not participate in extra curricular after school activities if they were not at school for that entire school day.
SAR Sports Teams Our athletic program emphasizes the importance of physical fitness and health
17 Co-Curricular Activities & Participating in Sports at SAR and the appreciation of our bodies as tzelem elokim — created in the image of God. While fitness activities encourage exercise, personal responsibility and hygiene, team sports foster group skills and a healthy spirit of competition.
In the fall, we field girls’ teams in Junior Varsity (JV) and Varsity basketball and volleyball, and boys’ teams in JV and Varsity hockey, boys’ wresting, and basketball. In the spring, we field boys’ JV and Varsity softball, girls’ Varsity softball, girls’ JV and Varsity soccer, boys’ JV and Varsity soccer, boys’ and girls’ Varsity tennis, girls’ Varsity hockey, boys’ Varsity volleyball and boys’ Varsity baseball, boys’ and girls’ swimming, and a boys’ Ultimate Frisbee team. Bowling Club will be offered in the fall. JV Tennis Club for boys and Girls, JV boys volleyball, and Golf Club will be offered in the spring. Track clubs will be offered all year round. Practices will take place after school and, for some teams, on Sundays. Requirements for Participating in Sports SAR High School must have on file current health reports for each student enrolled. Please refer to the section entitled “Medical Forms” for more detailed information.
If a student plans to participate on athletic teams he/she will be asked to complete health forms for participation in school athletics that includes a section to be filled out by a physician. No student will be allowed to participate in school athletics until his/her required forms are on file with the school.
Additionally, in order to ensure proper focus on both academics and athletics, a student may not participate in more than one fall sport. Students may not participate in athletic practices and events if they were not at school for that entire school day. Students are required to stay in good academic standing in order to continue participating on teams. The administration reserves the right to remove a student from a team if he/she is experiencing academic difficulties.
18 Transportation, MetroCards and Student ID’s
Transportation The business office will arrange for round trip transportation for those who are interested in attending SAR using the services of a school bus company. Families will receive busing information in the spring regarding transportation for the following year. Please direct any inquiries regarding bus transportation to Michelle Hoch, ext. 1509. Student ID Freshmen receive a picture ID at the beginning of their Freshmen year. Please note that a fee will be charged for replacing lost ID cards. Student Eligibility for Reduced Fare MetroCards NYC students residing between ½ and 1½ miles from school are eligible for a Half fare Student MetroCard. A Half fare Student MetroCard is only good for use on surface transportation such as New York City Transit or Franchise Carrier Buses (Green Bus; Jamaica Buses; Queens Surface; Triboro Coach) and is only valid for three trips per day.
New York City students residing more than 1½ miles from school are eligible for a Full Fare MetroCard. A Full Fare MetroCard provides free trips on both subway and surface bus lines. On most trips, students can use their card freely to transfer from bus to subway, bus to bus, or subway to bus. Please see Nava in the main office to pick up your MetroCard. Hours of Student MetroCard Use Student MetroCards are good for use to and from school and school related activities during the hours specified on the back of the card. For most students, that means 5:30am to 8:30pm on weekdays only. The card is good for the entire school semester, but only on days when school is in session. Lost, Stolen or Malfunctioning MetroCards If a student MetroCard gets lost or stolen, call the main office right away. If the student can supply the card’s number, it will help to trace it. If a student MetroCard is not working, ask the station agent or bus operator for help. If it still doesn’t work, return it immediately to the main office.
19 Learning Policies and Programs
Graduation Requirements
Judaic Studies Tanakh ...... 4 years Torah Sheb’al Peh ...... 4 years Hebrew Language and Literature ...... 3 years Jewish History and Thought ...... 4 years
General Studies English Language and Literature ...... 4 years History ...... 4 years Laboratory Science ...... 3 years Math...... 3 years Foreign Language ...... 2 years Advisory ...... 4 years Arts ...... 3 years Physical Education and Wellness ...... 4 years Senior Exploration 1 year
Grades at SAR Learning at SAR High School involves a combination of academic excellence, personal growth, serious engagement with Talmud Torah and Shemirat HaMitzvot. We are a community of learners dedicated to challenging every learner to move beyond his or her comfortable limits. In addition, there is a four year residency requirement to earn an SAR High School diploma.
While grades may not be the most important measure of learning, they are a necessity. Students receive first semester grades, second semester grades, and final exam grades. The end of the year report card will include a year long grade for each course based on these three components. SAR High School transcripts indicate only the year long grades for each course.
SAR High School uses a standard lettered grading scale. Students who do not demonstrate the required level of competency in a course receive an “F” for the marking period in question. It is possible for a student to receive an “F” for
20 Learning Policies and Programs one semester and still pass the course for the year based on his/her performance during the other semester and on the final exam. Student who fail a course for the year will receive a failure (F) on their transcript for that course. Students who receive an “F” in a required course must make up that course either through an accredited summer school program or by another arrangement with the approval of the administration.
Teachers have the option of granting an “Incomplete” (INC) to a student in appropriate circumstances. These include illness and other situations beyond the student’s control, as well as instances where the student requires additional time despite having made a serious and committed effort. To remove an INC, the student must meet with his/her teacher and advisor within one week after the end of the grading period to create a plan and timetable for make up work. If the INC is not resolved according to the agreed upon plan, the student receives an “F” for the marking period in question. SAR Grading System Reporting on student learning serves as an opportunity to provide students and parents with rich, meaningful feedback. Grades ultimately help a student become more aware of his/her strengths, styles and needs, and in this way serve a crucial role in the learning process. To facilitate the realization of these goals, each student is assessed by a Quality of Work grade and an Investment in Learning grade, which is accompanied by an anecdotal report.
Quality of Work assesses the student’s work product relative to the teacher’s expectations for the class. This focuses on the student’s tangible output, such as tests, papers and projects.
Investment in Learning assesses the student’s learning dispositions or “habits of mind.” This is divided into two sub categories: 1. Responsibility reflects characteristics such as dependability, punctuality and preparation; takes into account behaviors such as completion of homework and assignments in a timely fashion, arriving to class on time, coming to class
21 Learning Policies and Programs
prepared, fulfilling obligations to group members. 2. Commitment reflects characteristics such as involvement, persistence, striving for accuracy and precision; takes into account behaviors such as class participation, being focused and on task in class, correcting and revising work, taking initiative in addressing problems. Anecdotal reports accompany the above grades. These are brief narratives describing student learning and growth over the course of the semester. Twice a year, in January and June, students receive a full grading report including the three above mentioned components. Parent teacher conferences are scheduled in both the fall and spring.
Academic Alerts In March, students who are in danger of failing a course or are performing significantly below expectations will receive an academic alert (via the Parent Portal System). The alert will detail the steps that the student needs to take in order to restore good academic standing. Academic Workload The staff of SAR High School is committed to challenging every learner in an environment that is respectful and responsive to his/her needs. While we want to challenge students to work to their fullest potential, we are also sensitive to the importance of not overwhelming students with more than they can handle. The staff and administrators are in regular communication with students to support them in balancing all of their academic responsibilities. With input from the members of our community, a policy has been developed to limit the number of assessments that can be required of a student in any given week.
Homework Homework will be assigned, reviewed, and evaluated on a regular basis. Judaic Studies homework will emphasize independent study of text as well as encompass traditional assignments. Students should expect an average of 2½ hours of homework in an evening. This is an average it may be more on some nights and less on others. A student who is having difficulty managing responsibilities should speak to his/her advisor or an administrator for guidance and assistance.
The work on any assignment should be one’s own and not that of another person. Students are expected to take responsibility for their own academic work within the guidelines established by teachers. Students should assume that all work, including homework, is to be done individually unless the teacher indicates that collaboration on a particular assignment is permitted. An open exchange of ideas and knowledge can only be achieved in an 22 Learning Policies and Programs atmosphere of mutual trust and understanding.
Students are expected to bring homework to class. If a student has to leave early or arrive late, all homework must be turned in on that day. Students absent from class for any reason, including school activities or a meeting with another staff member, are responsible for knowing the assignments that were given on that day. Missing class is not an excuse for failing to do the next day’s homework. If a student is absent, assignments are due on the day that the student returns to school.
If a student has a test scheduled on a particular day, he/she is expected be in school for that entire day beginning with tefillah. Students may not participate in after school activities, including extracurricular and athletic practices and events, if they were not at school for that entire school day. The following guidelines are intended to encourage the meaningful celebration and enjoyment of chagim : • No homework is assigned over a Yom Tov. • No homework is assigned on Chanukah or Chol Hamoed. • No long term assignments are due on the day following a Yom Tov or extended vacation. • No tests or quizzes can be scheduled for the day following a Yom Tov or an extended vacation. Assessments In grades 9 and 10, a student may not have more than three major assessments in any given week. In grades 11 and 12, due to the greater demands of the curriculum, a student may have four major assessments in a given week.
Assessments covered by this policy include: • Test – requiring more than 15 minutes of class time • Project – requiring three or more hours of work outside of school • Essay – consisting of more than 500 words
A student may additionally have up to three quizzes per week. A quiz is defined as follows: • Requires less than 15 minutes of class time • Covers no more than three class periods of material
Oral tests that take place over a span of time are not included in these limits.
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Student Management System Our online student management system (SMS) affords teachers the ability to view student contact and scheduling information, and enter attendance, log entries, grades, and academic alerts for their students. SMS has become a very effective tool for teachers and administrators to easily access, record and share important information on their students, which in turn provides your child’s teachers and administrators with a greater awareness of how a student is performing in our school academically, socially and emotionally. Communications between parents and teachers or administrators may also be entered into SMS so that we can refer back to them if the need arises.
Parent Portal Parents may log in to our online Parent Portal through our website (www.sarhighschool.org) and view their child’s account information. Upon entering the site, parents can access the following:
Current Attendance Record Grading Reports (Past and Current) Academic Alerts (if applicable) Course Enrollments, Teacher Listings and email addresses Student Schedule Grade List and contact information Medical Forms
Attendance Policy The goal of having SAR students engaged in active learning necessitates that all students participate in daily classes. There is a direct connection between a student’s attendance in class, his/her maximum achievement, and the greatest learning for the class as a whole. The following frameworks have been established to reflect the importance of this value, though it is certainly our hope that no student need suffer an adverse consequence based on this policy.
For 9th and 10th graders: Unexcused absences are absences which were not authorized by the school. Excused absences include: personal illness supported by a parent/ doctor communication, pre arranged medical appointments, family emergencies, and school sanctioned trips and activities. Unexcused absences will result in RPT, as explained below.
For 11th and 12th graders: In recognition of the greater responsibilities and demands on students in the
24 Learning Policies and Programs second half of high school, and of their greater maturity, the attendance policy in 11th and 12th grade will provide students with greater flexibility while demanding greater responsibility for self monitoring. If a student exceeds ten absences in any class in a semester (six absences in classes that meet three or fewer times a week), he/she has not satisfactorily completed the course. In order to complete the course and receive his/her grade, he/she will have to satisfactorily complete a substantial additional assignment as determined by the teacher. All absences, whether excused or unexcused, will count towards the total of ten, with the exception of those absences that are curricularly mandated by another class.
