AMIT 2025 Summer Magazine

BUILDING

PRESIDENT

AMIT

Shari Safra

EXECUTIVE VICE PRESIDENT

Andrew Goldsmith

DIRECTOR GENERAL

Dr. Amnon Eldar

AMIT Offices Around the World

New York City

212.477.4720 info@amitchildren.org www.amitchildren.org

Kfar Batya Campus

1 Jerusalem Street Ra’anana

Baltimore/Boston/D.C./Philadelphia 410.484.2223

robbiep@amitchildren.org

Chicago 847.677.3800 amitchicago@amitchildren.org

Cleveland 216.802.8618

amitcleveland@amitchildren.org

Florida 954.922.5100 bruriap@amitchildren.org

Los Angeles AMITLA@amitchildren.org

Designed by

Bacio Design & Marketing Inc.

AMIT provides an innovative, Jewish, values-based education for 40,000 children in Israel each year. AMIT welcomes every child and levels the playing field for the children of Israel through education.

THE CLASSROOM

03 The Human Factor: TATZAM

08 Building the Bridge: Chevra V’Chiburim 11 Rewriting the Rules: LMS

THE COMMUNITY

16 From Classroom to Coding 18 Life Lessons From a High School Principal

20 The Power of Potential

23 Three Generations of AMIT

25 Joyce & Daniel Straus: A Legacy of AMIT Support

THE CAMPUS

28 Building Progress

33 Opportunity Highlights

THE EXPERIENCE

43 Journey to Poland With AMIT

47 Court Connection: AMIT at Sarachek

50 Tour Guide Talk: Eitan Morell

52 On Our Bookshelf: “Alive and Beating”

THE CIRCLE

54 Introducing Elef: The Gittler Family

55 Event Highlights

61 Dvar Torah

62 Rosh Hashana Recipe

63 Giving Societies

36 Gogya Goes Global

39 Campus Visits

AMIT CELEBRATES 100 YEARS

AMIT’s new logo kicks off its centennial year of empowering children to dream, giving them the tools to reach their goals and providing opportunities for growth no matter their background.

Our model of visionary education is always looking ahead to ensure we are doing all we can to prepare our students for the future of learning. We don’t follow the trends; we set them with thorough and thoughtful research and development and innovative leadership.

And we are also deeply rooted in the past—to the ancient Torah values that form the basis of our philosophy and to the consistent and persistent efforts of those who came before us.

This logo celebrating 100 years of AMIT encapsulates all that we do—with the children of Israel at the very heart of our mission.

Follow AMIT: AMITChildren

AMIT.Children

AMIT is proud to be named ISRAEL’S #1 EDUCATIONAL NETWORK by the Ministry of Education, for the seventh year in a row.

President’s Message

SHARI SAFRA

As I sat down to write this article, the song “Od Yavo Shalom Aleinu,” recorded by Camp Ramah, suddenly came on my Spotify. It was an abrupt shift from the ’80s playlist I had just been listening to. At first I laughed, but then I realized that Spotify had landed on exactly the feeling I was struggling to put into words.

I had been thinking about my own peaceful childhood in the 1980s and ’90s, a time that felt safe, full of hope and possibility. A time when many of us believed our parents or grandparents were being overly cautious about antisemitism. We thought those fears belonged to another era. We were confident things had changed. We were wrong.

The fact that the version of the song was recorded in the early 2000s hit me, too. That marked the start of a shift. The end of what some of us now see as a golden era of relative peace and security for Jews. Today’s children are growing up in a very different world—facing real danger in Israel and rising antisemitism in communities around the globe.

At AMIT, we’ve always known that education is more than academics. It is a force for healing and for empowerment. That is why we have doubled down on our commitment to supporting the whole child. From traumainformed teaching methods to expanded mental health resources, we are meeting our students where they are and helping them move forward step by step.

This holistic approach is not just transforming schools; it is helping rebuild entire communities. In the wake of October 7, we’ve deepened our connection with the municipality of Sderot, a city that has long lived under the shadow of fear and is now grappling with unimaginable pain. Together with local leaders, we are working to bring the AMIT model of healing and education—including our groundbreaking TATZAM program—to students, families, and educators throughout the city.

And yet the words of that song still carry a promise: “Peace will come upon us.” It’s not a naive hope. It’s a determined one. And it’s exactly the kind of hope that drives our work at AMIT.

As a mother of two teenage boys, I know I am not alone in feeling that today’s kids face threats I never imagined at their age—simply because they are Jewish. Whether they’re walking through the streets of Jerusalem or sitting in a college classroom in the United States, the illusion of safety we once knew has been shattered. And now, it is our responsibility to prepare the next generation to stand tall. We must teach them to draw strength and pride from their Jewish identity rather than try to hide it.

TATZAM, a personal and professional development program originally designed to strengthen school leadership, has evolved into a powerful tool for community resilience. In Sderot, it is helping principals, teachers, and municipal staff process trauma, rebuild trust, and regain a sense of purpose. Our vision is not only to restore education in Sderot, but to help the city rediscover hope.

As we mark this centennial year, I invite you to be part of this extraordinary moment. Join us in Israel. Visit our schools. Meet the young people whose futures you are shaping. In doing so, you will not only uplift them, but you will be transformed yourself.

May this season of new beginnings bring sweetness, strength, and, in the words of Camp Ramah, “Od Yavo Shalom Aleinu.”

The One That Got Away

While I truly enjoy connecting with the AMIT family worldwide, the journey to a destination is often grueling—“travel” and “travail” share a common word origin. By nature, I have the patience of a sugar-rushed toddler. Packed airports with interminably long lines and sickly cramped planes with claustrophobic seats drive me bonkers, so I am not Mr. Happy Guy en route to wherever; I am anxious and cranky. Routine helps so when broken it stands out—most recently at the start of a four-day Israel journey where the agenda included a comprehensive briefing about AMIT’s Learning Management System or LMS (see article on page 11).

“Good evening. My name is Dvir from El Al security; can I see your passport?” I handed it over, and, while flipping through, he asked, “Can you tell me the purpose of your visit to Israel?”

“Sure, I work for AMIT. We have a network of schools across Israel.” The typical response is for the security officer to ask who packed my bag and whether anyone gave me a package; I answer no and we move on. But Dvir surprised me.

Impressions

“I know AMIT; I went to an AMIT high school,” he said. “Really! Which one?” I asked. Dvir mentions one of our best high schools. “Great school. How did that work out for you?” I asked. “You know, it was hard. I didn’t want to work hard so I switched out after ninth grade.” “How do you feel about it now?” I asked. “It was a big mistake,” Dvir said. “I should have finished because I would have more options now.”

well, brave. The development of LMS happened (in part) because of the organizational recognition that excellence does not develop in the absence of serious evaluation and because technology, used properly, helps perform this challenging task. It is guided by a steering committee, led by Director General Dr. Amnon Eldar, which defines the network’s pedagogical vision and priorities. Dr. Michal Aflalo, AMIT’s deputy director of R+D and assessment, leads system development and manages both the relationship with external firms and the integration of pedagogical content. Yuval Elimelech, deputy director of education and learning, leads school-level implementation. Our CFO, Lior Omesi, brings strategic and operational thinking—combining his experience in development processes, AI-driven design, organizational capacity, and financial considerations. He introduces conceptual and technical directions, especially around how AI can enhance learning, and helps navigate organizational trade-offs and budgetary implications. There is close collaboration, and always the balance to nudge innovation forward while ensuring alignment with broader organizational priorities.

ANDY GOLDSMITH Executive Vice President

At this point, the 200 or so people behind me were annoyed and looking over my shoulder. He shook his head, stickered my passport, tagged my bag, and the moment ended.

An hour later I met up with Dvir again at the gate passport check. “Let me ask you, Dvir—did anyone speak to you before you left our school? Try to convince you to stay?” He reflected for a moment: “Not really, I think. I was determined to leave, and my parents didn’t want to fight with me. I had friends in the other school. Maybe the school could have tried harder to get me to stay,” Dvir said. “Would it have made the difference in your staying?” I asked. “No, not really,” he responded honestly. “But it would have been nice to know they tried when I look back. Nesia tova.”

Every moment happens for a reason, with deliberate purpose. Jews do not believe in coincidence. As the jet joined the lengthy JFK evening departure queue (another line!), I wondered if I had learned something, and, if so, what to do with it?

Now note that AMIT is obsessed with honest self-evaluation on every level; it is an essential aspect of our culture to be,

The issue of school dropout rates comes up. It is a critical canary-in-the-coalmine metric for AMIT and the Ministry of Education. Causes vary—it can be a population shift, a serious challenge within a school, or a complicated mix of other issues.

Dvir comes to mind. I relate the story, and the discussion immediately dissects and analyzes the problem—honestly, openly, and without assigning fault. How to motivate students to take the hard road; how to identify and virtually document the earliest signs; how to effectively address the issue with a team approach in its infancy—before the student’s opinion forms and involving all stakeholders (including parents) early on. All add their value to the spirited discussion. It is a marvelous process to witness as the search toward a viable response unfolds.

Rosh Hashana is the ultimate annual evaluation. We are all judged for what we do; how, when, and why we do it; what we did not do; and what we could have done. The heavenly evaluation system accounts for, well, everything, and then gives us 10 days to consider improvement toward better, empowering us to take advantage of the opportunity.

And if you are checking in on an El Al flight and see Dvir, please let him know we will not make the same mistake twice.

Shana Tova U’metuka.

The HUMAN FACTOR

HOW AMIT IS REDEFINING SUCCESS IN ISRAELI EDUCATION

BY ARNIE DRAIMAN

When a high school student from Sderot, displaced by the October 7 war and deep in trauma, told her ad hoc therapy group, “I want my TATZAM group. That’s where I feel most comfortable talking about my experiences,” she wasn’t just describing a class, a classroom, or an after-school activity. She was identifying a lifeline.

In a country where students navigate not just adolescence but the very real challenges of conflict, inequality, and social upheaval, AMIT’s TATZAM program has emerged as a quietly radical response: a structured, nationwide mentoring and personal development process grounded in emotional intelligence, community belonging, and human connection.

What Is TATZAM?

Launched in September 2021, TATZAM is an acronym for Tahalaich Tz’micha Ishi Miktzo’i (Professional and Personal Growth Process). While the name may sound clinical, the results are anything but. At its core, TATZAM is about unlocking human potential—not just in the thousands of AMIT’s high school students, but in its teachers, principals, and entire school communities.

“There are six basic things every human being needs in order to thrive: belonging, security, communication, ability to act, autonomy, and an internal compass,” explained Shuli Yost, director of the TATZAM program. “These are simple needs—but if even one is missing, a person’s ability to grow and succeed is diminished.”

Based on the research of Professor Avi Assor of BenGurion University and colleagues from the University of Rochester, the program rests on the now widely accepted understanding that emotional well-being isn’t a luxury—it’s a prerequisite for academic and personal success. TATZAM offers practical tools and mentoring processes to meet those needs with a focus on inclusion, equity, and human dignity.

We want our students to become the best versions of themselves so that they can fulfill their dreams and improve the world around them. That’s the heart of tikkun olam [repairing the world].”

- SHULI YOST, director of the TATZAM program

Since its founding nearly 100 years ago, AMIT has worked to provide cutting-edge, values-based education to Israel’s diverse population. With 70% of its schools located in Israel’s socioeconomic and geographic periphery, AMIT’s mission is to level the educational playing field, empowering children from underresourced communities with the same tools, mentorship, and academic opportunities as their peers elsewhere. TATZAM is a natural outgrowth of that mission.