RPT (Right Place and Time) Policy Because of the importance of every student being in “the right place at the right time” during the school day, the RPT policy requires students to give up their lunch periods as a consequence for violations of school rules regarding where students should properly be. These include unexcused tefillah or class absence, multiple unexcused late arrivals, and unauthorized elevator use. RPT takes place every day during lunch. Students who incur RPT will have it on the next school day after the infraction. Students must bring lunch from home on days that they have RPT and will remain in the designated area under the supervision of a staff member; no cell phones or headphones are allowed. A student must spend his or her time in RPT engaged in productive work. If a student is present in school and does not come to RPT, he/she will be called to the office to serve in school suspension for the rest of the day.
Consequences for Violation of the Attendance Policy Each unexcused absence from class will result in:
one hour of RPT a decrease in the student's Investment in Learning grade
Unexcused late arrivals to a class will be dealt with according to each teacher’s lateness policy for his or her class. This policy, which will be outlined in the course description, may include consequences such as a decrease in the Investment in Learning grade.
Students will not be able to make up work missed due to an unexcused absence. Parents will be notified of unexcused absences, or when excessive late arrivals have occurred. In the case of habitual attendance violations, additional consequences may be imposed, after a meeting with a student, his/ her parents, and members of the administration.
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Student Support SAR High School is committed to a diverse student body which gives voice to a wide range of interests, abilities, and learning styles. Toward this end, our Student Learning Center (SLC) assists students in their academic learning and skill building. Our SLC Resource Program (SLC RP) helps students manage their class responsibilities, such as homework, long term projects and test preparation. Our SLC Support Program (SLC SP) is designed to address the needs of students who require individual assistance or more extensive academic support for their academic program. Our of learning specialists for both the SLC RP and SLC SP programs serves as liaisons between the student, his/her parents and the student’s teachers. Most importantly, these specialists work closely with our teachers to nurture the development of each student as a confident, skilled and successful learner.
Academic Accommodations at SAR High School Special academic accommodations for learning disabilities or other neurological or psychological difficulties are determined by the Student Accommodations Committee (SAC), a committee of administrators, guidance, and support professionals. The SAC meets bi monthly and reviews documentation and anecdotal evidence of a student's needs. Academic accommodations allowed at SAR include extended time and/or use of a laptop computer for written assessments and final examinations, as well as individualized modifications to the standard curriculum and schedule of courses. The SAC decision is based on an assessment of the student’s learning needs. While there is often a correlation between SAR’s approval of an academic accommodation for a student and that student’s approved use of those same accommodations on standardized national assessments such as the SAT or ACT, the two are not necessarily linked. Students who need additional time on tests/quizzes due to a documented disability are allowed extended time for all assessments and final examinations. Similarly, students who are approved for the use of a laptop computer (e.g., due to severe dysgraphia) receive this accommodation on all written assessments and final examinations.
At SAR High School, we strive to strike the balance between maintaining consistent assessment protocols and allowing students sufficient time to express themselves and demonstrate mastery of the material. In this spirit, teachers may sometimes allow students a few extra minutes to complete an in class assessment. This is considered a courtesy to students and is at teachers’ discretion, based on their individual teaching
26 Learning Policies and Programs style and on their relationships with their students. However, courtesy time is not extended to final examinations.
GLC Each grade is assigned one or two Grade Level Coordinators who have offices on the grade floor. The GLCs monitor and help shape the grade’s social and academic culture. The GLCs oversee each grade’s advisory program and serve as point person for discipline issues. GLCs also assist advisors, the SLC, and the administration in monitoring the academic and social progress of individual students. More informally, the GLC offices have become places where students can drop in, spend time and discuss what’s on their minds. The GLC Program gives students the opportunity to seek solutions to problems that may not otherwise have a clear address. For the 2014 2015 school year, the GLC(s) for each grade will be:
9th : Ms. Tamar Krieger 10 th : Ms. Lisa Birnbaum and Ms. Michelle Hoch 11 th : Ms. Gloria Schneider 12 th : Ms. Alicia Germano and Ms. Shuli Taubes Advisory SAR High School’s Advisory Program consists of groups of 10 11 students who meet with a faculty advisor during two 30 minute periods each week. These groups are an essential component of the SAR culture and learning experience as they provide a home base for each individual. Advisory ensures that every student has an adult in the school who knows him/her well – not just as a member of a class, but also as a whole person. The primary objectives of the advisory program are: • to support each student’s academic and social development with the guidance of a caring adult;
27 Learning Policies and Programs
• to create small communities in which students feel safe sharing their thoughts and concerns as members of the larger school community; • to foster the social and ethical development of each student by providing opportunities to consider meaningful and complex issues as members of a small learning community; • to consider school wide issues and prepare for participation in Community Meetings; • to provide students with community service opportunities designed by the group.
Community Service The Service/Chesed Program at SAR is designed for students to engage in hands on service, as well as to become advocates and educators about their experiences. Students are introduced to social service agencies including community arts programming, children’s services in orphanages and hospitals, serving the homeless and the hungry, working with the developmentally disabled, engaging in public park clean up and planting projects, and facilitating Jewish learning and book clubs at senior centers. These programs thrive through the students’ creativity, vision, and care.
At the beginning of the school year, students are introduced to the scope of six chesed initiatives: The Arts, Children’s Services, Homelessness and Hunger, Hospitals & Health, Parks & Nature, and Senior Centers & Nursing Homes. Working together, each advisory adopts a service project for the year within the scope of one initiative. In addition to volunteering at the selected agency that year, students learn about the service need and prepare activities and materials for the volunteer events. The four grade wide service days similarly engage students at sites that relate to the service areas. Students select sites based on personal interest and have the opportunity to work and learn with peers and teachers outside their advisories.
Ultimately, SAR students create additional service communities by participating in chesed initiatives beyond the school day through Midnight Run, It’s My Park! Day, NY Blood Center Drives, the NY Cares Coat Drive, Ohel Bais Ezra Lunch n’ Learn, Riverdale Y lunch volunteering, Chesed A Day Club, Peer Tutoring, and reading initiatives.
28 Learning Policies and Programs
Religious Growth as a Community and as Individuals
Tzedek —Yearly Theme
This year’s theme is “tzedek,” or righteousness.” In Beit Midrash classes, on Shabbatonim and in co curricular programming we will be asking: What does a just society look like? What is my responsibility as a Jew to better the world?
Our tendency is to frame this mitzvah in a large scale terms; to think about social issues that align with Jewish values such as workers’ rights, racism, poverty and hunger. However, tzedek can manifest with equal spiritual potency on the small scale, in the myriad choices we make as we interact with the people around us. In our school, for example, we demonstrate our commitment ot tzedek as we collect money for a special tzedakah, just as we do when we stand up to a bully. Both cases reflect our pursuit of righteousness, itself given religious meaning by our deep belief that all human beings are created be tzelem Elokim, in the image of Hashem.
Beit Midrash Program The SAR High School Beit Midrash Program is a course of study designed to expand and deepen religious practice within our high school community. Its purpose is to improve the religious life of our school one mitzvah at a time. Students learn in small groups with a faculty member, allowing for individual expression as well as a strong mentoring relationship between teacher and student. Questions such as “How might these sources affect us?” punctuate each unit. At the end of each unit, an entire grade comes together for a community wide meeting in which students and faculty discuss how a particular mitzvah is manifest in their lives, as well as the import it has for our school community.
Yemei Iyun Special days of learning are planned throughout the year on which the entire school grapples together with an important religious issue in the lives of the students and faculty. Time is set aside from regular classes for students to discuss and explore these topics with their peers and teachers.
College Counseling The college counseling program at SAR High School is designed to meet the needs of students and their families in the college search, application and admission process. Students are provided with comprehensive information on
29 Learning Policies and Programs testing requirements, college research, interviewing, college visits, essay writing, Internet resources and self assessment. The match between talents, interests and aptitudes and the choice of colleges is stressed throughout the process. The college counseling program is comprehensive, providing the full range of services necessary to assure a successful transition from SAR to college. Students and their parents are valued partners in this process. In addition to college informational programs for parents and students and visits by college representatives, students participate in college planning groups in the spring of their junior year. All juniors have personal college planning conferences for individualized college information and advanced preparation for the upcoming college application process.
Guidance for Post-High School Study in Israel SAR High School strongly encourages its students to experience life and learning in Israel throughout their lives and particularly after they graduate high school. A broad variety of programs in Israel are available to respond to the needs of diverse students. The goal of the Israel guidance team is to assist students in choosing the Israel learning experience that is appropriate for them, and to provide information and resources so that students can make an informed decision as to what that experience will look like.
The Israel guidance process begins with an informational meeting in the spring of junior year. In the fall of senior year students meet individually with Israel guidance counselors to discuss program choices and applications, and meet in groups for coaching on interviews. In November, schools visit SAR individually, and students and parents will have the opportunity to attend presentations by the schools at Israel Night. Students are guided through each step of the process, from applying to interviewing to deciding which school to attend. The Israel guidance program is comprehensive and student based, focused on ensuring that each student will make the most out of his or her Israel experience.
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Student Government SAR High School is committed to empowering students to be involved, active members of our community of learners, and as such, to assume leadership roles within that community. Their voices are essential in creating a culture of responsibility and shared leadership. Toward this end, SAR has two key structures: the Student Council and the Class Presidents. The Student Council consists of nine members that represent the student body. The Student Council meets with the Administration regularly and acts as a liaisons for the students. Many policy and ideas are exchanged between the Administration and the Student Council and its role is to provide a structure for diverse interests to be heard and to come together to create thoughtful and meaningful conversations. The Class Presidents consists of two Class Presidents that represent each grade. The Class Presidents meet on a regular basis to address a variety of different aspects of school life and to enhance student activities within the school community. Members of the Student Government are expected to maintain good citizenship in the SAR community and to uphold and represent the values of SAR. There are many opportunities for students to exert influence and leadership in the school community. All students are encouraged to take an active role in an activity or issue during their four years, as a means of both personal growth as well as meeting our collective responsibility as members of the SAR community. Dress and Decorum SAR High School values, encourages, and promotes the individuality of each and every student. While we appreciate the value of self expression through dress, that self expression should be shaped by the value of modesty and a personal commitment to a serious learning community. Students’ behavior, speech and dress must therefore reflect a sense of mutual respect and propriety.
Students should dress modestly in a fashion that reflects the values of our yeshiva. Boys must wear shirts with collars. Tzitzit must be worn at all times. Sweat pants, track pants, blue jeans, T shirts, and shorts are not permitted. Girls must wear skirts that cover the knees; front slits are not permitted. Shirts must cover the midriff at all times, and may not be see through, tight or low cut. Short sleeves are permitted, but cap sleeves are not. Sneakers are permitted for both boys and girls. Girls must wear sweat pants during gym class. Shorts and leggings are not permitted.
Students whose clothes do not comply with the dress code will be required to change their clothing in order to remain in school for the day. They will not be
31 Learning Policies and Programs permitted into class until appropriate clothing is put on.
Respecting the personal property of others as well as caring for school property are vital components in creating a caring and decent community. Members of the school community should help ensure that learning areas and the entire building are kept neat and clean at all times. Academic Honesty Honesty, integrity and trust are central to the SAR High School environment. This applies throughout the school, but has particular bearing on learning and academic work. It is part of our mission to encourage students to feel supported in stretching beyond their comfortable limits. Presenting one’s own work with a sense of pride in its integrity is crucial. Plagiarism or unsanctioned collaboration compromises that integrity by undermining the growth of the individual learner as well as the foundation of trust required for a true community of learners. We value the courage entailed in putting one’s own work and opinion forward. SAR High School considers dishonesty to be a violation of the school mission as well as a breach of halakha and Jewish values. Consequences for cheating or plagiarism include: failing an assignment, failing a course for the term and/ or year, and suspension.
Respecting Yourself A healthy and dynamic community of learners demands a commitment on the part of every person, both students and staff, to creating a safe and secure environment for all of its members. Drugs, tobacco, and alcohol have no place in such a learning environment.
SAR High School Substance Abuse Policy
POLICY : Substance abuse (using alcohol, “street” drugs, or abusing prescription medications) in school is corrosive to the learning environment and is subject to the strictest disciplinary action, including suspension and/or expulsion from school. Substance abuse outside of school, while considered equally corrosive to the learning environment, will be handled therapeutically and MAY not be subject to disciplinary action as long as the student/family comply with a substance abuse evaluation and treatment recommendations.
We recognize that adolescents need support and guidance to make healthy decisions and to deal with substance related problems. Therefore, this policy strikes a balance between a “zero tolerance” attitude toward substances in our school and a therapeutic approach to the issue of substance abuse within the school community. 32 Learning Policies and Programs
ACT – (Ask, Call, Talk)
The following expectations and guidelines should influence your parenting and are meant to foster a community wide culture of meaningful collaboration between parents and SAR High School.
Parenting and educating adolescents requires a balanced approach: we must foster their independence and help them develop their decision making skills, while also setting limits and providing them with adequate guidance. Parents are expected to help educate adolescents about the risks involved in substance use and to provide vigilant and authoritative supervision of
Ask Be proactive – ask your teenage children about their plans. Ask them about where they plan to spend their time, who they will be with, what they intend to do, and which adults will be responsible for them. And always ask about who will be driving. Don’t be cynical about how effective this can be – adolescents will often respond to direct, nonjudgmental communication. And asking about these matters sends a vital message to your children about your values and your concern for their safety and welfare.
Call If your teenager is visiting or staying at a friend’s home, call the host parents to confirm. Communicate with other parents to share information about teenagers’ social plans, to agree on who is responsible for supervising their social gatherings, and to confirm that supervision entails maintaining a vigilant and authoritative presence. If you have concerns about an upcoming social gathering, or a party that has already taken place, call the school. If you have concerns about your own child or another child, call the school. SAR High School aspires to create a culture of open and consistent collaboration with parents.
Talk Talk with your teenager about responsible behavior and healthy decision making. Educate your children about the risks of substance use, especially to adolescents, and help them brainstorm ways to respond when this issue arises socially. Talk openly with your children about your values and your limits around core issues such as substance use, sexuality, spirituality and religion. Initiate and respond to open communication with other parents and with the school about the activities and behavior of our adolescent children/students. Strategize with other parents and with the school about how best to nurture teenagers’ growth while setting appropriate limits.
33 Learning Policies and Programs teenagers’ activities and social gatherings outside of school. This means that parents must ACT : Ask, Call, Talk.
PROCEDURE: Dr. Russell Hoffman, SAR High School Psychologist, is the point person for questions and concerns about substance abuse and related issues. Parents, students and faculty should direct any such questions or concerns to Dr. Hoffman.
If SAR High School has a reasonable concern about a student’s involvement in substance abuse, we will address this concern directly with the student and then share the concern with the student’s parents. We will try to investigate and verify suspicions and concerns, and we will not act on those that seem unfounded. However, we will communicate with parents about concerns that seem potentially legitimate even if there is no definitive proof.
Respecting Others SAR High School is a community of learners in which all members of the school, students and faculty alike, interact in ways that reflect respect, collaboration, and a shared commitment to Torah and mitzvot. In the spirit of kol Yisrael areyvim ze la’ze , we commit ourselves to creating a safe and supportive environment for all members of our school community.
Bullying is a form of harassment that subjects persons to insults, taunts, or challenges, whether verbal, physical, or online. It includes actions of a person or group of people designed to belittle, humiliate, or intimidate another person.
If a charge is brought before a staff member, the staff member will bring it to the attention of an administrator and the school psychologist, who will jointly investigate the incident. It is expected that those charged with investigating the incident will do so in a manner that fully protects the confidentiality of all information related to the case.
Sexual harassment and bullying are regarded by SAR High School as extremely serious offenses, in violation of an individual’s civil rights as well as of Jewish law and ethics.
The spirit of arvut demands that a student who is aware of any form of harassment occurring in the school has an obligation to report it to a member of the administration.
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Technology Policies SAR High School is dedicated to using technology to help our students become more self directed, active learners. As such, we have built a robust technology infrastructure and continue to strategically incorporate current technology opportunities in all areas of our curricular and co curricular offerings. We expect all students to be responsible digital citizens who look to enhance their learning through technology initiatives within a framework of responsible and thoughtful use and adherence to all school technology policies. Acceptable Use Technology plays an integral role in the learning experience. Students are expected to exhibit good judgment and make responsible decisions while using technology. Examples of poor judgment in the use of technology include: • Recording, either audio or video, without the recorded subject’s knowledge.
• Downloading and/or uploading materials that would constitute copyright violation or consuming an abnormally large amount of network or internet bandwidth.
• Connecting to school projectors and devices, including via airplay, without express faculty permission.
• Visiting websites or email correspondence with inappropriate content.
• Attempting to access information that is not in the student’s domain.
• Attempting to log in to another user's accounts.
• Using another user’s account without consent.
• Infecting school computers with viruses and/or malware.
• Eating and/or drinking around the computers.
1:1 iPad Program SAR High School will be moving to a 1:1 iPad program over the next few years. For the 2014 2015 school year, each ninth grader will be given a
35 Learning Policies and Programs school issued iPad. Each student is responsible for his/her device and must bring the iPad FULLY charged each day. Students will be required to sign an acceptable use policy upon receiving the device.
Personal Laptops/Tablets Students are permitted to use their personal laptops, tablets, and other electronic devices in class subject to the discretion of the classroom teacher. When devices are needed for a classroom activity, they will be provided to the class. Students are not required to bring a personal computer to school, however many students do find it helpful to bring a personal computer to school. Accommodations for computer use on exams must be granted by the Student Accommodations Committee (SAC).
Google apps and Haiku All students and teachers are issued Google Apps for Education accounts. These accounts serve as the portal of communication and organization for students and teachers and also serve as the bridge to our Learning Management System, Haiku Learning..
Haiku Learning ( haikulearning.com/ ), our Learning Management System allows our teachers to bring all class resources, and the best of the web, to our students in a dynamic, collaborative, and efficient way. At its most basic, Haiku serves as a resource for course documents and calendars as well as an avenue of communication. Teachers also utilize the system for homework assignments, grading, online forums and discussion boards as well as other pedagogical tools. Students access Haiku by logging in to their google apps accounts. Each course and many co curriculars have a site on Haiku. When students log on, they will have access to all the courses and co curriculars in which they are enrolled. Student behavior using Haiku should mirror appropriate school and in class behavior. If students need assistance with Haiku, please contact our Director or Technology Integration, Rabbi Bloom ( [email protected] ).
Mobile Device Policy Electronic Devices, including school issued iPads, personal smartphones, tablets, and other similar devices, may only be used for voice/video calls, during non class times, outside of the building. These times are: • After Shacharit until first period begins.
• During a student’s lunch period.
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• After Mincha until the beginning of the following period.
• When a student has a free period either scheduled or due to teacher absence.
When a student is not expected to be in class, s/he may use his/her personal electronic devices, as long as this use is not disruptive to the appropriate learning and social environment of the school.
Violation of Technology Policy If a student uses any device in violation of this policy If the device is personally owned, it will be confiscated and returned to the student on the next school day.
If the device is school issued and needed for academic work, the matter will be taken up with the GLC.
Guidelines for Staff-Student Communications and Social Media Technology has brought us myriad new ways to communicate with each other. While these forms of communication allow for many advances in learning and in creating connections between people, the closeness engendered by the ubiquity of online communication, cell phone technology, and social media platforms can also encroach on an individual's privacy and create questions of propriety. In order to clearly mark the boundaries so that we can protect and enhance the relationships between teachers at SAR and their students, the following policy guidelines should guide our communication with students and our use of social media. Some of the guidelines will inevitably end some very positive forms of communication and media that have developed between staff and students. We recognize that and believe alternate forms of communication will work well and most importantly will ensure the safety of our students and all of our faculty members.
Email: Staff members should communicate with students and parents only using their professional email addresses. If a student/parent emails you at your personal address, respond from your professional address.
Phone calls: Staff members should not call students on their cell phones at any time. If a teacher needs to reach a student outside of school hours, he/she should do
37 Learning Policies and Programs so by calling the student’s home phone number. At the school’s discretion, faculty may call students’ cell phones on school trips and Shabbatonim.
Texting: Teachers should not text students. Send an email instead. If a student texts you, reply that school policy forbids student teacher texting and that they should email you instead. At the school’s discretion, texting may used by administration and faculty to communicate with students on school trips and Shabbatonim.
Facebook: Teachers may not friend students or accept friend requests from students. If you are currently friends with students you should “unfriend” them.
Twitter: Teachers may follow students on twitter. Teachers may not direct message students on twitter. If a student sends you a direct message, reply that school policy forbids student teacher direct messaging and that they should email you instead. If a teacher wants to mandate that all students follow a twitter account to disseminate information for a class, the teacher should establish a separate twitter account for that class. While students may follow a teacher’s personal twitter feed, they should not be required to do so.
Skype/Facetime/Videochat: Teachers may videochat with entire classes during school hours for purposes of remote learning. Teachers may not videochat with individual students, or outside of school hours.
Google Chat (gchat): Teachers may not gchat with students, either through their sarhighschool.org accounts or through private e mail accounts.
38 Whom to Call for What
SAR High School welcomes your questions as well as your suggestions. In an effort to make it simpler to get the answers you need sooner, we have highlighted below the individuals at the school that generally handle particular areas. Please know that the administration is available for any issues that you would like to discuss. If you have an issue that is important to you it is important to us.