“Academic achievement is essential, but it’s not enough,” Yost said. “We want our students to become the best versions of themselves so that they can fulfill their dreams and improve the world around them. That’s the heart of tikkun olam [repairing the world]. We’re not just teaching math, science, and civics—we’re shaping the people who will shape our future.”

Working together, the mentorship and deep personal work in TATZAM support success in the Learning Management System (see article on page 11), helping students identify the style of learning that suits them best. In turn, those personal and academic goals set in the LMS feed into the work students do in TATZAM as they build themselves up in social, emotional, and values-based areas. These two processes are part of the holistic framework that forms an AMIT education.

A Transformative Process

TATZAM functions on two levels: group and individual. Each week, students from grades seven through 12 meet in group sessions led by trained mentors—teachers and educators within the school who share in the daily lives of their students. And every six weeks, students receive one-on-one counseling from their mentor that is tailored to their unique emotional and developmental needs. Yosef,

a student from the South, said, “It is crucial that there be a TATZAM program as part of the school day—it is important; it keeps us balanced. The mentor is someone you look up to, someone you want to emulate.”

“Each student has individual goals,” said Yost. “We adapt the syllabus for every grade and personalize the approach. Two students who are late for class might be dealing with completely different issues, so why respond to them in the same fashion: punishment, detention, extra assignments, the proverbial ‘go to the principal’s office’? In AMIT, we stop to ask, ‘What’s really going on here?’ And we work with each student as an individual.”

The results are transformative.

While the regular school classes are for 30 students, mentors work closely with subgroups of 15, fostering an environment of safety, openness, and shared responsibility. This past school year, 35 high schools were registered with the program, and an additional 30 have signed up for the coming year. The scale of the program is immense, with over 1,000 mentors on board this school year and more than 15,000 students enrolled in those schools. And TATZAM continues to grow.

Crucially, the TATZAM process doesn’t start with the students. It begins with the teachers.

“All of our mentors go through the program themselves,” Yost explained. “They experience it firsthand. That’s how they understand its power—and how to pass it on.”

In practice, this means that the in-service training and professional development sessions aren’t just about pedagogy or classroom management, but about personal reflection, emotional growth, and authentic

connection. In teacher lounges across the country, formative moments are unfolding. “We are always so busy in school,” expressed one of the teachers, “but now there is a time that is dedicated for me to grow. There is no doubt that TATZAM has made me a better teacher.”

Teachers are rediscovering their purpose, seeing their colleagues in a new light, and finding the support they need to thrive—not just as educators, but as human beings. “We don’t have in-service training days about how to be better teachers,” explained Tzuriel Rubens, principal of the AMIT Wasserman High School in Beersheva. “Rather, it is how to be our better selves.”

“There were moments where a teacher would say, ‘This is the first time I’ve felt like I’m at the center, like I really matter here,’” said Yost. “That’s not just heartwarming. That’s revolutionary.”

What makes TATZAM particularly notable is that it functions not just as a program, but as a cultural shift. Schools contribute part of their own Ministry of Education budget to fund the program, while AMIT covers the behind-the-scenes development, staff training, and materials required to implement it. The support system includes a detailed methodology, a shared language, and ongoing professional guidance to ensure conformity and adaptability across different environments—such as religious and secular schools, urban and rural settings, and affluent and underserved populations. “This is happening in our AMIT schools from the northernmost towns to the south,” Yost noted. “It doesn’t matter if it’s a wealthy school or one in a lowerincome area. TATZAM belongs to everyone.”

The inclusivity at the heart of TATZAM reflects AMIT’s broader values. In a system where students often fall

through the cracks due to lack of resources or emotional support, AMIT is modeling what an education system grounded in equity and care can look like.

The impact of TATZAM has been particularly visible in times of crisis. Following the devastating October 7, 2023, terror attacks and subsequent conflict, many AMIT students— especially those from southern cities like Sderot—were evacuated and relocated. Amid trauma and upheaval, their TATZAM groups became emotional anchors. “I remember that student from Sderot who insisted on having her TATZAM group,” Yost recalled. “That’s where she felt safe, comfortable. That’s where she felt seen.”

It’s this kind of grounded, sustained care that distinguishes the program from temporary interventions. Rather than offering short-term “resilience” workshops, TATZAM embeds emotional support into the daily rhythm of school life. It becomes a constant, not a crisis response.

From Resistance to Revolution

Of course, not everyone embraced TATZAM immediately. As with any major cultural change, there were skeptics— among teachers, parents, and even students.

“But we don’t see opposition as a problem,” said Yost. “We see it as a place to start a conversation. Why is this teacher resistant? What do they care about that’s making them hesitant? That’s how we engage—with respect, curiosity, and empathy.” In fact, many of the program’s strongest advocates were once its loudest critics. After experiencing the process themselves, they became believers—and champions.

“When a principal goes through it and sees the difference in their own life, they don’t just want TATZAM in their school—they demand it,” Yost laughed.

Looking ahead, AMIT has ambitious goals for TATZAM. The hope is that every AMIT student, teacher, and principal, regardless of background, will continue to

There were moments where a teacher would say, ‘This is the first time I’ve felt like I’m at the center, like I really matter here. ‘“

- SHULI YOST, director of the TATZAM program

benefit from the program’s deeply humanizing approach. “We’re aiming for full participation across our network,” said Yost. (AMIT runs 88 schools in 32 cities in Israel.) “But more than that, we want to share this model with the rest of Israel, and the world.”

To that end, AMIT continues to invest in training, curriculum development, and research partnerships to refine and expand the program. TATZAM is not static; it evolves in response to feedback, real-world needs, and the changing educational landscape.

Perhaps the most radical thing about TATZAM is its redefinition of success. In a world obsessed with grades, test scores, and measurable outcomes, AMIT is offering something different: an education that starts with the human being, not the data point. High school student Ofek (her name means “horizon” in Hebrew) made it clear: “The most important thing I have experienced with TATZAM is gaining self-confidence. I was a very shy girl, and now I have more confidence, and I have learned many new things about myself.”

“It’s not about turning students into robots who perform well on standardized tests,” Yost insisted. “It’s about turning them into human beings who know who they are, what they want, and how to get there— together.”

And that’s a lesson worth learning.

Voices From the Field

THE TATZAM PROGRAM IN THEIR OWN WORDS

Yizhar Afgan , Principal

“You come to these meetings and feel an incredible amount of trust—with real listening. You’re able to show up as your whole self, personally and professionally. You ask, ‘Who am I? What do I enjoy?’ These sessions have drastically improved my self-confidence and my ability to lead. As a principal and a parent, TATZAM helped me refocus on what really matters. I even brought the process home and began using it with my two children. Each week, we sit together, look inward, and speak with full honesty and transparency. It has brought so much joy and depth to our family life.”

Daniel Beeri , Principal

“When I participate in the TATZAM sessions, I feel like a student myself. There are things in my life today that exist only because of this program. Honestly, the emotional side of who we are needs more space, in our lives and in our schools. A teacher can’t walk into a classroom today without being aware of students’ emotional needs. You simply can’t teach without understanding that.”

Hodaya Teshuva , Teacher

“There is no substitute for what a teacher goes through in this program. It’s a space to speak openly about challenges and draw strength from the group. And then something beautiful happens: We begin to truly see our students. We teach them to think ahead, to reflect. Their goals shift. Most importantly, their expectations of themselves grow.”

Asaf Levi , Teacher

“A teacher who goes through the TATZAM program experiences something powerful: the feeling of truly being seen. The program places the teacher at the center, acknowledging their inner world, meeting them where they are. That kind of care changes how we show up for our students.”

Building the Bridge to TOMORROW

BY MICHAL ROSENBERG

AMIT students gather in Acco for a special joint theater project. One group is from a secular AMIT high school and the other is from a religious AMIT yeshiva. The students role-play, sharing each other’s stories of growing up in different social and religious environments. At first, many hesitate, unsure how honest to be, how much to reveal. But as they get more comfortable, they open up and find common ground. By the end, they are performing together, combining talents and forming genuine friendships.

This is a scene brought to life by Chevra V’Chiburim (Community and Connections), a cornerstone initiative of the AMIT Network to cultivate unity within Israeli society. The project enables students and educators from different sectors—religious, secular, Haredi—to engage with each other and create meaningful relationships. Through layered, structured interactions, Chiburim facilitates dialogue, breaks down barriers, and nurtures mutual understanding and respect.

Expanding the Tent

Historically a network of Religious Zionist schools, AMIT made a strategic decision 10 years ago to become a network of Klal Yisrael. AMIT identified the rifts in Israeli society as one of the core challenges facing the State of Israel, and putting its values at the forefront, developed a plan to utilize education to build bridges among these sectors and create sweeping societal change.

Based on Isaiah 54:2, “Widen the place of your tent … and strengthen your stakes,” the network embarked on two parallel processes, expanding into new and diverse populations—secular and ultra-orthodox—while strengthening their Religious Zionist strongholds.

Focusing on highlighting shared values, AMIT created a collaborative compass with guiding values and principles, written jointly by educators, students, parents, and AMIT leadership. This compass is adapted to the specific DNA of every school, allowing for personalization while maintaining a common thread.

To introduce new measures, AMIT began working with a diverse and eclectic Educational Council composed of thought leaders from all walks of Israeli life—religious, secular, male, and female—representing a wide range of religious, political, and social views. The council provides guidance and direction to the network’s leadership, effecting real change on complex issues. One example is the development of joint curricula in all AMIT schools in civics and geography—subjects typically taught differently in religious and secular education departments—to create a unified language and perspective.

AMIT Director General Dr. Amnon Eldar shared, “Ten years ago, former Chief of Staff Benny Gantz addressed AMIT principals. He shared that despite the many external threats facing our people, of largest concern were the rifts within our own Israeli society. He pleaded with us to use our educational platform to create positive change. Today, we see this so clearly, with Iran, Lebanon, Syria, Hamas, etc.—the list is endless. But we see that with unity, drive, and purpose, the Jewish people prevail. The same must be true of us internally as a nation, and that is what we have such tremendous focus on in the field of Chevra V’Chiburim.”

Yoav Rimer, head of Identity and Values at AMIT’s mamlachti (secular) schools, reinforced the department’s objective: “We are working to instill a concept of ‘connections’ across the entire network through various mediums, including identity journey units for the students and a master’s program for teachers.”

Connection in Action

AMIT is currently piloting a new program called “Connected Communities,” directed by Gila Eliash. The program will run in 10 locations this year and eventually expand to all AMIT schools. “The goal is for schools with different identities to form long-term, meaningful relationships. The school leadership and educational staff get to know one another deeply through dialogue and shared encounters. The students then meet through a variety of joint activities, such as volunteering, learning, and hiking, and participate in joint ceremonies and events over the course of their time in high school,” explained Eliash.

Recognizing that meaningful change starts at the top, the program begins at the leadership level, with school principals participating in workshops and retreats to build constructive collaboration. The educators learn how to navigate conversations among diverse student bodies, how to balance maintaining one’s own identity while learning about others, and how to resolve debate peacefully and respectfully. They discuss challenges they face, uncovering the similar values that encourage them to lead by example: If they experience the desired shift in perspective, they can better inspire it in their students.