Area Contact Email Ext @ 718 548 2727
Please contact GLCs of Advisory the appropriate grade
Art Program/Artist In David Friedman [email protected] — Residence Program Athletics Director Marty Berlin [email protected] 1553 Coach Coordinator Rabbi Allan Houben [email protected] 1528 Busing & Michelle Hoch [email protected] 1509 Transportation Co Curricular Rabbi Allan Houben [email protected] 1528 Information Tamar Krieger [email protected] 1015 Michael Courtney [email protected] 1514 Lisa Birnbaum [email protected] 1513 College Guidance Cari Cohen [email protected] 1529 Marjorie Jacobs [email protected] 1508 Ann Morhaime [email protected] 1577 Heidi Greenbaum [email protected] 1256 Communications Michelle Hoch [email protected] 1509 Community Service Ora Meier [email protected] 1586 Curriculum Info: Judaic Studies Rabbi Aaron Frank [email protected] 1504 Lisa Schlaff [email protected] 1516 Tanakh Tammy Jacobowitz [email protected] — TSBP Rabbi Nati Helfgot [email protected] — Ivrit Hila Naftalovich [email protected] __ General Studies Dr. Mark Shinar [email protected] 1502 Fine Arts David Friedman [email protected] — Performing Arts Rabbi Kenny Birnbaum [email protected] — English Simon Fleischer [email protected] — Amy Heller [email protected] — History Adina Shoulson [email protected] — Math Alon Krausz [email protected] — Science Tobie Brandriss [email protected] — Robert Goodman [email protected] — Foreign Language Sarah Penso [email protected] —
39 Whom to Call for What
Ext @ Area Contact Email 718 548 2727
Grade Level Coordinators: Grade 9 Tamar Krieger [email protected] 1520
Grade 10 Lisa Birnbaum [email protected] 1518
Michelle Hoch [email protected] 1509
Grade 11 Gloria Schneider [email protected] 1574
Grade 12 Alicia Germano [email protected] 1519
Shuli Taubes [email protected] 1519
FACTS Tuition Scheduling & Angela Renaldo [email protected] 1259 Registration Info
Please email the teacher Homework Inquiries directly
Lisa Birnbaum [email protected] 1513 Akiva Block [email protected] 1519 Karen Goldscheider [email protected] — Israel Guidance Laura Shaw Frank [email protected] — Rabbi Shua Lindenbaum [email protected] 1515 Shuli Taubes [email protected] 1519
Michelle Hoch [email protected] 1509 Koleinu Dahlia Goldbrenner [email protected] 1500
Library Freda Kleinburd [email protected] 1572
Medical Inquiries/ Russi Bohm [email protected] 1511 Updates
High School PTC Tami Bezborodko [email protected] Chair Deborah Stern Blumenthal Chair Elissa Shay Ordan Liaison Committee [email protected] Vice Chair Felecia Stern
Dr. Russell Hoffman [email protected] 1510 Psychologist Dr. Michelle Humi [email protected] 1578
40 Whom to Call for What
Area Contact Email Ext @ 718 548 2727
Michael Courtney [email protected] 1514
Senior Exploration Marjorie Jacobs [email protected] 1508
Lisa Birnbaum [email protected] 1513
Shabbatonim & Rabbi Allan Houben [email protected] 1528 Special Programming Yoram Roschwalb [email protected] 1015
Snow Emergency & 718 518 2977 Trip Updates SAR Hotline
Sports Games and 718 548 2727 Practice Schedules Sports Hotline 1777
Student IDs/ Textbook Distribution Michelle Hoch [email protected] 1509 and Collection
Nancy Lerea [email protected] 1503 Student Scheduling & Lisa Schlaff [email protected] 1516 Class Placement Dr. Mark Shinar [email protected] 1502
Nancy Lerea 1503 Student Learning [email protected] Center/Resource Dr. Gail Gumora [email protected] 1521 Program & Support Program Leah Silvera [email protected] 1522
Gila Kolb [email protected] 1576 Admissions Nancy Lerea [email protected] 1503
Scholarship Debra May [email protected] 1200 Information
Summer Academic/ [email protected] Study Opportunities Michael Courtney 1514
Transcript Requests Ann Morhaime [email protected] 1577
Geet Engel [email protected] 1265 Tuition Payments Angela Renaldo [email protected] 1259
41 Who’s Who at SAR High School
Who’s Who at SAR High School
42 Who’s Who at SAR High School
Administration
Rabbi Tully Harcsztark, Principal Rabbi Harcsztark is the Founding Principal of SAR High School. He received his B.A. from Yeshiva College and his semikha from Rabbi Isaac Elchanan Theological Seminary and an M.A. in Jewish History from Bernard Revel Graduate School. He previously served as Rabbi of Congregation Keter Torah in Teaneck, New Jersey, and as the Associate Principal of Judaic Studies at SAR Academy for nine years. Rabbi Harcsztark is the co founder of Davar, a unique learning community in Teaneck, NJ.
Dr. Mark Shinar, Director of General Studies Earned his B.A. from Yeshiva University with an English Literature and Theater degree. Dr. Shinar also completed a Masters degree in Private School Administration from Columbia University Teachers' College. From 1999 2003, Dr. Shinar taught 5th grade General Studies and 8th grade English Literature in SAR Academy. He then became the Head of School at Oakland Hebrew Day School in Oakland, CA. Dr. Shinar earned an Ed.D in School Leadership from Mills College in Oakland in 2009. His dissertation topic was on the role fiction and narrative can play in educational leadership preparation.
Nancy Lerea, Associate Principal Received her B.A. from Brandeis University and her M.A. from Teachers College, Columbia University. Ms. Lerea has returned to SAR where she was the first Resource Room Coordinator from 1978 1981. Prior to coming to SAR High School, Ms. Lerea was the Executive Director of the Riverdale Jewish Community Council, and before that she was Admissions Director of the Jewish Community Day School in Newton, MA.
Lisa Schlaff, Director of Judaic Studies Received a Masters in Curriculum Development from Teacher’s College, Columbia University, and is currently completing a Ph.D. in Rabbinic Literature at NYU. Ms. Schlaff has taught Gemara and Tanakh at the Drisha Institute, Bruriah High School and at Michlelet Mevaseret Yerushalayim and is an alumna of the Wexner Graduate Fellowship Program.
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Rabbi Aaron Frank, Associate Principal Rabbi Frank was at Beth Tfiloh School in Baltimore from 2002 2014, serving as Lower School Principal and as High School Principal from 2009 2014. He is a graduate of the Jerusalem Fellows program at the Mandel Leadership Institute in Jerusalem as well as of the Principals’ Center at Harvard Graduate School of Education. Rabbi Frank currently serves on the board of the International Rabbinic Fellowship and on the advisory board of Yeshivat Maharat. He served as Associate Rabbi of the Hebrew Institute of Riverdale under the mentorship of Rabbi Avi Weiss from 1996 until 2000. He received semikha from Yeshivat Chovevei Torah and from Rabbi David Weiss Halivni. He holds a B.A. in Philosophy from the University of Michigan and an M.S. from Columbia University School of Social Work.
Rabbi Allan Houben, Assistant Principal Rabbi Houben earned his B.A. from Yeshiva College, with a major in Psychology. He received his Masters Degree from the Azrieli Graduate School for Jewish Education and Administration while completing his semikha studies in the Rabbi Isaac Elchanan Theological Seminary.
Rabbi Houben comes to SAR after nine years teaching at the Weinbaum Yeshiva High School in Boca Raton, Florida. In his time at WYHS, Rabbi Houben taught Judaic studies classes while serving as Assistant Director of Student Activities and as faculty advisor for a number of publications, including the school’s weekly e newsletter. Rabbi Houben has also facilitated professional development modules for teachers across the country through the Yeshiva University School Partnership on the topics of Innovation in the Judaic Classroom and Project Based Learning. After participating in the first cohort of the YU Lead course in school leadership, he served this past year as an Alumni Mentor.
44 Who’s Who at SAR High School
Faculty and Staff
Deborah Anstandig, Judaic Studies Ms. Anstandig earned her B.A. in English Literature and Music from Stern College of Yeshiva University. She received her M.A. in Jewish Education from Hebrew College while participating in the Pardes Educators Program in Jerusalem. Ms. Anstandig has pursued many professional development opportunities in her 5 years teaching at the school including curriculum development workshops, leadership committees, and day school conferences. Ms. Anstandig serves as a mentor for new teachers and is currently completing a 2 year mentor training program through the JNTP (Jewish New Teacher Project).
Arly Avner, Learning Specialist Graduated from Stern College for Women with a Bachelor’s degree in Elementary Education. She also holds a Master’s degree in Special Education from Hunter College. Prior to teaching at SAR, Ms. Avner spent three years as an assistant teacher at Yeshivat Noam in Paramus, NJ.
Leah Bader, Science Earned her Bachelor in Science from York University in Toronto, Ontario, and her Master’s degree in Biology from New York University. While completing her Master’s at NYU, she served as an adjunct instructor in NYU’s undergraduate science department. She has taught biology at The Abraham Joshua Heschel High School, and human anatomy and chemistry at various other private high schools in New York City. Ms. Bader was a recipient of the Doris Duke Charitable Foundation Grant for Clinical Research with which she conducted research in the pediatric tumor biology laboratory at Columbia University.
Dr. Judith Silber Ballan, History Received her B.A. in Music with a minor in History from Smith College, and her Ph.D. from Yale University, where she wrote her dissertation on Felix Mendelssohn. In 2010, she completed her M.A. in Teaching Social Studies at Columbia University Teachers College. Dr. Ballan taught for several years at the Ramaz Upper School before coming to SAR.
Rabbi Eitan BenDavid, Judaic Studies Prior to coming to SAR, Rabbi BenDavid served as the Rosh Kollel of the Yeshiva of Cape Town in South Africa. He received smicha from the Rabbi Isaac Elchanan Theological Seminary while pursuing graduate degrees in Jewish Studies and education at New York University under a Wexner Fellowship. Rabbi BenDavid has interned at Lincoln Square Synagogue in
45 Who’s Who at SAR High School
NYC and Shivtei Israel in Raanana, and has served as a chaplain at the Zicklin Hospice in Riverdale. Before starting graduate school, he studied at various yeshivot hesder , earned his BA at Columbia University in philosophy, and served in the Israeli Defense Forces. Rabbi BenDavid serves as the Rabbi of the West Side Sephardic Synagogue.
Varda Berkson, Learning Specialist Received her B.A. in Judaic studies with a minor in psychology from Stern college. After one year working in Jewish outreach and informal Jewish Education, she returned to school and received her M.A. in Education for students with learning disabilities from Teachers College, Columbia University. Ms. Berkson spent six years before coming to SAR working at the Rae Kushner Yeshiva High School, coordinating services for students with learning disabilities, teaching Tanakh and assisting the student activities director in informal programming and co curricular activities. Ms. Berkson is currently pursing a Doctorate in Education Administration at Yeshiva University.
Marty Berlin, Physical Education Received his M.S. in Physical Education and NY State Certification in Administration and Supervision. For over 30 years in NYC, Mr. Berlin taught health and physical education, served as Physical Education Coordinator, Athletic Director, NYC Commissioner of Girls Handball, and has coached multiple sports. Every summer since 1984, he has been in charge of swim instruction in Scarsdale for their summer programs. Since 2004, he has been Physical Education Teacher and Athletic Director at SAR High School.
Rabbi Kenneth Birnbaum, Music Received his B.A. in music education from the Aaron Copland School of Music at Queens College. He also earned his M.A. in music education from Teachers College, Columbia University, and semikha from Yeshivat Chovevei Torah. Rabbi Birnbaum has previously taught at the Yeshivah of Flatbush High School.
Lisa Birnbaum, College Guidance Graduated from the Sy Syms School of Business, Yeshiva University in September 2004 with a B.S. in Marketing. Post graduation, she took part in Yeshiva University's presidential fellowship in university and community leadership. Through this fellowship, Ms. Birnbaum worked in the Office of Student Affairs on the Beren Campus. After completing the Fellowship, she became the Program Coordinator for The Orthodox Caucus. Ms. Birnbaum earned a Masters Degree from NYU in School Counseling in 2009.
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Rabbi Akiva Block, Judaic Studies Received a B.A. in Jewish Studies, completed a M.A. in Medieval Jewish History at Bernard Revel Graduate School of Yeshiva University, and earned his semikha. from the Rabbi Isaac Elchanan Theological Seminary of Yeshiva University. Rabbi Block is a graduate of the Bella and Harry Wexner Kollel Elyon at RIETS, and the Rabbi at Kehillat Kesher, the community synagogue of Tenafly and Englewood.
Rabbi Avi Bloom, Director of Technology Integration, Judaic Studies As Director of Technology Integration, he works to enrich SAR High School’s curricular and co curricular offerings by infusing them with technology that serves to empower our students to become more active learners and truly own their learning. Rabbi Bloom received a Master’s degree in Jewish Education from the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University and received semikha from YU's Rabbi Isaac Elchanan Theological Seminary. Prior to that he earned his BA in Psychology at Yeshiva College. He first came to SAR as a student in the elementary school and then began working at his alma mater as a Beit Midrash fellow at SAR High School in 2006. Rabbi Bloom is also the Boys‘ Varsity Softball Coach.
Russi Bohm, Nurse Received her B.S. in Nursing from Hunter Bellevue School of Nursing. Prior to coming to SAR High School she was a nurse in Mount Sinai Medical Center on the Pediatric Hematology/Oncology unit. She was also a student intern in Columbia Presbyterian Medical Center in the Pediatric Intensive Care Unit. She is a Registered Professional Nurse licensed by the State of New York.
Yoni Brander, Judaic Studies Mr. Brander attended Yeshivat Har Etzion and Yeshiva University. He spent a year in the Jim Joseph YU Experiential Jewish Education Innovators Circle, and then taught at the Ramaz Middle School. In addition, Mr. Brander is a longtime counselor, Divison Head, and head of educational programming in Camp Stone.
Tobie Brandriss, Science Taught science at Hunter College High School for many years before establishing the science program at SAR High School. She was awarded a Sci Mat Fellowship from the Council on Basic Education/National Science Foundation and her resulting article, "Heroes for our Students", appeared in The American Biology Teacher (1999). In 2003 she was featured in an Education Week article entitled "Bioterrorism a New Topic in Science Class." Ms. Brandriss has worked on inquiry based curriculum projects for the National Association of Biology Teachers, the Biological Sciences Curriculum Study, 47 Who’s Who at SAR High School and NASA/Mt. Sinai School of Medicine. She also co authored our current 9th grade lab manual. She has presented workshops at national conferences of science educators as well as Texas A&M Teacher Academy Project. In 2007 she received the Covenant Award, which honors exceptional achievement by Jewish educators in North America.
Hillel Broder, English Mr. Broder is currently a Ph.D. candidate of English at the CUNY Graduate Center, where he specializes in 20th century studies, including modernist aesthetics and cognitive studies. Previously, he completed his M.A. in English at Queens College (CUNY) with Honors and his B.A. in English at Yeshiva College (YU) as a Samuel Golding Scholar. Mr. Broder has published in Philosophy and Literature , Journal of Medical Humanities, and various newspapers. He has presented over ten academic papers at graduate and professional conferences. He has also facilitated a professional development module on Tefila pedagogy at the Yeshiva University School Partnership. Before joining the faculty at SAR HS, Mr. Broder taught for five years at YUHSB.
Shoshana Chanales, Judaic Studies Received her B.A. from Stern College in Philosophy. Ms. Chanales participated in the Meorot fellowship as well the Summer Beit Midrash fellowship at Harvard Hillel. She spent a year in SAR High School's Beit Midrash fellows program.
Cari Cohen, College Guidance Received a B.A. in Environmental Studies from the University of California at Santa Barbara, an M.B.A. from Columbia University in Finance and International Business, and a Masters in Counseling from the College of New Rochelle. She worked for a private college counseling firm assisting students with all aspects of the college application process. She has most recently worked and volunteered in the Yonkers School District helping to provide students with the college access. Originally from Los Angeles, California during the summer months she can be found training staff and mentoring campers at summer camps.
Nava Cohen, Administrative Assistant Received her BA in Talmud from the List College of Jewish Studies and a MPA in Nonprofit Management from the Robert F. Wagner School of Public Service at New York University. Prior to joining SAR's staff, Ms. Cohen most recently served as the Development Director of Ramah Day Camp in Nyack as well as a Rosh Edah (division head) there for the last 4 summers.
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Elior Coleman, Learning Specialist Recieived her B.A. in History at the University of Maryland and obtained a Master’s degree in Secondary Social Studies Education from Teacher’s College, Columbia University. Elior taught at the Charles E. Smith Jewish School in Rockville, MD and most recently taught 6th grade humanities at the Hannah Senesh Community Day School in Brooklyn.
Michael Courtney, Director of College Counseling In 2007, Mr. Courtney joined the SAR High School faculty as a member of the College Counseling team. He also co leads the school’s Senior Exploration project, coaches the JV Boys Basketball and Softball teams, and teaches sophomore health. He is a Vice President of CAJUE, Counselor Advocacy for the Jewish University Experience, and he organizes four meetings a year for all the counselors of Jewish day Schools in the NY/NJ region. He is on the Executive Board of the New York State Association for College Admission Counseling and is also a Delegate to the College Board. Prior to joining SAR, he worked at New York University for three years on the undergraduate admissions committee. He is a two time graduate of NYU where he received both his bachelor’s and master’s degrees. Mr. Courtney originally hails from Hollywood, Florida, and is an alumnus of the Hillel Community Day school in North Miami Beach.
Mr. Yair Daar, Judaic Studies Mr. Daar is returning to his professional roots working at SAR. He began his teaching career as an assistant teacher at the Academy six years ago. Since then, he has spent most of his time teaching Judaic and General Studies to students with learning differences. He has a Masters in school psychology from Touro College and is a doctoral candidate at Yeshiva University’s Azrieli School of Education and Administration. Through his education and experiences, he has learned the importance of empowering students by giving them the educational tools they need, and the necessity of treating every student as a person as well as a learner.
Rabbi Moshe Drelich, Judaic Studies Rabbi Moish Drelich most recently served as Associate Principal of the Moriah School in Englewood, New Jersey. Before that, he worked at SAR Academy for 24 years, serving as the Dean of Students of the Middle School. Rabbi Drelich earned rabbinic ordination from Yeshiva Rabbi Samson Raphael Hirsch, a Master’s Degree in education from Adelphi University, and certification in educational leadership from the Harvard University Graduate School of Education.
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Irrit Dweck, Arabic Received her B.A. and her M.A. from Columbia University in Middle Eastern Language and Culture. Ms. Dweck's Master's thesis examined the role of gender in Palestinian Israeli children's literature. Ms. Dweck has worked with Sesame Workshop on their Israel Jordan Palestine co production of Sesame Street . She has created and supervised the English as a Second Language (ESL) program at The Arab American Family support center, and for the past three years, she has taught ESL in the Refugee Resettlement department of Catholic Charities. Ms. Dweck is also an alumna of SAR Academy.
Rabbi David Einhorn, Judaic Studies Rabbi Einhorn graduated Yeshiva University with a BA in Marketing, the Rabbi Isaac Elchanan Theological Seminary, and Azrielli. He lived in Florida for two years where he was involved in the Boca Raton Community Kollel. From there, Rabbi Einhorn moved northward to teach Judaic studies and coordinate sports programming for Westchester Hebrew High School.
Rabbi Michael Emerson, Judaic Studies Rabbi Michael Emerson grew up in Memphis, Tennessee, where he attended the Margolin Hebrew Academy/Feinstone Yeshiva of the South. After spending two years at Yeshiva Sha’alvim in Israel, he attended Columbia University where he majored in Medieval History and wrote his senior thesis on the American Association for Ethiopian Jewry. He is a Wexner Fellow/ Davidson Scholar and is a doctoral student at the NYU Steinhardt School of Education in the Education and Jewish Studies Program. He is also completing his rabbinic ordination at RIETS. Rabbi Emerson has worked for a number for a number of years at Camp Stone, where he was director of the Machal program, and he is currently a consultant for the iCenter for Israel Education in Chicago, Illinois. Last year, Rabbi Emerson served as part of the YU Kollel at the Ramaz Upper School.
Miriam Feldman, Learning Specialist Received her B.A. from College of Staten Island (City University of New York), M.S. in Reading Disabilities from CCNY (City University of New York), and an M.A. in Special Education (Learning Disabilities) from the College of New Rochelle. she has worked in the NYC public school system for 35 years as a teacher, literacy staff developer and mentor. Ms. Feldman has also worked as a Learning Specialist at the Solomon Schechter Day School of Essex and Union, NJ.
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Simon Fleischer, English Received his B.A. from Columbia University with a major in English and a concentration in psychology. Mr. Fleischer spent two and a half years in Yeshiva while pursuing his M.A. and M.Phil in English Literature from Fordham University. He joined the SAR staff after having taught composition and literature for three years at Fordham, and English for two years at Ma’ayanot High School.
Laura Shaw Frank, History Laura Shaw Frank is a doctoral candidate in modern Jewish history at the University of Maryland. Her dissertation focuses on Jewish marriage and divorce in nineteenth century America. A graduate of Columbia College and Columbia Law School, Ms. Shaw Frank was a corporate litigator for 10 years before becoming a history educator. Prior to joining the SAR faculty, she was the Jewish History Department Chair and Israel Programs Advisor at the Beth Tfiloh Dahan Community High School in Baltimore.
Stephen Friedlander, Mathematics Received a B.S. in Mathematics from The City College of New York and a Masters +30 credits in Mathematics/Mathematics Education from Lehman College. Mr. Friedlander retired from the New York City school system after having taught high school math for 34 years, the last 29 at The Bronx High School of Science.
David Friedman, Visual Arts Received B.F.A. from Brandeis University. His work has been shown in New York and abroad including galleries such as PS122 and the Angel Orensanz Center. Mr. Friedman was an art teacher at Ramaz Lower School, Hebrew College's Prozdor Program and Central Park East 1. David is pursuing his MFA in Painting and Drawing in Brooklyn College.
Alicia Germano, Science Received her B.S. in chemistry and her M.A. in teaching from the University of Pittsburgh. Ms. Germano taught for four years at South Park High School in South Park, Pennsylvania before joining the SAR staff.
Dahlia Goldbrenner, Administrative Assistant Graduated Magna Cum Laude from the Sy Syms School of Business, Yeshiva University in May 2006 with a B.S. degree in Finance. Post graduation, Ms. Goldbrenner began pursuing a Masters of Judaic Studies at Touro College. For the two summers prior to coming to SAR High School in July 2007, Ms. Goldbrenner worked in the Auditing Department of Union State Bank. Additionally, she has worked for the law firm of Alan H. Fein, P.C. performing residential real estate closings. 51 Who’s Who at SAR High School
Robert S. Goodman, Science Taught science at Hunter College High School for many years and more recently served as the Chair of the Science Department at North Shore Hebrew Academy High School (2001 05). He was the recipient of a Sci Mat Fellowship from the Council on Basic Education/NSTA in 1993, the Entomological Society of America Award for Secondary Education in 1994, was chosen as a Genentech Access Excellence Fellow in 1995 and received a RadioShack National Teacher Award in 2001. He has written several workbooks/laboratory manuals, including co authoring the one used by 9th graders here at SAR High School. He presents workshops at national and regional conferences including the National Association of Biology Teachers.