Teachers join the program in ninth grade, meeting for educational workshops and planning sessions that seek to promote empathy and instill a sense of shared national belonging. They also learn how to defuse disagreements constructively, setting an example for students to follow. When students see respect and collaboration being modeled by their teachers, they mirror that behavior. In 10th grade, students start participating in facilitated discussions on social issues. In 11th grade, they take their

Teachers who participated in the sessions we held this year had a very meaningful experience and understand the importance of exposing students to this platform.”

- YOAV RIMER, head of Identity and Values at AMIT’s mamlachti (secular) schools

lessons to the streets, with games and competitions bringing students together outside the classroom to create memorable moments on the field. In their final year of the program, students work together on a meaningful culminating project in the broader community.

The program is run in partnership with Gesher, an organization dedicated to fostering unity and understanding among diverse segments of Israeli society through educational initiatives and dialogue.

With the upheaval of the last two years, scheduling this vital programming has been a challenge. “Teachers who participated in the sessions we held this year had a very meaningful experience and understand the importance of exposing students to this platform,” reported Rimer. “But ironically, with the ongoing conflicts, it has been very difficult to meet and run our programming as usual, despite the desire and recognition of its value.”

A Shared Future

In Israel, the AMIT Network’s motto is “Chinuch She’Roeh Rachok” (Visionary Education), referring to the innovative and comprehensive educational programming that prepares students for their futures.

But AMIT’s vision goes beyond educating the individual to educating the community, and society at large. Sharing its research, advancements, and initiatives with the Ministry of Education and other school networks benefits students throughout the country, builds shared values, and promotes a more cohesive, connected society that respects and collaborates with one another.

Instilling this mindset in students from a young age nurtures a deep cultural shift so future generations can build a society of diverse voices strengthened by shared purpose.

REWRITING the RULES

AMIT’S VISIONARY BLEND OF AI, VALUES, AND EDUCATION

BY ARNIE DRAIMAN

AMIT isn’t just keeping up with the future of education, it’s creating it—by harnessing the power of artificial intelligence (AI). In an era defined by rapid technological change and a growing demand for personalization, AMIT is pioneering a revolution in Israeli education. At the heart of this transformation is a groundbreaking Learning Management System (LMS), developed to align with AMIT’s deep

commitment to both Jewish values and academic excellence. Already reaching over 6,000 students in grades seven through 10 across 20 schools, this innovation is reshaping how students learn, teachers teach, and communities engage.

The vision is bold: Implement the LMS across all AMIT schools, creating a unified, student-centered educational model that is personalized, adaptable, and empowering.

“AMIT enables you to dream and to achieve your dreams,” said Dr. Michal Aflalo, who leads the initiative. “We’re not just talking about change. We’re doing it.”

Unlike any other educational platform in Israel—or perhaps the world—AMIT’s LMS leverages artificial intelligence to tailor the learning journey to each student’s unique profile. Whether in English, Tanach (Torah and Bible), history, or skill-building courses, students interact with content that matches their individual pace, preferred learning style, and academic needs.

Using the LMS, students choose their own subjects, set goals collaboratively with teachers, and access smart AI chatbots. The chatbots, like a “smart” assistant, support students’ work with thoughtful questions, guiding them to discover the answers on their own. Teachers receive detailed insights from the AI feedback, which tracks progress, identifies learning gaps, and recommends adjustments in real time.

As Dr. Aflalo explained, “We needed to unify the system so every teacher and student has access to the same powerful tools regardless of where they live, their economic circumstances, or their family background. The result is a dynamic framework that opens the brain to higher learning and personal growth.”

AMIT Network’s Educational Approach

PERSONAL GROWTH FOR TIKKUN OLAM

One of the teachers in the program stated, “The LMS changed how I teach. It freed me to focus on mentorship while the technology supports each student’s path.” As Dr. Aflalo noted, “This is not about replacing teachers—it’s about supercharging them.”

THREE GATEWAYS

One Personalized Journey

At the core of the LMS are three learning gateways that allow students to learn in the style that suits them best. They choose which path is most appropriate for themselves in each subject: Encounter, Independent, or Discovery.

These gateways are not rigid tracks, but dynamic options students can move between, depending on the subject, their interests, and their personal development. Here’s how students and educators are experiencing each.

1: Encounter Gateway

In this teacher-guided model, students receive structured support and direct instruction from educators, using LMS tools to reinforce the lessons.

“My teacher helps me set goals and checks my progress,” said one student. “It feels like we’re a team, not just a class.” Her teacher added, “This gateway gives her a safety net. She gains confidence and then feels empowered to explore more independently.”

This model has yielded remarkable results in Beersheva. Among ninth grade students, assignment completion rates soared by 40%, accompanied by a noticeable rise in classroom engagement and participation. Beyond the numbers, teachers reported a deepened connection with students, fostered through more meaningful and consistent feedback loops. As such, this model has demonstrated how

I’ve learned to connect the Torah to real life. The LMS gives me videos, texts, and questions that help me go deeper. More than that, I feel like I understand more about myself.”

- MAYA,

grade 8, Encounter Gateway, Tanach

personalized support—empowered by AMIT’s innovative approach—translates into both measurable academic success and lasting human impact.

2: Independent Gateway

This model gives students autonomy to explore material at their own pace, with AI providing feedback, assessments, and motivational nudges. And in a seventh grade class in Ra’anana, the results were transformative. Students experienced significant improvement in academic performance, with noticeable gains in test scores and a surge in creativity across project work. Free to choose their pace and learning format, students began to take genuine ownership of their educational journey.

One student shared, “This is the first time school felt like it was for me. I like that I can choose how to learn— sometimes I read; other times I watch videos. I don’t feel left behind.”

That sentiment echoed across the classroom, where teachers observed heightened motivation, increased confidence, and deeper engagement.

“We’ve seen incredible growth in time management and problem-solving,” shared one of the teachers. “Students are taking ownership in ways we’ve never seen before.”

This shift illustrates how AMIT’s AI-supported model is not only enhancing learning outcomes, but also cultivating a sense of belonging and purpose in each child.

3: Discovery Gateway

Here, students delve into subjects through project-based work and research assignments, using guided inquiry and open-ended questions created by the AI tool to drive deep engagement. Tenth grade students in Petach Tikvah engaged in a powerful cross-disciplinary project that brought Tanach into dialogue with today’s societal challenges. They were encouraged to explore timeless biblical themes alongside modern-day issues ranging from social justice to identity and community. The result was a series of presentations that reflected not only academic excellence, but also emotional maturity, critical thinking, and collaborative spirit.

Teachers noted a profound shift in classroom culture, with one explaining, “It’s exciting to see students connect dots on their own.” Another teacher added, “They’re not just repeating facts—they’re thinking critically.”

Students were indeed thinking more deeply, asking harder questions, and working together with a sense of shared purpose. This initiative illustrates the true strength of AMIT’s approach—empowering students to connect ancient texts to contemporary life in a way that is meaningful, relevant, and transformative.

“I explored how biblical themes relate to current events,” said one student. “It wasn’t just learning; it was discovering.”

REAL RESULTS Empowered Students, Energized Teachers

According to a comprehensive midyear teacher survey conducted by Dr. Aflalo and her team across AMIT schools, the new model has yielded measurable and meaningful impact. Teachers reported the following top achievements:

• Independent learning and life skills: Students demonstrate better and more effective time management, collaboration, and technological fluency.

• Active participation: Learners engage more deeply, rely less on rote instruction, and initiate their own learning processes.

• Emotional growth: A focus on social-emotional learning has improved classroom culture and student well-being.

• Joy in learning: Students are not just succeeding; they’re enjoying school more than ever.

• Teacher growth: Educators report a new excitement for teaching, better collaboration, and more effective classroom management.

I used to get bored in class. Now I choose how fast I go, and I get messages from the system that actually help me move forward. I don’t wait to ask the teacher—I solve it myself.”

- EITAN, grade 9, Independent Gateway, history

One teacher summed it up this way: “Students are more motivated, more thoughtful, and more self-aware. They’re learning how to learn, and that makes my job not only easier, but more fulfilling.”

A principal added, “This is a once-in-a-generation leap in education. The LMS gives us visibility into every student’s journey and empowers teachers with real-time data. It’s like having a personal coach for every learner.”

AMIT’s LMS proved its value dramatically during the October 7 Swords of Iron War, when schools needed to pivot instantly to remote learning. The system allowed for a seamless transition, with full connectivity between students and teachers and access to an ever-growing digital content library.

“Our students didn’t just continue learning; they thrived. The LMS ensured continuity, structure, and emotional support in a time of uncertainty,” said Dr. Aflalo.

The revolutionary LMS and its AI tools are powered by a team of 60 tech developers working under Aflalo’s leadership to build and refine the system. It delivers personalized, meaningful education at scale, in a responsive ecosystem that is fully integrated with national curricula, ensuring alignment with educational standards.

How It Works

• Real-time assessment: AI checks student submissions for spelling, originality, and content comprehension as they’re working.

• Personalized feedback: Chatbots ask students probing questions to deepen understanding, without giving students the answers.

• Teacher support: A chatbot currently in the works will help teachers refine their mentoring skills by simulating student conversations and offering feedback.

• Content adaptation: If students are struggling, the system adapts the content, format, or pace to better suit their needs, whether through video, text, audio, or interactive formats.

• Parental engagement: Parents receive updates and insights into their child’s progress, enabling them to better support learning at home.

For example, a student writes a paragraph about the biblical story of Joseph and his brothers. The LMS analyzes it using custom AI and, instead of asking a basic follow-up like, “Who sold Joseph?” it generates a more thoughtful question like, “How do Joseph’s actions later in the story show his growth as a leader?” This kind of higher-order thinking question pushes the student to reflect, analyze, and connect ideas, encouraging deeper analysis and helping them build critical thinking skills instead of just memorizing facts.

AMIT’s holistic approach combines technology and humanity to create a full picture of each child. The academic success inspired by LMS and the mentorship fostered through the TATZAM program (see article on page 3) overlap, helping students evaluate their needs, values, strengths, and weaknesses, with the goal of achieving academic success and personal growth.

Instead of a test for our final exam, we worked on a podcast. The chatbot helped me stay on track. It was hard, but fun—I felt creative again.”

- NOYA, grade 10, Discovery Gateway, English

Every dollar invested in AMIT’s learning revolution gives more students access to this transformative education, helps fund the licensing and development of advanced AI tools, provides ongoing professional development for teachers, and enables the expansion of the LMS into new subjects and grade levels. In addition, funding supports the creation of emergency learning continuity systems— critical during times of crisis—and allows for infrastructure upgrades in underserved communities, ensuring that every student has access to high-quality, personalized learning experiences. All of this empowers students to dream, lead, and thrive in a changing world.

This isn’t just about academic success—it’s about national resilience, personal agency, and global impact. AMIT’s LMS and learning gateways represent the future of education. AMIT plans to expand the AI capabilities to include more subjects and mentoring tools, provide ongoing professional development for teachers to ensure every student has access to personalized learning regardless of background, and build an international model of excellence that others can follow.

From Classroom to Coding

AMIT STUDENTS CONQUER HIGH-TECH

BY LINDA GRADSTEIN

Shirel Amar, Orel Ben Dakon, and Hallel Turjeman are 16-year-old students at the AMIT Sderot Religious High School who have already begun their journey in hightech. The girls participated together in the prestigious Atlas Juniors program and won the national prize as well as coveted summer internships with the sponsoring tech company.

Atlas Juniors connects talented high school students with leading Israeli startups that have received the Atlas Award—an annual prize recognizing Israeli companies with breakthrough technologies or innovations of exceptional global impact.