Jeff Gotel, Mathematics Received his B.A. and M.A. in Economics from Queens College and his M.B.A. with a specialization in Statistics from Baruch College. Mr. Gotel worked at the New York City Housing Authority for almost six years and then traded equities for five years. Mr. Gotel then became a New York City Teaching fellow and taught Math at the Delta Honors Program while he earned a Masters in Education.
Nyla Greenbaum, Mathematics Received her B.S. in Mathematics and Economics from City University of New York. Ms. Greenbaum has had a distinguished career as an actuary in pension services and banking. She taught at the Queens College Math Lab and was Head of the Mathematics Department at the American School in Guadalajara, Mexico. She is also a widely exhibited photographer.
Valerie Gryzlo, Physical Education Received her B.A. in Business Administration specializing in Sports Management and Marketing from Concordia College. She was on a sports scholarship to play Division II Softball for four years. Ms. Gryzlo subsequently received her M.A.T. degree in Physical Education and Sport Pedagogy from Manhattanville College. During that time, she coached Girls’ Varsity Softball at Ardsley High School and helped coach the Scarsdale summer swim team. Every summer since 2003, she has been the head lifeguard at the Scarsdale Town Pool. For the past five years, Ms. Gryzlo has been the Girls’ Physical Education Teacher, coach of the Girls’ Varsity and JV Volleyball and Softball teams, and runs the Girls’ Swimming Program.
Dr. Gail Gumora, Learning Specialist Dr. Gail Gumora is a veteran learning specialist. She earned a Doctorate of Philosophy in Developmental Psychology from Yeshiva University, a Masters of Science in Special Education from Hunter College, a Masters of Education 52 Who’s Who at SAR High School from Antioch University, and a Bachelor of Arts in Anthropology from City College. She has been on the faculty of and consultant to both private and public schools. She was the learning specialist and study skills teacher at Ramaz School for thirteen years. She then spent eight years at Yeshiva University’s Stern College for Women, where she taught courses in special education and also created The Study Clinic, a resource for students seeking to improve their academic performance. During her thirty five year career Dr. G., as her students fondly call her, has consistently been devoted to helping students from grade school through college develop the skills for maximizing their potential and achieving academic success. Her unique style has inspired many students to achieve beyond their expectations.
Rabbi Shmuel Hain, Rosh Beit Midrash Shmuel Hain is the Rosh Beit Midrash at SAR High School where he teaches advanced Judaic Studies classes, directs the Beit Midrash Fellowship, and oversees the Graduates program (Bogrim) and the after school learning program (ITIM). Rabbi Hain also serves as spiritual leader of Young Israel Ohab Zedek, a vibrant community synagogue in North Riverdale. During the summer, he serves as Camp Rabbi at Camp Morasha. Rabbi Hain has co authored and edited several volumes of Torah and academic scholarship. His most recent book was a volume inYeshiva University's Orthodox Forum series entitled The Next Generation of Modern Orthodoxy (Ktav: 2012). He is currently working on the next volume of the series, From Fervor to Fanaticism, an examination of the rise of extremism in the 21st century from religious and academic perspectives. He was recently appointed Series Editor of The Orthodox Forum.
Shira Hecht Koller, Judaic Studies Received her B.A. in Biology from Yeshiva University, Stern College for Women, and was a Golding Scholar at the Benjamin N. Cardozo School of Law where she received her J.D . summa cum laude and was an Associate Editor of the Cardozo Law Review . She is a graduate of Bruriah Scholars Program at Midreshet Lindenbaum and has studied at the Bernard Revel Graduate School of Yeshiva University. She is a member of the Board of Directors of Uri L’Tzedek, and is a founding member of the Orthodox Women’s Leadership Project. Before joining SAR, she was a Director of Interdisciplinary Programs and Instructor of Talmud at North Shore Hebrew Academy High School. Prior to that, she was an associate in the Mergers and Acquisitions department at the law firm Debevoise & Plimpton, LLP. Together with her husband, she served as a community educator for five years in Holliswood, NY.
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Rabbi Nathaniel Helfgot, Judaic Studies Received a B.A. with honors from Yeshiva University and a M.S. in Education from Azrieli Graduate School at Yeshiva University. He was ordained at the Rabbi Isaac Elchanan Theological Seminary, an affiliate of Yeshiva University, in 1989 with honors and studied in various YU Kollelim for a number of years. In addition, he has completed graduate work in Bible at the Bernard Revel Graduate School. Rabbi Helfgot serves as Rabbi of Congregation Netivot Shalom in Teaneck, NJ. He also teaches part time at Yeshivat Chovevei Torah Rabbinical School and the Drisha Institute for Jewish Education.
Amy Heller, English Received her B.A. from Brandeis University with a major in Psychology and minors in Theatre and Journalism. After a small stint in marketing, Ms. Heller returned to school and received her M.A. in Educational Theatre with a certification in English. Ms. Heller has worked at several organizations and schools teaching English, Theatre and Dance.
Michelle R. Hoch, Director of Operations Received her Bachelors of Business Administration from Baruch College. This is her 10th year at SAR High School. She has worked as a Computer Programmer and for Computer Sciences Corporation as an Account Manager developing, training and marketing computer network systems. Ms. Hoch served as the President of the SAR Parent Teacher Council for nine years.
Shira Hochstein, Ivrit Received a B.A. in Psychology, Sociology and Anthropology at Bar Ilan University and an M.A. in Anthropology at Hebrew University. Prior to joining SAR, Ms. Hochstein taught at the Ministry of Education and Rothberg International School for Overseas Students, teaching Hebrew and various Hebrew courses for many years. Ms. Hochstein also taught Hebrew grammar and literature at Midrashat Amalia.
Russell Hoffman, School Psychologist Received his B.A. from Vassar College in Biopsychology and his Psy.D. in clinical psychology from Ferkauf Graduate School of Psychology, Yeshiva University. He completed two years of post doctoral training in family therapy and neuropsychological assessment at the Westchester Division of New York Presbyterian Hospital / Weill Cornell Medical College. Prior to joining the SAR community, Dr. Hoffman worked in the NYC foster care system and performed neurodevelopmental assessments at the Student Success Program of the All Kinds of Minds Institute.
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Erik Huber, English Received his B.A. in American Studies from Brown University, magna cum laude, and an M.F.A. from the Iowa Writers' Workshop at the University of Iowa, and from the Center for Advanced Film Studies at the American Film Institute. Mr. Huber has taught fiction, memoir, expository writing and screenwriting and various literature courses at the University of Iowa, N.Y.U, Fordham and Polytechnic University. He is an adjunct professor of education at Pace University, where he teaches methods of English Language Arts instruction and reflective practice to the New York City Teaching Fellows and in the Teach for America program. Mr. Huber has published numerous book reviews and feature articles in Time Out New York.
Dr. Michelle Humi DeFunis, Psychologist Received her B.A. in psychology, magna cum laude , from Stern College’s honors program and received her Ph.D. in psychology from Yeshiva University’s Ferkauf Graduate School of Psychology in 2007. Prior to joining SAR, Dr. Humi DeFunis worked as a psychologist at a Westchester not for profit agency where she provided therapy, school consultations, and other mental health services for underprivileged individuals. Additionally, Dr. Humi DeFunis completed an internship at Long Island Jewish Hospital in child and adolescent psychology, has taught psychology courses at Yeshiva University and has extensive experience working with children, adolescents, parents, and families.
Dr. Tamar Jacobowitz, Judaic Studies Received her B.A. in English Literature from University of Pennsylvania, and graduated from the Scholars Circle at Drisha. She earned a Ph.D. in Midrash from the University of Pennsylvania, where she also studied as a Wexner fellow. Recently, Dr. Jacobowitz co wrote a gender sensitive Shmot curriculum for JOFA. She has been on the rabbinics faculty of Me’ah for several years, has taught in Drisha’s full time and part time programs, and has taught Torah in many communities in New Jersey, New York, and Pennsylvania.
Marjorie T. Jacobs, Consultant of College Counseling Department Received her M.A. in School Counseling from Hunter College and Professional Diploma in Educational Administration from C.W. Post of L.I.U. A past president of New York State Association for College Admission Counseling, in addition to multiple other professional experiences, Ms. Jacobs served as Director of College Counseling at Scarsdale High School for eighteen years. Ms. Jacobs has been awarded Outstanding Counselor by NYSACAC, the President's Award by Westchester Putnam Rockland Counseling Association, and Outstanding Secondary Counselor Award by the College Clinic, a consortium of counseling professionals.
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Rebecca Jaffe, Learning Specialist Ms. Jaffe studied Psychology at Boston University. After graduating, she worked at the Museum of Jewish Heritage, and then later at the JCC in Manhattan organizing family programs. She holds a Masters in Childhood Special Education from Hunter College, and she is certified in both general and special education grades 1 9. Before joining SAR's faculty, Ms. Jaffe was a middle school teacher at the Churchill School and Center where she taught History, English, and Math to students with learning disabilities.
Anat Katz, Learning Specialist Received her B.A. in Political Science at Brandeis University and M.A. in Middle Eastern History at Tel Aviv University. She is currently finishing her thesis and upon completion will receive her M.A. as a Clinical Reading Specialist from Bank Street College.
Dorit Katzenelenbogen, Drama Received her BA from the Macaulay Honors College at Queens College. After graduating, she worked as an education intern for TADA! Youth Theater and City Lights Youth Theatre. She went on to pursue teaching and directing and obtained her MA in Theater Education from Emerson College in 2010. Since graduating, she has been employed as a director, actor, playwright, and theater teacher. Ms. Katzenelenbogen has worked on updated classics, contemporary pieces, and new plays and she has written and directed her own pieces. She has also acted in various theater and film projects. Additionally, She has worked as a theater teacher and director at institutions such as the Seat of Our Pants Theatre Co., Ma’ayanot Yeshiva High School for Girls, and Golda Och Academy.
Amanda Klatt, Judaic Studies Received her BA from the University of Pennsylvania in 2010, where she double majored in English Literature and Judaic Studies, and served as a Tikvah Fellow for the 2011 2012 academic year. Prior to teaching at SAR, Ms. Klatt served for one year on the faculty of both Midreshet Lindenbaum and Midreshet Amit.
Freda Kleinburd, Librarian Received her B.A. in Special Education and Psychology from Simmons College and her M.S. and Advanced Certificate in Librarianship from Columbia University. She has been a librarian in N.J. public schools, Brooklyn Public Library, Manhattan Day School, and Trevor Day School, and has published articles and book reviews on literature of the Holocaust for young people.