In this one-of-a-kind experience, students gain hands-on skills solving real-world challenges in startup workspaces, are mentored by industry

professionals, and present their final projects at the high-profile Atlas Award Conference at the Tel Aviv Stock Exchange. The program is run in collaboration with Amazon, the Prometheus Foundation, the Dow Group, and other international partners.

For the winning project, which beat out 11 other entries, the students developed an advanced drone with

unbreachable security, integrating complex hardware and software. “I learned so much about teamwork, drones, and how to code them,” Shirel said. “They offered me a paid summer internship in their company, and I was very excited.”

Her enthusiasm is shared by Orel: “It was amazing and so interesting to work in a real high-tech company,” she said. “The project was something the company really needed. We are just in high school, and we had to learn all about drones so we could do the work on it.”

The third member of the power team, Hallel, also had glowing things to say about her experience. “It exposed us to the world of startups,” she said. “They treated us like grown-ups in the world we hope to enter.”

All three girls said their teachers and principal did everything possible to support them along the way. The meetings at the high-tech company occurred during school hours, and the long bus ride from Sderot meant the students missed a fair amount of school. But AMIT Sderot Religious High School Principal for Girls Racheli Buhbut said teachers worked with the students to make sure they made up all the material they had missed.

Buhbut described the unique challenges the Sderot community has endured since the attacks of October 7, 2023, and the subsequent long war. The entire city was evacuated and students from all its schools

were dispersed across Israel and even abroad, continuing their learning outside the classroom. Buhbut said she traveled all over the country visiting her students, especially to Jerusalem, Eilat, and the Dead Sea, where many evacuees were sent.

The trauma involved more than physical displacement and continues despite families returning to their homes. One of the three winners, shared Buhbut, has been having anxiety attacks since the start of the war and is getting treatment in connection with the municipality.

“We have great pride that our girls, in spite of the war and all its difficulties, are achieving their potential,” said Buhbut. “They did not let up and they have broken a glass ceiling.”

PROPELLING THEIR FUTURE

When the war began, Orel went with her family to Tbilisi, Georgia, where they stayed with relatives. She had some classes on Zoom and did a lot of work privately. She said that on October 7, her father told her and her siblings to stay in the safe room. They stayed for two days.

Orel characterized her time in Georgia as exciting but challenging. “It was really fun to live in another country, but I didn’t really have a framework, which was hard.”

One of her teachers, Tehila Yifrach, has been an inspiration to her. Yifrach teaches English and is also a homeroom teacher, so she spends the most time with the class. It was Yifrach who recommended Orel for the Atlas program as well as for other high-tech programs.

“She is just inspiring,” Orel said. “She volunteers in a lot of places, including the Pina Chama (Warm Corner), where soldiers can get free food.”

For Hallel, the most interesting part of the Atlas program was building

the drone and then figuring out the programming needed to understand how it works. “It really exposed us to the world of startups—and was also really fun,” she said.

Shirel spent the first months of the war in Jerusalem, where AMIT set up a school within another school. She has proudly developed excellent English skills, though neither she nor her parents are native English speakers.

“A few weeks ago, we went to the Tel Aviv Stock Exchange and we had to talk about what we did in the program in front of very important people, including diplomats,” she said. “We had to speak in English, and I was very happy that I could do it.”

That presentation was the culmination of the Atlas Juniors competition. The girls were thrilled with their win and believe the prestige, as well as the early job experience, will help launch their future careers in high-tech.

The integration of practical experience with academic studies is a distinctive feature of the AMIT Network. Students are encouraged to discover their passions and talents and, through AMIT’s unique partnerships and programming, get real-world experience in those industries. Teachers are committed to helping students reach their potential and giving them the tools they need to achieve.

Stretching their talents for this contest, the girls learned teamwork as well as the practical skills needed to function in the high-tech world. After high school, they hope to serve in the army in intelligence or perform national service in a similar capacity before moving on to their dream jobs.

“I feel like this contest is the key to my future,” Shirel said.

Life Lessons

HIGH SCHOOL PRINCIPAL from a

BY ALISA BODNER

hen Einat Rubin decided to donate her kidney, one of the first calls she made was to Arik and Penina Abergil, whose son, Matan HY”D, had studied in the AMIT HaOfek Technological High School in Or Akiva, where Rubin is the principal. The Abergils were overwhelmed with emotion when Rubin shared that she would be donating a kidney in memory of their son, an IDF sergeant

in the Golani Brigade who was killed on October 7 in defense of Israel. Matan Abergil excelled at HaOfek, which serves approximately 130 at-risk teens between grades nine and 12. He challenged himself by studying electrical engineering, and he successfully completed his bagrut (matriculation exams) at the end of grade 12. Friends and teachers described him as a shy, modest, and intelligent teenager. He wasn’t the most vocal student, but he set high

goals for himself and worked hard to achieve them. Matan was determined to serve as a combat soldier in the IDF, drawing inspiration and support from the teaching staff at his high school.

As a student, Matan demonstrated tremendous responsibility toward others. In addition to their academic studies, students at HaOfek engage in chesed (acts of kindness); participate in skill-building classes such as photography, art, and cooking; and

Matan at his army tekes.

Rubin in recovery after donating her kidney

take part in outdoor treks that stretch their physical and mental limits. In grade 12, Rubin shared, Matan completed a difficult trek during an excursion with his classmates. After the grueling hike, he went back and forth multiple times to help his peers who were struggling. He even carried classmates on his shoulders to ensure that nobody would be left behind. He exemplified values of leadership, responsibility, and loyalty.

After graduating from HaOfek, Matan enlisted in the IDF as a combat soldier. The staff at his high school kept in touch with him and attended his various ceremonies, including his Corps Beret ceremony, where he received an Outstanding Trainee award.

Then tragedy struck. On October 7, Matan and comrades from the Golani infantry regiment’s 13th battalion took part in a fierce battle in Kibbutz Nir Am. While defending the kibbutz from Hamas terrorists that had infiltrated the border, Matan and six other soldiers found themselves trapped in an armored personnel carrier (APC). The soldiers were surrounded by terrorists who hurled rockets and mortar bombs at the vehicle, yet they continued fighting valiantly. And then a terrorist fired a grenade at the soldiers.

According to accounts from his comrades, Matan tried to throw the grenade out of the vehicle but was unable due to the angle of the APC. In a matter of seconds, after realizing he could not toss the grenade, he hurled his body against the projectile in order to absorb the explosion and save the lives of his brothers-in-arms. At the age of 19, taking his last breaths, he uttered, “I tried to do everything to protect the people of Israel.” At his funeral, one of his comrades said, “You saved every one of us, and you protected us with your body.”

Rubin learned about Matan’s death shortly after October 7. “He fell a hero’s death,” she said, and explained that if she had been asked

to think about a graduate who jumped on a grenade to save others, she would have known it was Matan.

LEADING BY EXAMPLE

The motto of AMIT HaOfek Technological High School—“To Dream. To Believe. To Succeed!”— speaks of the staff’s commitment to empowering every student to believe in themselves, which in turn leads to their success. According to Rubin, this is part of the school’s larger goal of cultivating teenagers who will take responsibility for their own lives and contribute to the Israeli people. When other institutions give up on a student and that student then walks through HaOfek High School and leaves with a belief in themself and a responsibility toward the broader society, Rubin considers it her school’s greatest achievement.

These are principles Rubin emulates in her leadership. So, when she considered a meaningful way to honor Matan’s memory, it was natural to do so by doing good and giving life to another person, as he emulated. Last August, she donated a kidney, which was implanted in a 60-year-old man. She calls this a “small act” of kindness to spread more light into the world.

Matan’s father, Arik, was deeply moved by this act and described the family’s relationship with their son’s former principal. “Already from the first encounter [with Rubin], I felt that this is a special woman. Her ability to demonstrate sensitivity and solidarity was at a very high level, and it was impossible not to feel that this was authentic and coming from a deep place,” Arik shared. “The connection to his death and the fact that she was inspired to do this act because of Matan was very moving to us and filled us with tremendous appreciation and respect for this special woman who is so beloved by all.”

Rubin with Matan at his high school graduation

Rubin has worked in the field of education for nearly 20 years, including the last four as the principal of HaOfek High School. One of her main aspirations has been to create a warm and welcoming home that her students are excited to enter every morning—one in which all of them feel empowered to pursue their dreams. Rubin’s can-do attitude serves as an inspiration for students as they walk through the doors of HaOfek with confidence, knowing their teachers are there for them as they work toward their goals.

Rubin chose this profession because she views education as the most important job in Israel. “An educator has the ability to shape the identity of the country by empowering and educating future leaders,” she said. And Rubin leads by example, demonstrating her deep connection to her students as well as to Am Yisrael.

The Power of Potential

TWO STUDENTS’ PATHS TO SUCCESS

BY MICHAL ROSENBERG

On my first trip to Israel with AMIT, I visited the Symma & Leon Miller AMIT State Technological High School (State Tech), a vocational school in the Kiryat Menachem neighborhood of Jerusalem. Vocational schools are known as lastchance schools whose students have had troubled beginnings and need some extra help. Unsure what to expect, I was profoundly inspired by the students’ resilience and the dedication and sincerity of the staff, who make such an extraordinary impact.

Principal Batsheva Sigawi introduced a panel of students to share their experiences with our group. As I listened to each student speak so openly and honestly (and confidently in English!) of their trials and triumphs, I was deeply moved. Their journeys to becoming healthy, happy teenagers with a plan for their future were messy and bumpy. But with tremendous courage, perseverance, and support, they had weathered the hard times and were so proud to share their stories.

They were also eager to give hakarat hatov (credit) to their teachers, whose support was essential in both their academic success and emotional health. The teachers looked on, beaming, as if the students were their own children.

CHILDREN AT RISK

On the panel were Tuvia Ben Shabat and Eitan Yosef Maimoni—two boys who, for different reasons, were heading down the wrong path when they started at the school.

Tuvia had a troubled home life and was distant from his family. With his parents out of the dayto-day picture, he turned to high-risk behavior,

(l-r) Eitan Yosef, Moran, and Tuvia celebrating the first stage of their army recruitment.

gravitating toward an older, troubled crowd.

Eitan Yosef had a loving home and family but took it for granted, gravitating toward a bad crowd. He got into serious trouble and became manipulative, blaming his failures on others.

At State Tech, Tuvia and Eitan Yosef thought they’d find freedom and be able to slide by because “no one cares about grades if you are ‘children at risk,’” they thought. They were annoyed to find that it was the exact opposite. They felt a lot of pressure to perform in their studies, to the point that Eitan Yosef wanted to switch schools because he was so unhappy.

MAKING A CONNECTION

Everything changed in 10th grade. Tuvia and Eitan Yosef found themselves reluctantly participating in a Yom Sport organized by their mechanechet (homeroom teacher), Moran Cohen.

Moran saw her students’ potential and was determined to break their self-destructive cycle. Her encouragement, persistence, and love, combined with AMIT programs aimed at children at risk, completely changed their trajectory.

As Eitan Yosef listened to Moran cheering on her class from the sidelines—“You’re the best in the school! I believe in you! You can do it!”—he realized he wanted to make her proud, and his classmates felt the same. These sidelined students who didn’t put much effort into anything put their all into the game that day—and won!

The pride of that victory changed Eitan Yosef’s and Tuvia’s attitude toward school. The teamwork that winning required brought them closer as a class, and the unwavering support from their teacher changed their perspective significantly. Instead of resisting Moran’s efforts to connect, something clicked, and they were now receptive to her ideas and advice.