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Gila Kolb, Registrar & Associate Director of Admissions Received her B.A. from Stern College with a major in Sociology and a minor in Business from the Sy Syms School of Business. She worked as a Merchandiser and Production Coordinator at Amerex Group Inc. in Manhattan serving as a liaison between the designers, sales force, production department offices and factories overseas while creating and maintaining divisional budgets.
Alon Krausz, Mathematics Received a B.A. from the Wharton School at the University of Pennsylvania and a Masters degree in Math Education from NYU. Mr. Krausz has been in the SAR family since September 2002, starting out in the Academy before moving to the High School. Prior to that, he taught math and economics at the Solomon Schechter High School of NY for five years. Alon is also the founder of the Jewish Outdoors Club, and enjoys sharing the beauty and thrills of the great outdoors with his students.
Tamar Krieger, Science Received a B.A. from Stern College in Biology and a masters in Secondary School Science Education from the University of Pennsylvania. Before joining the SAR staff, Ms. Krieger taught chemistry, geometry and architecture/ interior design and coordinated student activities at Ma'ayanot Yeshiva High School in Teaneck, New Jersey.
Shifra Landowne, Learning Specialist Received her BA in English Literature from Yeshiva University Stern College for Women and received her MA in Adolescent Special Education from Lehman College at The City University of New York. Before joining SAR in 2008, she worked briefly in publishing and the non profit sector, and spent one year teaching English and Judaic Studies at Jess Schwartz Jewish Community High School in Phoenix, Arizona as part of Edah’s Jewish Teachers Corps Program.
Josh Lannik, History Received a B.A. in History and Religious Studies from the University of Pennsylvania. He also completed an M.A. at Columbia University's Teachers College in teaching Social Studies. He completed his student teaching at Stuyvesant High School and served as long term leave replacement at LaGuardia High School before joining the SAR faculty. Mr. Lannik also earned professional certification from the state of New York in teaching Social Studies at the middle and high school levels.
57 Who’s Who at SAR High School
Rabbi Dr. Dov Lerea, Judaic Studies Rabbi Dov Lerea has been a professional educator for the past 35 years. He served for many years as the Dean of Judaic Studies of the Abraham Joshua Heschel School in New York, and as the Director of Education at Camp Yavneh in Northwood, New Hampshire. Rabbi Dov has also served as the Director of Secondary Education at Boston Hebrew College, a faculty member at the Drisha Institute for Jewish Education, and a faculty member for the Wexner Heritage Foundation. He is currently the Director of KIVUNIM, an innovative gap year program located in Jerusalem. Rabbi Dov has an AB from Brown University in Religious Studies, an MA and Rabbinic degree from the Jewish Theological Seminary, a Rabbinic degree from the Rabbi Isaac Elchanan Theological Seminary, an MA in Learning and Teaching from the Harvard Graduate School of Education, and an Ed.D. from the Davidson Graduate School of Jewish Education at JTS.
Rabbi Yehoshua Lindenbaum, Judaic Studies Graduated from Yeshiva University with a degree in History. Rabbi Lindenbaum spent several years studying in yeshivot in Israel, including Yeshivat Har Etzion and Yeshivat Hesder Petach Tikvah, and was a madrich for the overseas students in both institutions. In Yeshivat Har Etzion, he had the privilege of presenting the review shiur for the shiurim of the rashei yeshiva. In addition, Rabbi Lindenbaum serves as the Program Coordinator for the North American branch of Yeshivat Har Etzion's Center for Torah Leadership. He received his semikha from Rav Zalman Nechemiah Goldberg of Jerusalem, Israel. Rabbi Lindenbaum also spent several summers on staff at Camps Magen Avraham and Moshava (I.O). He has previously taught Gemara and Tanakh in Yeshiva University High School for Boys.
Ora Bayewitz Meier, English and History Earned her B.A. from Barnard College, Columbia University with a major in Art History. She received her M.A. in English Education from Teachers College, Columbia University. Prior to joining SAR, Ms. Meier founded and headed the expansion of Project Sunshine's national hospital literacy program, Book Buddies. She has taught at the Museum of Jewish Heritage and at the Whitney Museum of American Art, and was also an artist in residence at Makor (92nd Street Y).
Marshall Messer, English Received his B.S. in Industrial and Labor Relations from Cornell University and his M.A. in English Literature from the City College. He has taught English at Yeshiva University High School, John Jay High School, and Mineola High School. His novel Change at Jamaica was published in 2013.
58 Who’s Who at SAR High School
Dr. Robin Michnick, Mathematics Received a Bachelor’s Degree from Columbia University and a Ph.D. from MIT, both in metallurgy. She recently completed an MA in mathematics education from City College of New York and received NYS certification as a mathematics teacher. Prior to joining SAR High School, she worked in a variety of positions in engineering and finance including recycling materials, flexible circuit process development, failure analysis and structured finance for large scale capital leases.
Elayne Miller Matityahu, Spanish Graduated from University of South Florida with a double major in Secondary Education and Foreign Language. She holds a Masters of Science degree in Educational Technology from Iona College. Ms. Miller Matityahu worked for Delta Airlines as an international translator for almost nine years. She also is a N.Y.S. certified Spanish teacher working for Westchester County in the field of homebound instruction.
Ann Morhaime, Administrative Assistant to College Guidance Ms. Morhaime has a BA in Mathematics from Queens College and an MS in Applied Mathematics from Stony Brook University. In addition, she has done dissertation research in Financial Mathematics at the CUNY Graduate Center. Most recently, Ms. Morhaime at the Hebrew Academy of Nassau County (HANC), has taught all levels of math including Regents Math, AP Statistics and E2K.
Bonnie Myers, Spanish Graduated from NYU in 2001 with a Bachelor's in Romance Languages. Taught for four years in the NYC Public schools post graduation. Ms. Myers also coaches Boys' Volleyball.
Hila Naftalovich, Ivrit Received a B.A. from Hebrew University in Education and Sociology. Ms. Naftalovich taught Hebrew as a Second Language in Hebrew University, was an Academic Advisor in the Bar Ilan College in Ashkelon and was the head of the academic student administration in Emek Yizrael College. Prior to joining SAR, Ms. Naftalovich taught Hebrew at Solomon Schechter High School in New Jersey and at the Prozdor program at the Jewish Theological Seminary. Ms. Naftalovich is a Neta certified teacher and curriculum coordinator.
Sarah Penso, Latin Received her B.A. from Harvard, where she wrote her thesis on Ovid’s influence on the poetry of Andrew Marvell. Prior to coming to SAR High 59 Who’s Who at SAR High School
School, Ms. Penso taught Latin to grades 6 through 9 for six years at the Nightingale Bamford School in Manhattan, and English to grades 8 and 9 at the Riverdale Country School.
Jennifer Pepper, History Received her B.A. from Columbia University with a major in History and concentration in Modern Jewish Studies. After a stint in Jewish adult education, Ms. Pepper returned to Columbia to pursue an M.P.H. She subsequently was involved in continuing medical education at the Hospital for Special Surgery. Ms. Pepper has been a full time member of the SAR faculty since 2002, teaching Social Studies and Modern Jewish History at the Middle School, before moving to the High School. Ms. Pepper also serves as advisor for the JV and Varsity Model U.N. Team.
Molly Pollak, English Received a B.A. from Barnard College, an M.A. in English from Columbia and is A.B.D. at NYU in English. She taught at The Dalton School for twenty five years and for five years at Ma'ayanot Yeshiva High School. She has trained teachers at Hasha'ar, the Drisha Scholars’ circle and in various schools in the tri state area. She has given numerous workshops on differentiated learning, the use of technology in the classroom, and on cooperative learning.
Naomi Portnoy, Learning Specialist Naomi Portnoy earned her BA from the University of Pennsylvania, where she majored in English and minored in Psychology. After college, she began her career in education as a fellow in the New York City Teaching Fellowship program. In conjunction with the fellowship, she received her Master’s degree in Adolescent Education from Pace University. Prior to joining the SAR community, Ms. Portnoy taught English and Humanities in the New York City public school system for six years.
Tehilla Rieser, Chemistry Received her bachelor's degree in Chemistry from City College and a Master's degree in Organic Chemistry from Yeshiva University. Ms. Rieser came to SAR from Bronx High School of Science where she taught Advanced Placement Chemistry.
Rabbi Josh Rosenfeld, Judaic Studies Studied in Yeshivat Hakotel, and received a BA with Honors in English Literature from Yeshiva University and an MS ed. from the Azrieli 60 Who’s Who at SAR High School
Graduate School of Education and Administration. He served as a company sharpshooter in the 605th Combat Engineers in the IDF as a ‘Lone Soldier’ through the Second Lebanon War. He received Semikha at the Rabbi Isaac Elchanan Theological Seminary and was a Beit Midrash fellow last year at SAR HS and serves as assistant Rabbi at Lincoln Square Synagogue.
Dr. Martin Rosenberg, Science Attended Hamilton College in Clinton, NY and graduated with a BA in Physics. He attended graduate school at the City University of New York, earning an MA in physics and a Ph.D. in theoretical physics. Dr. Rosenberg founded a company, Manhattan Graphics Corporation, that focused on custom solutions to computerized typesetting problems within the printing industry a field then in its infancy. In 1985, he wrote and published one of the first desktop publishing programs for the Macintosh computer. The program was named "Ready, Set, Go!" In 1995, he returned to teaching at Edgemont and he also became chairman of the science department. In 2006 and 2007, he was cited in the College Board's "Advanced Placement Report to the Nation" for the best "participation and performance" for a medium size school worldwide in AP Computer Science. In 2008, he was named by the Siemens Foundation as the winner of the New York State "Advanced Placement Teacher" award.
Dr. Chaya Rosenthal, Science Dr. Rosenthal received her Bachelor of Science in Chemistry at Carleton University, and her Ph.D. in chemistry at Columbia University. Prior to joining SAR, she taught chemistry and AP chemistry at Horace Mann School.
Lou Rubin, Mathematics Received a B.S. in Microbiology from the University of Kentucky and a M.S. in Special Education from St. John’s University. Mr. Rubin also attended the Teachers College of Columbia University in the Educational Administration program. Since 2007, he has been teaching junior high school math at SAR Academy while concurrently teaching high school math at Yeshiva of the Telshe Alumni in Riverdale. Mr. Rubin has previously served as a teacher and school administrator in public schools in NYC and Long Island.
Josh Sadres, Learning Specialist Josh Sadres earned a B.A. from Yeshiva University and has a M.A. in Special Education from Lehman College. He worked for The Ramaz Upper School and Sinai Special Needs Institute before joining the SAR faculty. 61 Who’s Who at SAR High School
Gloria Perelman Schneider, Economics Spent 15 years working on Wall Street structuring and marketing derivative products to corporate, institutional and high net worth clients. She was a Managing Director at both Citigroup and Wachovia in the Capital Markets Divisions. Gloria holds a B.A. in Economics and a M.A. in International Economics and Finance from Brandeis University as well as a M.A. in Jewish Education from JTS.
Rabbi Ari Schwab, Judaic Studies Graduated from Yeshiva University in 2008 with a B.A. in English Literature. He completed his Master’s Degree in Bible from Bernard Revel Graduate School of Jewish Studies in September 2010 and received his Rabbinic Ordination from the Rabbi Isaac Elchanan Theological Seminary in June 2011. Rabbi Schwab is currently pursuing a PhD. in Medieval Jewish History at the Bernard Revel Graduate School of Jewish Studies.