ECO24 PROGRAM

Part of AMIT’s holistic approach to the whole child, the ECO24 program combines mentorship with immersive, real-world experiences. This dynamic learning environment goes outside the classroom, enhancing practical skills and preparing students for future careers.

Mentors, or homeroom teachers, connect students with internships based on their interests and strengths. Partnerships with a variety of industries, including medicine, engineering, mountain biking, agriculture, and entrepreneurship, give students responsibility, cultivating capable and driven individuals who will have a positive future impact in Israeli society.

And 24 means 24/7 for teachers: bringing a student to school in the morning because they have no other way of getting there safely; speaking to a student late at night when they need advice; hosting students in the teacher’s home after school. This is the norm for AMIT’s dedicated teachers.

The Symma & Leon Miller AMIT State Technological High School was one of the first AMIT schools to implement this program successfully. With the school’s population coming from difficult family environments,

(l-r) Tuvia and Eitan Yosef

Eitan Yosef (left) with Moran and other students at a school ceremony.

the proactive guidance and increased support benefited its students tremendously.

Through ECO24, Eitan Yosef and Tuvia became involved with Nirim BaShchunot, which helps at-risk youth build confidence and life skills. They also joined a military preparation program, building a connection with a mentor who has been instrumental in preparing them for the next stage of their lives.

Over time, the boys’ lives have shifted as they have taken ownership of their actions, become leaders who mentor other students, and expressed their tremendous gratitude for those who supported them along the way.

A REMARKABLE TRANSFORMATION

During his turn on the panel, Eitan Yosef proudly announced that he was taking the level 5 bagrut, the highest-level matriculation exam, in electrician training. He credited Moran for his success, calling her a second mother to him and all her students: “Moran pushed me to excel

in school and be part of the student council. She showed me that I could be a leader, that I could be more than what I had imagined. I really connected with her, and she helped me find my talents.”

Tuvia also thanked Moran for turning his life around. “She doesn’t give up on us; teachers here don’t let you fall through the cracks,” he said. “Seeing the care Moran gives all her students really motivates us. Teaching is one of the hardest jobs in the world, but one of the most important.”

For Moran, who finds the spark in each of her students, the satisfaction of seeing them progress as individuals and as a community is very gratifying. “It’s amazing to see the big advancement among everyone in the class,” she said. “They’re invested in their studies; they’re trying to be lochamim (fighters) in Tzahal.”

In fact, both Eitan Yosef and Tuvia have passed the selection process for elite army units in the Israel Defense Forces and are currently in the final stages of trying out for Sayeret Matkal (Special Forces). This is a huge achievement for any Israeli teen, but

it’s incredible for these boys, who were unsure if they would even serve in the IDF a mere two years ago. After graduating, both boys will continue to a premilitary academy to prepare them for service in the IDF’s most demanding units.

Moran shared her approach to her students:, “When there is mutual respect, there can be tremendous success. Everything rests on this connection. The path isn’t easy, but the results are worth it. I learn from my students every day. We both give and both get, but always with respect.”

That respect carries over into relationships with family, friends, and other teachers and is now part of Tuvia’s and Eitan Yosef’s story—a story about the power of connection and education, being open to change, and seizing opportunities.

Every student we heard from credited Moran’s total devotion and motherly love for their incredible turnaround and success. When asked how she balances time with students and her commitment to her own family—she is the mother of five—she simply said, “In the classroom, you can lead with your head or your heart. When you lead with your heart, students feel it, and they are yours forever.”

Eitan Yosef and Moran speaking about AMIT on the news

(l-r) Front row: Tuvia, Eitan Yosef, Moran, and other students

Three Generations of AMIT FAMILY

BY LINDA GRADSTEIN

There’s nothing like coming home. AMIT alumna Naama Maimon, an accomplished 37-year-old obstetrician/gynecologist and mother of four, sees value in staying close to her roots—her family, her city, and her school.

Growing up in Tzfat, Naama attended the AMIT Evelyn Schreiber High School for Girls from seventh to 12th grade. In Israeli high schools, students choose at least one megama (like declaring a major in college). Naama chose biology, which coincidentally was taught by her mother, a longtime teacher at the ulpana (high school). The AMIT thread runs deep within the family, as Naama’s father has taught for many years at AMIT’s Florin Taman

Naama with her family

High School for boys in Tzfat. And Naama’s husband, Shachar, also from Tzfat and also an AMIT alum, attended Florin Taman, where Naama’s father teaches.

Naama vividly remembers the encouragement and support she received from her teachers in high school and the positive influence they had on her. Her Bible teacher, Ita, was particularly memorable and inspirational.

“She taught me to read everything with love and to look deeply and beyond the text,” Naama shared.

One of the things I learned from AMIT is the ability to combine family life with personal development.”

“Because of her, after medicine, my second love is Bible.” As a student, Naama even competed in Israel’s national Bible quiz.

The most important skill she received from her teachers at AMIT was learning how to study— how to gather information and synthesize it. “With that skill,” she said, “you can learn just about any subject.” This served her well throughout her advanced studies and her career in medicine.

After high school Naama performed Sherut Leumi (National Service) at the Ministry of Defense in Tel Aviv, then spent a year studying at Migdal Oz, a prestigious girls’ yeshiva in Gush Etzion. She then earned a bachelor’s degree in biology at Tel Aviv University before moving on to four years of medical school in a program that allowed her to return home to Tzfat and be near her family.

GROWING THEIR FAMILY

Naama and Shachar’s first child, Hila, was 3 years old when Naama started medical school in 2013. Three more children followed during her years of study. Now with a full house, Naama and Shachar, a police officer, juggle their busy, sometimes unpredictable work schedules with their family life. Choosing to live in Tzfat has the advantage of being near both Naama’s and Shachar’s parents, who help watch the children while they’re at work.

Naama also has her AMIT teachers as a model.

“One of the things I learned from AMIT is the ability to combine family life—which is the center of my life— with personal development,” she

said. “They are both very important to me, and everything we learned in school was about Torah and derech eretz (societal norms).”

At times, maintaining this balance has proven particularly challenging. One night on a 36-hour shift during Naama’s residency, Shachar was called to a police emergency. Fortunately, his mother was able to babysit the grandchildren. Shachar has since switched jobs and now works at Keren Kayemet L’Yisrael with a more stable schedule. Naama combines hospital shifts with work at the Kupat Cholim (HMO), which has shorter hours.

Since the war began, Naama has seen an increase in stress and depression among her patients, in some cases affecting fertility. Increasingly, she refers women to mental health professionals for treatment.

Coming full circle, Hila, now 15, has begun studying at AMIT Evelyn Schreiber, the same school Naama attended—making the family three generations strong at AMIT.

Since we spoke just a few hours before Shabbat, I asked Naama what she was having for Shabbat dinner. “Whatever my mom cooks,” she said with a laugh. Her shift in the hospital would end just before Shabbat, and she planned to meet her family at her mom’s house for Friday night dinner.

The values that have sustained our nation for generations are alive and strong throughout AMIT schools, staff, and students: family, faith, tradition, and excellence.

Naama Maimon

Joyce & Daniel Straus A Family’s Legacy of AMIT Support

BY TOVA COHEN

Well before October 7 forever altered the landscape of Israeli society, Joyce and Daniel Straus committed to the most transformative gift in AMIT’s 100-year history—the naming of the Gabel & Straus Family Campus at Kfar Batya, a 10-acre hub in Ra’anana that will provide groundbreaking education to thousands of Israeli teens and young adults.

In the wake of crisis and national trauma, Joyce and Daniel’s gift has assumed even greater significance as Israel looks to heal and rebuild.

“The young people of Israel have stepped up in an extraordinary way these past two years,” said Daniel. “Some of them, including AMIT faculty and former students, have sacrificed their own lives. Witnessing their courage has been incredibly moving, and it’s certainly made AMIT’s mission—building Israel, one child at a time—even more critical.”

The Straus family

THE LEGACY OF GWEN STRAUS

It’s fitting that such a visionary investment comes from the Strauses. The couple, longtime philanthropists who live in Englewood, NJ, is continuing the proud legacy of Daniel’s mother, Gwendolyn Straus—a devoted Zionist and early leader of AMIT, when it was called Mizrachi Women’s Organization of America.

Gwen joined Mizrachi as a teen, with a fierce dedication that mirrored the passion of Bessie Gotsfeld, the organization’s founder who went from New York to Israel with a suitcase of money from American donors and a dream to build up Israel in its earliest days.

“My mother told me about a distant relationship between her family and Bessie Gotsfeld, and she told me how she herself was involved in the very early efforts of American Mizrachi Women,” said Daniel. “My mother was proud to carry the mantle forward, serving as president of Junior Mizrachi Women in Brooklyn.”

“She enjoyed being an integral part of the community of women who came together to do good work for Israel through AMIT,” continued Daniel. “I have the memory of my mom who, even in her later years and not in the best of health, would hop on the 1 train on the Upper West Side and go down to the AMIT office to volunteer. That’s the kind of dedication she had.”

AMIT’s mission resonated with Gwen, who taught young students in public schools, and with her husband, Joseph Straus, who fled Uman directly after World War I and became active with the Religious Zionist movement in New York.

The couple held parlor meetings in their home, where communal leaders would come and talk about the fledgling State of Israel. It was against this backdrop that the Straus children—Daniel, his brother Moshael, and sisters Adina and Bethia—were raised, and which likely shaped their own lifelong commitment to Israel, Jewish education, and philanthropy.

UNITED BY SHARED VALUES

Inspired by Gwen’s dedication, Joyce began her own journey with AMIT in the early years of her marriage to Daniel.

“I first learned about AMIT from Daniel’s mother,” said Joyce. “I saw her absolute devotion to the organization and heard about the many ways her involvement took shape

throughout Daniel’s childhood and young adulthood. So when the New Generation board formed in the early 2000s, I was honored to join a group of amazing women committed to the same cause.”

As Joyce got more involved, she came to appreciate the breadth of AMIT’s reach. With 88 schools serving 40,000 students, AMIT’s powerful network touches so many lives. And it’s not just the number of students served that’s made an impression upon Joyce, but their diverse backgrounds and origins as well.

Although AMIT’s roots are in the Modern Orthodox community, today its schools span a wide spectrum, including secular and ultra-Orthodox institutions. Seventy percent of AMIT’s schools are in Israel’s periphery—reaching students in remote communities, including many from Ethiopian backgrounds—while the remaining 30% are in the country’s center.

“We really value that AMIT is inclusive, pluralistic, and nonjudgmental,” said Joyce. “It creates a space where families from all backgrounds feel welcome. Daniel and I have centrist values—in our lifestyle, in our politics, and in our beliefs—and that spirit of openness speaks to us deeply. It’s also a beautiful embodiment of Klal Yisrael: one people, united by shared values, no matter where they live.”

Much of that they credit to Dr. Amnon Eldar, AMIT’s director general, whose leadership has helped foster a broad and welcoming tent across the AMIT Network.

“My relationship with the Straus family goes back many years,” Eldar said. “I fondly remember Danny’s mom, Gwen,

Joyce and Daniel are incredible partners in AMIT’s educational mission. Their dedication to the Kfar Batya campus doesn’t just impact students today— it’s a promise to future generations of Israeli youth.

Joyce and Daniel Straus

visiting us at AMIT Kfar Blatt when I was director of the youth village; our friendship began instantaneously. To me, the Straus family represents commitment to excellent education, strengthening the social and geographic periphery of Israel, dreaming about the future, and helping enable us to realize these dreams.”