Dr. Randi Shane, AP Psychology Dr. Randi Shane received her Ph.D. in Neuropsychology from the City University of New York Graduate Center. She has taught classes in the Psychology departments of Queens College, St. Johns University, and Barnard. Her publications have appeared in a number of peer reviewed journals including Brain Research and The International Journal of Neuroscience. Dr. Shane is currently a tenured Associate Professor at Bronx Community College, CUNY .
Anafa Shay, Ivrit Received a B.A. in Social Work at Haifa University and an M.A. in Nonprofit management at Hebrew University. Prior to joining SAR, Ms. Shay taught at Solomon Schechter High School in Manhattan.
Ariella Simpson, Math Ms. Simpson received her B.A. in Mathematics from Stern College, Yeshiva University and received a Master's degree from Columbia University, Teacher's College in Math Education. Before joining SAR's faculty, Ms. Simpson worked as an instructor at Mathnasium of the Five Towns.
Adina Shoulson, History Received her B.A. from Columbia University with a major in Religious Studies and a concentration in Psychology. She earned her M.Phil at New York University in Modern Jewish History where she taught a course on Zionism and the State of Israel. For three years prior to coming to SAR, Ms. Shoulson taught Jewish Philosophy at Ma’ayanot.
62 Who’s Who at SAR High School
Leah Silvera, Learning Specialist Graduated with a BA in business management and an M.Ed. in Special Ed from the University of Phoenix. Prior to coming to SAR High School, Ms. Silvera taught at the Sinai School's Atara and Ramat divisions at Bruriah High School and coordinated the work study program for both divisions. Ms. Silvera also serves as an adjunct professor for Mercy College’s Department of Education.
Natanya Silverman, English Ms. Silverman has worked as an educator for 10 years. She started her career in the San Francisco Bay Area as a public middle school English teacher, then moved on to teaching a range of students from elementary to middle school age at Oakland Hebrew Day School (OHDS). At OHDS she spearheaded a School Wide Drama Program, and directed the school musicals. She received her Master's in Education through Sierra Nevada College in Lake Tahoe, while pursuing her interests in snowboarding and rock climbing. Most recently, she completed a year long Masters program at Ecole Internationale de Theatre Jacques Lecoq in Paris, France, earning certification in devising original, collaborative theater.
Helen Sprinkle, French Received her B.A. from Ohio University in English Literature and her M.A. in French Literature from Columbia University. Ms. Sprinkle served in the United States Peace Corps in Cameroon, Central Africa, where she taught English as a Foreign Language. She trained incoming volunteers in Foreign Language methodology and was the Director of the Practice School near the end of her service. Ms. Sprinkle taught French at Solomon Schechter High School of New York from 1993 2006 and at Metropolitan Schechter High School until 2007.
David Steere, History Received his B.A. from Princeton University in Psychology and M.A. in History and Education from Hunter College. Mr. Steere teaches U.S. History, AP U.S. History, and AP Comparative Government and Politics at SAR High School.
Nina Taub, History Received her B.A. from Stern College’s honors program. Upon graduating, she attended the Bank Street College, pursuing a Master’s in Museum Education. Ms. Taub was involved in education in classrooms, museums, and other settings for six years before coming
63 Who’s Who at SAR High School to SAR. She taught ancient and European history at Solomon Schechter High School of New York, worked with the Museum of Jewish Heritage, and created history curricular and professional development materials for New York City public school teachers. Ms. Taub is currently pursuing a doctorate in Social Studies education at Teachers College, Columbia University.
Shuli Taubes, Judaic Studies Received her B.A. in History with a minor in Religion from Barnard College. While in college, Ms. Taubes taught at the Bergen County High School of Jewish Studies and served in leadership capacities in several informal education settings. Ms. Taubes completed a Masters in Divinity at Harvard Divinity School where she focused on Scripture and Interpretation. While pursuing her degree, Ms. Taubes taught at Ma’ayan, a women’s Torah learning initiative in the greater Boston area. She also worked as a pastoral intern at St. Francis House, a homeless shelter in downtown Boston.
Sara Susswein Tesler, Judaic Studies Received her B.A. from Hunter College with a double major in Philosophy and Hebrew, and studied in the Drisha Institute’s Scholars’ Circle. She received her M.A. in Bible at Bernard Revel Graduate School of Judaic Studies. Ms. Tesler was an SAR High School Beit Midrash Fellow for two years.
Susan Tober, Learning Specialist Received her Master’s degree in Public Health from the University of Michigan. She completed her Master’s degree and teaching certification in Special Education from Bank Street College of Education. Ms. Tober has worked in the field of special education in both direct teaching and administrative capacities for the past 15 years. She has held positions in both Jewish day schools and public schools in the New York metropolitan area .
Yaron Tokayer, Physics and Bogrim Program Coordinator A graduate of SAR High School ('09), Mr. Tokayer recently graduated, Summa cum laude, from The Cooper Union with a Bachelor of Science in Engineering. Mr. Tokayer has served as a division head in Camp Moshava for the past two summers, running educational and recreational programming for campers age 11 14. He has participated twice in SAR HIgh School's bogrim program and has also worked with individual students in the school to support them in math and science. Mr. Tokayer is the first graduate of SAR High School to return as a full time faculty member. 64 Who’s Who at SAR High School
Rebecca Boim Wolf, History Received a BA in history from Barnard College and an MA in Jewish History from New York University. Ms. Wolf has taught Modern Jewish History and American Jewish History at both New York University and the Jewish Theological Seminary at America. She has authored essays that appear in two anthologies about Jewish women in America. Ms. Wolf is currently co Rosh Chinuch at Ramah Day Camp in Nyack, NY.
Ora Yair, Hebrew Ms. Yair graduated from Bar Ilan University with a Bachelor’s degree in English Literature. She also holds a Master’s degree in English Literature from Haifa University. Prior to teaching at SAR, Ms. Yair taught English as a second language in Ulpana Neve Sara Herzog in Bnei Brak and in the Max Stern Yezreel Valley College in Israel.
Ron Zamir, Physics Mr. Zamir has taught physics and math for over 17 years. Besides his work in teaching, Mr. Zamir performs on the harpsichord and organ, giving concerts of seldom heard music by Renaissance and Baroque composers. He has produced 6 CD’s, copies of which can be borrowed from the SAR library. He is also an accomplished potter, and also spends time working on modern physics problems that involve randomly walking particles that stick together when they meet.
Merav Zuriel, Ivrit Studied at Yad Ben Zvi Institute, and received her M.ED. in Education Leadership from the University of Alabama. Ms. Zuriel received her B.A. and B.ED. from Orot Israel College. She taught literature and history at Yeshiva Elkhanah for more than ten years before coming to SAR High School.
65 TELEPHONE DIRECTORY 2014 2015 Main Number 718-548-2727 Fax Number 718-548-4400
FACULTY DIRECTORY 2014 2015
66 Faculty Directory 2014-2015
If you would like to contact a teacher, please use the email addresses listed below.
NAME EMAIL ADDRESS Aiken, Elan [email protected] Anstandig, Deborah [email protected] Avner, Arly [email protected] Bader, Leah [email protected] Ballan, Judith [email protected] Barak, Anat [email protected] BenDavid, Eitan [email protected] Berkson, Varda [email protected] Berlin, Marty [email protected] Birnbaum, Kenneth [email protected] Birnbaum, Lisa [email protected] Block, Akiva [email protected] Bloom, Avi [email protected] Bohm, Russi [email protected] Brander, Yoni [email protected] Brandriss, Tobie [email protected] Broder, Hillel [email protected] Chanales, Shoshana [email protected] Chazan, Moriya [email protected] Cohen, Cari [email protected] Cohen, Nava [email protected] Cole, Ronit [email protected] Coleman, Elior [email protected] Courtney, Michael [email protected] Daar, Yair [email protected] Drelich, Moshe [email protected] Einhorn, David [email protected] Emerson, Michael [email protected] Fleischer, Simon [email protected] Frank, Aaron [email protected] Friedlander, Stephen [email protected] Friedman, David [email protected] Germano, Alicia [email protected] Goldbrenner, Dahlia [email protected] Goodman, Bob [email protected] Gotel, Jeff [email protected]
67 Faculty Directory 2014-2015
NAME EMAIL ADDRESS Gottesman, Mendel [email protected] Greenbaum, Nyla E. [email protected] Gryzlo, Valerie [email protected] Gumora, Gail [email protected] Hain, Shmuel [email protected] Harcsztark, Tully [email protected] Hecht Koller, Shira [email protected] Helfgot, Nathaniel [email protected] Heller, Amy J. [email protected] Heller, Michael [email protected] Hoch, Michelle [email protected] Hochstein, Shira [email protected] Hoffman, Russell [email protected] Houben, Allan [email protected] Huber, Erik [email protected] Humi, Michelle [email protected] Jacobowitz, Tammy [email protected] Jacobs, Marjorie [email protected] Jaffe, Rebecca [email protected] Katz, Anat [email protected] Katzenelenbogen, Dorit [email protected] Klatt, Amanda [email protected] Kleinburd, Freda [email protected] Kolb, Gila [email protected] Krausz, Alon [email protected] Krieger, Tamar [email protected] Landowne, Shifra [email protected] Lannik, Josh [email protected] Lerea, Dov [email protected] Lerea, Nancy [email protected] Levy, Avi [email protected] Lindenbaum, Yehoshua [email protected] Litwin, Daniella [email protected] Margolin, Rachel [email protected] Meier, Ora [email protected] Messer, Marshall [email protected] Michnick, Robin [email protected] Miller Matityahu, Elayne [email protected] Morhaime, Ann [email protected] Myers, Bonnie [email protected]
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NAME EMAIL ADDRESS Naftalovich, Hila [email protected] Penso, Sarah [email protected] Pepper, Jennifer [email protected] Pollak, Molly [email protected] Polakoff, Ariella [email protected] Portnoy, Naomi [email protected] Rabinowitz, Rachel [email protected] Rieser, Tehilla [email protected] Roschwalb, Yoram [email protected] Rosenfeld, Josh [email protected] Rosenthal, Chaya [email protected] Rubin, Lou [email protected] Sadres, Joshua [email protected] Schlaff, Lisa [email protected] Schneider, Gloria [email protected] Schwab, Ari [email protected] Selevan, Eitan [email protected] Shane, Randi [email protected] Shaw Frank, Lisa [email protected] Shay, Anafa [email protected] Shinar, Mark [email protected] Shoulson, Adina [email protected] Simpson, Ariella [email protected] Silvera, Leah [email protected] Silverman, Natanya [email protected] Sprinkle, Helen [email protected] Steere, David [email protected] Stein, Noah [email protected] Taub, Nina [email protected] Taubes, Shuli [email protected] Tesler, Sara [email protected] Tober, Susan [email protected] Tokayer, Yaron [email protected] Wander, David [email protected] Welcher, Ruth [email protected] Wolf, Rebecca [email protected] Yair, Ora [email protected] Zamir, Ron [email protected] Zuriel, Merav [email protected]
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