“Joyce and Daniel are incredible partners in AMIT’s educational mission,” he continued. “Their dedication to the Kfar Batya campus doesn’t just impact students today—it’s a promise to future generations of Israeli youth who, thanks to the opportunity and the advantage of their education, will grow into the leaders of tomorrow. It is my honor and privilege to consider them both supporters and friends.”

A COMMITMENT TO COMPASSION

In the early 2000s, Joyce and Daniel, along with Daniel’s siblings, named the Gwen Straus Junior and Senior High School for Boys to honor their mother.

“My mom wasn’t one to readily put her name on things,” said Daniel. “But she felt good about that occasion of the dedication, where she was able to stand up and acknowledge how much of her lifetime she had spent on AMIT.”

Frequently recognized as one of the top schools in the country, the Gwen Straus school, like all others in the AMIT Network, utilizes AMIT’s Goyga and values-driven educational curriculum.

“AMIT’s commitment to morals, ethics, and values as part of their educational curriculum resonates with me,” said Joyce.

It’s not just about academic excellence, though the pedagogical leadership is truly top-tier. It’s about raising ethical, thoughtful, and compassionate human beings.

“It’s one that instills deep respect for others, regardless of background. It’s not just about academic excellence, though the pedagogical leadership is truly top-tier. It’s about raising ethical, thoughtful, and compassionate human beings.”

While Daniel’s mother has a longtime legacy with AMIT, Joyce brings her own deeply rooted model of giving instilled by her parents, Stefanie and Jack Gabel, both of whom were Holocaust survivors.

“My parents didn’t have a lot, but they were dedicated to charity as much as they could be,” remembered Joyce. “They had a strong belief in tikkun olam, and it was very much woven into the fabric of how I was raised.”

Joyce’s compassion also stems from her professional background: She spent nearly two decades as a physical therapist working with children with neurological disabilities, a role that speaks to her longtime commitment to healing and making a difference.

STRENGTHENING ISRAEL THROUGH EDUCATION

Joyce and Daniel have visited Israel with their children many times over the years, making AMIT a central part of their upbringing and seeing their family’s philanthropy brought to life in the halls of AMIT schools and in the faces of its students.

“Daniel and I have formed real attachments to some of the students we’ve met over the years, boys and girls who have overcome unimaginable hardship to get an education and better themselves and Israeli society,” said Joyce.

One of Joyce and Daniel’s children made aliyah shortly before October 7. Since then, they’ve traveled to Israel numerous times to visit her and their grandchildren, and to deepen their personal connection to the country and its people.

“We’ve had a unique window into Israeli society now, and what’s become so clear is how central young people, education, and values are to the fabric of life in Israel,” said Daniel. “It’s through that foundation that Israel nurtures families of extraordinary Jews who are deeply committed to the country’s future. AMIT’s mission feels more relevant than ever, and we’re honored to play even a small role in supporting Israel at such a pivotal moment.”

The Straus family touring the campus in Kfar Batya with Dr. Amnon Eldar

AMIT is thrilled to share the incredible progress at its new campus construction site, The Gabel & Straus Family Campus at Kfar Batya in Ra’anana, Israel.

The sprawling site’s three main structures are now in the finishing stages of realizing AMIT’s bold architectural vision.

Despite challenges from the ongoing war on multiple fronts and national uncertainty, construction has progressed steadily thanks to the expert leadership and guidance of AMIT’s team, led by foreman Itzik Lugasi. The campus is set to open in the fall of 2026, as AMIT celebrates the tremendous milestone of 100 years of empowering Israeli youth through education.

Gwen Straus High School, rendering

Gwen Straus Junior and Senior High School for Boys

The 7,400-square-meter building will serve 800 to 900 students from grades seven through 12. Thoughtful design details throughout reflect AMIT’s priorities and focus.

• Installation of infrastructure, flooring, drywall, and specialized ceilings is ongoing.

• Rooftop waterproofing and HVAC assembly have been successfully completed.

• Lighting and lockers are in place in both wings of flexible classrooms.

• Movable walls can turn multiple classrooms into one, a flexible design feature.

• A large, top-floor balcony is outfitted for outdoor learning.

• One of several remedial instruction rooms is complete.

• Drs. Maxine and Alfred Miller Science Wing will have four fully equipped science laboratories for STEM subjects.

• The Kolatch Beit Midrash is the heart of the yeshiva and multifunctional center of Torah life.

- Floor-to-ceiling windows and soaring ceilings create an inspiring space filled with natural light.

- Accommodates up to 700 students.

Another beit midrash on the second floor connects to the Kolatch Beit Midrash from above, giving each floor of the building a dedicated space for Torah learning. This reflects a central tenet of AMIT’s values—that spiritual growth and educational excellence go hand in hand.

Kolatch Beit Midrash

Classroom

Administrative offices

Classroom rendering

The Evan & Layla Green Family Foundation Gogya Building

Combining immersive student learning, comprehensive teacher training, and leadership development under one roof, the Gogya Building will be a powerful engine for educational excellence across Israel. The space will also house AMIT’s national headquarters and executive staff.

• Interior framing and partitions are complete.

• Infrastructure systems, including HVAC, sprinklers, and electrical have been installed.

• Exposed and mesh ceilings for optimal acoustics are being placed.

• Painting and flooring have begun in several areas.

• Rooftops have been sealed; glass and curtain wall exterior installation is ongoing.

• Audrey Lookstein Educators’ Innovation Center will emphasize skills development and instruction for students and teachers, encompassing cognitive, functional, and social-emotional spheres.

• Gogya Experience & Visitors’ Center will introduce guests to AMIT’s rich 100-year legacy and future-forward educational approach.

Rooftop

• Innovation Hub will be home to three dynamic, hightech centers that propel students into the future of learning:

- Entrepreneurship & Innovation Center – where students workshop with digital tools and robotics.

- Ruth & Bernard Alter Makerspace – where students use design disciplines, 3D printers, and laser machinery.

- Pottery Lab – where students conceptualize with clay and foam modeling.

• Gogya Conference Center will focus on teacher training and leadership development. Its flexible spaces will accommodate small and large gatherings.

Gogya Conference Center

The Chella & Moise Safra Athletic Complex

Essential to the student experience, athletics will have a state-of-the-art home on AMIT’s new campus. This versatile, modern indoor stadium can host multiple games at once for a variety of sports, including basketball, volleyball, handball, gymnastics, and judo. It will serve the Gwen Straus High School and AMIT’s wider network of schools for recreational sports, practices, tournaments, and more.

• Outer structure is complete and work on the facade is ongoing.

• Casting for gymnasium floor and bleachers have been set.

FEATURES WILL INCLUDE:

• Retractable dividers

• High-quality sound system and electronic scoreboard

• Ceiling-mounted basketball hoops

• Mobile mats for gymnastics and judo competitions

With a bold, comprehensive vision for the future of education in Israel, AMIT’s leadership has crafted and implemented extraordinary programs to bring that vision to life—carefully ensuring a strong, thoughtful foundation before advancing, just as with the campus construction. Kfar Batya will serve as a model of both architectural innovation and educational excellence leading the way to the future.

OPPORTUNITY HIGHLIGHTS

Outdoor Amphitheater: $5M

This beautiful outdoor space is located in the heart of the campus, between the Evan & Layla Green Family Foundation Gogya Building and the Gwen Straus High School. Its prime location and graduated natural stone benches will make an inviting, central gathering place for students throughout their school day. The amphitheater will seat approximately 1,000 people and be used for ceremonies, performances, classes, and community events.

Designed as a place where students, educators, and guests can relax, connect, reflect, and celebrate together, the serene atmosphere and natural elements will complement AMIT’s vision for community engagement with this attractive and accessible space.

Memorial Gardens: $5M

A peaceful corner on AMIT’s new Kfar Batya campus will be dedicated as the Memorial Gardens, honoring those from the AMIT family who have fallen while protecting Am Yisrael and defending the State of Israel. Their names will be engraved along curved copper walls surrounding a central circle, preserving their memory and the ultimate sacrifice they made.

The surrounding gardens, and flowing water feature, symbolize continuity and renewal. An eternal flame and Israeli flag will complete the sacred space and forever connect Am Yisrael, Torat Yisrael, and Eretz Yisrael.

Students will gather here for ceremonies on national holidays like Yom HaZikaron and October 7. Families can hold memorial services here on the yahrzeit (anniversary) of a loved one’s passing, with AMIT helping to coordinate meaningful and personal tributes.

OPPORTUNITY HIGHLIGHTS

AMIT Headquarters: $3M

Located on the upper level of the Evan & Layla Green Family Foundation Gogya Building, the AMIT Network Headquarters will occupy two full floors—spanning a total of 9,260 square feet—and will serve as the network’s central command.

These state-of-the-art offices will house AMIT’s senior leadership, including the director general and the heads of pedagogy, finance, public relations, and strategy. Alongside executive suites will be open workspaces, versatile meeting rooms, and an inviting outdoor terrace overlooking the city of Ra’anana. This operational epicenter is where AMIT leadership will develop its educational strategy and drive national impact.

Gogya Experience & Visitors’ Center: $3M

Located inside the Evan & Layla Green Family Foundation Gogya Building, the Gogya Experience & Visitors’ Center will provide guests with an immersive introduction to AMIT’s mission, values, and bold vision for the future of education.

Virtual tour guides such as David Ben-Gurion and Bessie Gotsfeld will guide visitors through AMIT’s rich history and its impact on the State of Israel. Designed to reflect the shape of a lens, the collaborative space will spark curiosity through storytelling and interactive exhibits, showcasing AMIT’s 100-year commitment to its core mission of providing educational excellence and opportunity to every student, regardless of background.

Multipurpose Auditorium: $1M

Anchoring AMIT’s most meaningful gatherings, from educational milestones to community-wide events, the auditorium is integral to the campus. It will be the center gathering place of the AMIT Network, drawing students, educators, and collaborators to engage as a community. From student programs to leadership development and teacher training, the auditorium will celebrate and showcase AMIT’s proudest moments and commitment to educational excellence.

The hall will accommodate 300 guests and feature movable glass partitions that allow it to be divided for use as smaller spaces. It will also connect directly to the dining hall, and when needed, retractable walls will expand the total capacity to 500 guests—ideal for large-scale events.

Gogya Lobby & Entrance: $500K

Welcoming visitors into the Evan & Layla Green Family Foundation Gogya Building and Visitors’ Center, the entrance and lobby areas will be both functional and beautiful. Awash in natural light, with expansive glass walls and a striking wood ceiling, the modern space will invite guests to mingle and take in the bold design of the building as they are introduced to the Gogya concept.

With comfortable seating for conversation and pathways to the Gogya Conference Center, Gogya Experience & Visitors’ Center, Innovation Hub, and Audrey Lookstein Educators’ Innovation Center, the lobby will be a natural initial gathering space for AMIT educators, students, and guests of Gogya, whether for training, meetings, conferences, or classes.

There is a wide range of opportunities to get involved in AMIT’s new campus. To learn more about how you can contribute, contact kfarbatya@amitchildren.org

GOGYA GOES GLOBAL

BY MICHAL ROSENBERG

For nearly a century, AMIT has been synonymous with education in Israel, empowering children to fulfill their potential. Its visionary team developed a revolutionary educational philosophy they named Gogya, from the Hebrew term for pedagogy, pedagogya (leading the child). Gogya is a holistic approach that promotes academic excellence, Torah values, socialization, collaboration, creativity, emotional development, and real-world experience.

Building a vast network of 88 schools and educating 40,000 students is only part of the AMIT Network’s story. The next bold chapter looks to expand beyond the classroom to bring Gogya’s comprehensive, groundbreaking model to the global education community.

At the heart of this vision is the construction of the Gabel & Straus Family Campus at AMIT Kfar Batya and its Evan & Layla Green Family Foundation Gogya Building This transformative center for innovation, leadership, and learning in Ra’anana will bring together educators and students from across Israel and the world and train them in essential skills and cutting-edge learning models. The adoption of the Gogya methodology will bring the educational world together in the shared pursuit of excellence.

The AMIT Community and Beyond

The Gogya Center will be a dynamic hub where teachers and students push past the boundaries of traditional education and broaden their intellectual and creative horizons. Differentiated settings will invite student collaboration, partner/mentor study, and group learning, accommodated by movable walls in the flexible space.

Teachers and students will take part in AMIT’s signature hands-on skills training at various centers within Gogya and will then bring these essential, practical tools back into their schools, nationwide, and beyond.

These immersive learning experiences and creative training workshops will have this modern, versatile space buzzing with intellectual energy.

Skills and Leadership Centers

AMIT’s holistic vision comes to life as soon as guests enter the Gogya building. The inviting lobby opens to four key centers that together tell the story of how AMIT is reshaping the educational landscape: Audrey Lookstein Educators’ Innovation Center, Gogya Experience & Visitors’ Center, Innovation Hub, and Gogya Conference Center

The Audrey Lookstein Educators’ Innovation Center is a pioneering model that guides students and educational teams in the acquisition of critical 21st century skills through fun, experiential learning methods.

• Cognitive: decision-making, critical and creative thinking, problem-solving

• Functional: self-management, determination, entrepreneurship, adaptability

• Social-emotional: communication, teamwork, reflection, social awareness

Taught in sequence, the curriculum is scaffolded from grades seven to 12 to ensure students first acquire foundational skills before building up to more complex ones. This intentional approach prepares students not just for tests but for life, with tools like time management and effective decision-making.

For example, students are challenged to help people cross a river by boat. They need to determine which boat to use and which path to take, weighing factors like sturdiness, speed, and safety. A postgame conversation evaluates the students’ choices, what impacted them, and what they prioritized in the process.

This engaging lesson sparks students’ imagination while imparting important lessons. The center has a corresponding classroom curriculum for every skill introduced with these methods, ensuring continuity. AMIT teachers are trained in this skills-based approach so they can to reinforce and build on these ideas.

In a transformative step, educators from across Israel will be invited to take advantage of this skills curriculum and implement it for their networks, giving an entire generation of Israeli youth access to this fundamental and vital approach to student development.

This same approach is evident in the Gogya Conference Center, but through a different lens—teacher training and leadership development. Here, teachers become mentors and facilitators of learning, shifting their interactions with students. They gain the tools and strategies to navigate AMIT’s Learning Management System (LMS) Pathways of Learning and to support students in this new model. The center launches teachers into the next frontier of their profession, empowering them to nurture student agency and lead in new directions.

AMIT’s Leadership Development initiative cultivates the next generation of leaders through a range of enriching programs, mentorship, and strategic support. Harnessing talent from its strong foundation of dedicated educators, this curriculum helps them grow into roles that enhance both their personal achievement and the network’s educational offerings.

Educators nationwide and internationally will have the opportunity to participate in these training workshops and skill-building conferences, empowering their leadership and educational toolkit with the same comprehensive approach.

From Vision to Action

Another dynamic center at Gogya is the Innovation Hub, an ecosystem of creativity and imagination that takes “hands-on” to another level, is open to students and teachers alike, and takes the skills workshop lessons out into the real world. It includes:

The Ruth & Bernard Alter Makerspace, where students experiment and become active problem-solvers using “test and tweak” design disciplines. Equipped with 3D printers, laser cutters, and robotics kits, the space encourages curiosity and critical thinking.

The Entrepreneurship and Innovation Center’s courses and workshops are focused on digital tools and robotics to encourage students to explore big ideas, take initiative, and develop real-world solutions to current problems.

The Pottery Lab introduces hands-on modeling, with traditional clay, potter’s wheels, and foam sculpting tools that blend art and engineering and enhance creative and technical skills.

Also available to guests of Gogya, these spaces promote adaptability and resourcefulness while nurturing a collaborative mindset and the drive to improve the world, reflecting the “Start-Up Nation” spirit.

Gogya is all about connection—academic with socialemotional, the classroom with the real world, religious with non-religious communities, students with teachers, AMIT with other education networks. In every facet of its educational approach, AMIT seeks to weave connections and create a stronger, more unified fabric of society.

Anchored in the Gogya model, the new campus and its innovative impact will be a beacon for the global educational community and reinforce AMIT’s century-old mission that continues to shape its direction every single day.

CAMPUS VISITS

I was in awe of the remarkable progress. We are not only building an extraordinary campus—we are laying the foundation for the next 100 years for the children who count on us.”

This is a state-of-the-art campus. They thought of everything. So beautiful to see.”

- Andrea & Bryan Bier and their daughter

(l-r)

Chella Safra

- Chana Shields, AMIT board chair

AMIT past president Debbie Isaac with her mother Dr. Ruth Lewis, her sister Dr. Beth Lewis, and foreman Itzik Lugasi

Danielle

Evan & Layla Green

The care put into every detail is truly amazing. Everything is state of the art. Amazing to see how much effort is being put into the construction, and the care and concern every worker has in making sure everything comes out just right. Can’t wait to see the finished product; its sure to impress.”

- Rona Kellman

In addition to being beautiful and ultramodern, the new site is extremely well planned and will serve the Ra’anana community very well for years to come.”

AMIT board member Jennifer Bernstein Platt and family

Joyce & Daniel Straus and family

Dr. Gary Alter with Itzik Lugasi

- Roz & Ira Friedman

(l-r) Heshie & Harriet Seif, Jan Shechter, and Sondra Sokal

AMIT GIVES BACK

HELPING FAMILIES

When the Iranian missile attacks on Israel in June left many families with their homes damaged or destroyed, on top of the strain from the long war in Gaza, AMIT students felt the call to help: “We could not sit by and watch,” said Oriah Kochav, 12th grader at Yeshivat AMIT Bruchin. AMIT Comprehensive student Matan Dror said, that “We are all one heart, one people.” Students cleared shattered glass and debris, cleaned, and packed up belongings to help families try to put their lives back together.

Yeshivat AMIT Bruchin students traveled to Ramat Gan, Tel Aviv, Bat Yam, and Rishon LeZion, coordinating with the Fourth Quarter organization.

LEADING BY EXAMPLE

Teachers from Ulpanat AMIT Yeshurun in Petach Tikvah visited students who were forced to evacuate their homes due to the Iranian missiles. Teachers traveled to hotels where the girls were staying, giving hugs, encouragement, and a reminder that AMIT is a family that stands together and is there when you need them.

Students from AMIT

Wasserman High School and AMIT

Daisy Berman Yeshiva, both in Beersheva, teamed up with Lev Echad volunteer emergency response.

This is the essence of our educational vision—raising young men who stand up and give to others when it truly counts.”

- Rabbi Avi Shaysh, Head of school at AMIT Bruchin

SPREADING JOY

Chesed isn’t only for wartime. Ninth graders in Midreshet AMIT Kama High School for Girls in Yerucham organized a beautiful and moving bat mitzvah celebration for 15 Holocaust survivors. A culmination of their year volunteering with women who had never had the chance to mark this milestone, students planned every detail of the party—raising funds, cooking, and decorating—ensuring it was a celebration to remember.

Crossing Generations MY TRIP TO POLAND

BY CHAIM TRACHTMAN

Walking toward a guard post in Majdanek concentration camp

THE MARCH OF THE LIVING BECAME A RITE OF PASSAGE AFTER MY ADOLESCENCE.

I HAD THE OPPORTUNITY TO MIND THE GAP WHEN RAV SHALOM MALUL, THE EXTRAORDINARY PRINCIPAL OF THE YESHIVAT AMIT YAGEL IN ASHDOD, INVITED ME TO JOIN A GROUP MAKING THE WEEKLONG JOURNEY TO POLAND.

Iwould accompany a 12th grade class, nearly 35 adolescents less than a quarter of my age. It is a difficult trip whether you are young or old, a difficulty intensified after October 7.

We visited all the standard stops, from the massive Treblinka and Majdanek death camps to the small grassy mound over the Jewish bunker in the Warsaw Ghetto. We stared through the bus windows at the flat Polish countryside and walked into the foreboding forests that surround so many of the towns and villages. We stood on sites where men, women, and children were herded into silos, churches, and mass graves to be shot and burned alive. We learned about the resolute men and women who performed a tahara (ritual cleansing) on everyone who perished in the Lodz Ghetto and maintained a record of each burial site. This was in sharp contrast with the vast unmarked grave of the victims of gassing in the mobile

vans in Chelmno. There were unique sites, like the grave of the Jewish priest that Rav Malul had befriended in Yafo. Ask him to tell you the story.

The bulk of the students on the trip were from Sefardic backgrounds. Outwardly they were very demonstrative— lots of hugging, backslapping, and hand-kissing on Shabbat. They wore tallitot when they davened; they chanted the tefillot aloud in the nasal sound of the Middle East bazaar. To my relief, they prayed quickly. The back of the bus was filled with the boisterous sound of 18-year-olds glad to be away from home, out of school. They started slowly in the morning because they were up late at night. But they were emotionally accessible, with hearts that could be reached. Zbylitowska Gora is a site where children were killed en masse. The boys had many siblings, younger and older, but could they even imagine the cruelty of the place, their brothers and sisters being

Students near the entrance to Auschwitz-Birkenau

brutally tortured and murdered? The teachers gave them small pieces of colored clay and asked them to fashion a toy and write a note that could be given to one of the slaughtered children. The depth of human connection was overwhelming.

At the end of each long day, after dinner, usually around 10 p.m., they gathered with Rav Malul for a debrief to discuss their reaction to what they had seen and learned. They formed a circle, a maagal. I made it a point to join each circle to witness how the students processed what they had experienced that day. I was fortunate—none of them was my son (or daughter) and nothing I could say would embarrass or inhibit them. Virtually every boy spoke. I cannot diagram the pecking order. I am sure there was one, like with any other group of healthy adolescents. There were a few quiet ones and of course a few others who always jumped in first. But I was genuinely struck by the honest feelings and openness that nearly all the students exhibited, the depth of the interplay between Rav Malul and the students that unfolded in the face of their shared knowledge of the horrors in Otef Aza (the Gaza envelope). It was not the standard picture of the tough, thick-skinned, arrogant, battle-ready Israeli adolescent.

In addition to Rav Malul, there were four dedicated staff members from the yeshiva on the trip: Netanela Bezalel, Rachel Goldman Aloof, Ziv Hasan, and Amnon Zamir. Their collective ability to sustain the interest of the students and maintain their focus was remarkable. Some of the students came to Shacharit (morning services) late on the first morning; sometimes they strayed from the group. But, overall, the spirit and cohesiveness were impressive.

Rav Malul’s extraordinary capacity to forge bonds with the survivors and bring each site to life with a story about someone he knows personally ensures that a journey to Poland with him is beyond compare. But focusing on

these poignant narratives gives short shrift to his intense preparation: finding exactly the right poem to distribute to the students, what letter to read, what detail to highlight, when to burrow deep into the depth of sorrow, and when to lighten up. A trip to Poland with Rav Malul is not a gadget play. It is an intricately choreographed dance of the past and future, a pedagogical masterpiece.

LESSONS LEARNED

What did the students teach me? When we sit at the Seder, we are asked to visualize ourselves as if we are being freed from slavery and to teach each generation the obligation to fight against oppression. When we visit Poland, we are asked to envision the immense suffering of the millions who were slaughtered by the Nazis and to educate the world about the obligation to defend the dignity of man and fight against irrational hatred and brutality. Two singular events, separated by nearly 3,000 years; two events with universal messages. But each of us can only see things from one vantage point and through our own individual eyes. It is impossible to free ourselves from who we are and where we come from. This can stand in the way of accomplishing the task at hand— understanding the past and applying it to the future. Perhaps the only way to learn these timeless lessons is to get outside of ourselves, experience them with others who are different than us and add their vision to ours. This is what the students gave me. If you go to Poland, consider going without your partner, with a group from another country, on a mission from an organization that is not at the top of your priority list, from a different age demographic. Invite someone new to your Seder. I was

Stone monuments at the Treblinka death camp. Each stone memorializes a single town; the height reflects the size of the lost community.

(l-r) The author and Rav Malul near the forest where men, women, and children living near Jedwabne were massacred

unsettled on the trip—but it opened me up to a deeper appreciation of what is being asked of us as human beings committed to making this a better world for those who come after us.

What did I learn on the trip to Poland? Rav Malul was very focused on his message to the students over the course of the week. On the one hand, it was an unabashed call to exact revenge on behalf of the millions whose lives had been mercilessly cut short by the German and Polish monsters during the Shoah. At the same time, he was exhorting us to appreciate that the choice of how to live was in our hands. Would we opt for a moral life of chesed and mishpat (kindness and justice) guided by the Torah, or one in which the other is demonized, dehumanized, and ultimately destroyed? Justifiable vengeance and genuine empathy. These thoughts reverberated in my mind over the seven days as I pictured these wonderful young men in uniform in a few years manning the frontlines and doing battle against the implacable enemies of the Jewish state.

As I pondered Rav Malul’s teaching, it echoed how the Torah frames the crime and punishment of the ir hanidachat, the city in which the majority of the people are incited to worship idolatry. The punishment is unbearably harsh. Everyone—man, woman, and child—is

executed by the sword, all the property is burned, and the locale can never be repopulated.

But God promises the people that if they fulfill this mitzvah (commandment) properly in all its gruesome detail, they will be granted mercy and a promise that they will flourish. It is one of the handful of mitzvot for which the reward is spelled out—violent justice linked to divine compassion. The Rabbis considered ir hanidachat to be one of the three mitzvot that never were and never will be. That said, one could simply dismiss it.

I would offer a different take on what the Rabbis were trying to teach us when they asserted that it was a mitzvah that was never fulfilled. It is not that ir hanidachat does not exist. Nazism was pure idolatry, a rejection of God—a denial of shared humanity, that man was created in the divine image. The German followers of the National Socialist party deserved punishment. Those who have the courage to confront the incomprehensible evil of the Shoah and obliterate it merit a blessing of peace.

But it is hard to get it exactly right, to thread the eye of the needle between exacting retribution and reaching reconciliation. The justifiable violence against the idolaters in the ir hanidachat and the perpetrators of the Nazi crimes can quickly break free of social restraints. Yet boundless compassion can blind us to evil and paralyze our efforts to do battle with it. This is the human condition—a delicate balancing act.

And that is what the Rabbis were telling us when they taught that ir hanidachat never was and never will be. We will not get it exactly right. Nonetheless, we are charged to forever seek the moral clarity that will enable us to call idolatry by its name and struggle to eradicate it. At the same time, we must never lose sight of our ultimate purpose, tikkun olam (repairing the world), and never allow the destructive forces unleashed against idolatry to overwhelm us, to deny our shared humanity.

This may have been Rav Malul’s aspirational message to his students—young adults poised at the end of childhood to assume the role of personal, communal, and national leaders—and the old person who accompanied them on this powerful trip to Poland.

Chaim Trachtman, a pediatric nephrologist, is founder of RenalStrategies LLC. He also serves on the medical faculty of the University of Michigan, and is on the board of Yeshivat Maharat and Darkhei Noam. He edited the book, “Women and Men in Communal Prayer.” His wife Audrey served as president of AMIT from 2019-2023.

A memorial built by a Jewish family in the cemetery at the Lodz ghetto before the war

Court Connection

TEAM AMIT PLAYS SARACHEK

BY MICHAL ROSENBERG

THE PRESTIGIOUS ANNUAL YESHIVA UNIVERSITY RED SARACHEK TOURNAMENT BRINGS TOGETHER HUNDREDS OF STUDENT-ATHLETES FROM ACROSS THE UNITED STATES FOR FOUR DAYS OF TOP-LEVEL BASKETBALL, FOSTERING CAMARADERIE AMONG TEENS AS THEY PURSUE ATHLETIC EXCELLENCE.

AMIT all-star team

This year, the AMIT Network was proud to be chosen as the first international team to attend the tournament. AMIT’s allstar team, made up of students from 10 different schools in Israel, was not a fullfledged competitor in Sarachek, but the boys were immersed in the tournament atmosphere. They scrimmaged with MTA, Rambam, Valley Torah, Kushner, and Heschel; connected with their American counterparts; and got a reprieve from the tense atmosphere at home. And they won every game they played.

For many it was their first trip to the U.S., and they were thrilled to meet fellow athletes and explore new places. Throughout their stay, the boys impressed with more than just jump shots, demonstrating remarkable strength of character.

“Our students were excited to come here for competitive basketball, and they left a week later with so much more,” said AMIT President Shari Safra. “The camaraderie and connections they built made this trip truly unforgettable.”

BUILDING BRIDGES THROUGH BASKETBALL

The idea to connect Israeli and American youth through sports was the brainchild of famed former YU basketball star David Kufeld and his friend Rabbi Seth Farber. Kufeld reached out to his former coach and longtime friend Jonathan Halpert, the veteran YU basketball coach of 42 years who started the Sarachek Tournament 32 years ago. Halpert and YU were quick to jump on board and add to Sarachek’s storied history. “We’re grateful for the support from YU and Rabbi Berman, who signed off on the plan,” said Kufeld.

The boys were proud to represent Israel and their AMIT schools—Sderot, Or Akiva, Ashdod, Ma’ale Adumim, Bar Ilan Gush Dan, Be’er Ami, Bruchin, Kfar Ganim, Nachshon, and Kvutzat Yavneh—and deeply appreciated this unique opportunity. One of the players shared, “Meeting teammates who have experienced the war firsthand and standing together to represent Israel makes this experience even more meaningful.”

Their acclaimed coach, Dadi Bargad, said, “The boys were overwhelmed by the warm welcome they received from AMIT U.S. staff and from all the students and teams they met. They have tremendous hakarat hatov to AMIT for this memorable week.”

Rae Kushner Yeshiva High School (RKYHS) acted as the AMIT team’s home court during their weeklong stay. RKYHS Athletic Director, Student Services Provider

and educator Rabbi Richard Kirsch said, “The basketball team was so excited to get to know the AMIT Israeli team. Any time we can strengthen the relationship between Diaspora Jewry and Israel, Kushner is right there.”

The AMIT boys began the day at Kushner with davening, breakfast, and practice. Their packed schedule of scrimmages, exhibition games, school tours, and sightseeing made for an exciting week that culminated with a shabbaton for out-of-town teams, where the boys really had the chance to bond with their peers.

“This trip gave the boys a strong sense of belonging to AMIT and the opportunity to create connections and share their lives with people from such different communities,” said Bargad.

MORE THAN A GAME

Marc Zharnest, director of undergraduate admissions at YU, shared that one of the boys gifted him a jersey inscribed with the names of friends who had fallen in the current war. “I was deeply moved,” said Zharnest, “but what struck me even more was the realization that in just a few short months, many of these young men will be putting their lives on the line to defend our homeland. Their resilience, courage, and unwavering sense of duty are nothing short of heroic. They inspire me and my team far more than any basketball game or YU merchandise we could offer them.”

Many of these young men will be starting their army service this year and, as hit home too hard recently, it is a serious and intense time in their lives. For them, this week was about more than basketball—it was a much-needed distraction from the harsh reality at home.

AMIT extends hakarat hatov to all who helped make this uplifting week possible: David Kufeld, who started the ball rolling; Yeshiva University for welcoming and hosting the team so warmly; and Rae Kushner Yeshiva High School for so graciously opening their doors to the AMIT boys and giving them a home base for the week.

Inviting an Israeli team to Sarachek, an iconic American Jewish day school event, made the Jewish world feel a little more connected, and planted the seeds of friendship and future collaborations. The powerful bonds formed by sports highlight how shared values can build bridges—an especially poignant lesson during this time of upheaval in Israel, when fostering unity is more vital than ever.

Israeli pride at Madison Square Garden

AMIT vs. Heschel

The team with board members (l-r) Joyce Straus, Sharon Merkin, Debbie Moed, Chana Shields, and National Director of Development Robin Rothport

Tour Guide Talk

EITAN MORELL

EITAN MORELL, AN AMERICAN OLEH AND SEASONED ISRAEL TOUR GUIDE WHOSE UNIQUE TOURS DELVE DEEP INTO ISRAEL’S RICH HISTORY AND CONNECT THE PAST TO MODERN DAY, TAKES US BEHIND THE SCENES OF HIS TOURS AND TO SOME OF HIS FAVORITE PLACES.

Visiting Israel has been very different, and more difficult, since war broke out on October 7, 2023. With tourism slower and traditional day trips taking a back seat to volunteering, we’re bringing Israel to you—a day out in the Jerusalem Hills, the Golan Heights, and the ancient cities that make up our beloved homeland.

What sets your tours apart from typical visits to Israel’s sites?

I give a variety of tours to many different types of groups. My specialty tours are deep dives into narrow topics. I take people to places they may have visited many times before, but I give them a fresh perspective they were not aware of and help them see the area in a new way.

Is there a particular story or site that groups consistently connect with?

One thing I have found that really connects people is a full understanding of the site. In addition to the site and its history, we look at the big picture and what is going on in the rest of Israel, and even the world. The proper combination of zooming out and getting perspective and then focusing on the particulars helps people get the whole story.

For example, at the Kotel’s Southern Wall excavations I explain the wonders of Herod’s building prowess, and emphasize the politics and economics involved. The Temple was renovated by Herod to gain favor with his Jewish subjects, while the great port city of Caesarea was built to gain favor with his pagan subjects. These two projects both served as economic engines that created tremendous wealth for his kingdom.

How do you adapt tours for different audiences— students, families, or first-time visitors?

When I meet a group or family, I often do not know their level of knowledge. I have developed various ways to give the appropriate amount of background without being insulting or boring, always checking in to make sure I’m on track. For a group new to Israel, I steer them toward essential sites that are important for a first-timer to experience. My line of specialty tours is geared toward those more familiar with Israeli history, though I always include a robust introduction so everyone can benefit.

How do you choose what to emphasize in a country so full of history?

I always want to emphasize the Jewish people’s eternal connection to Israel. I want people to feel that they are connected to everything that happened here in the past as well as everything that will happen in the future. This idea can be felt at almost every site visited in Israel.

What’s one site you love sharing with visitors, and why?

I love guiding in Tzfat. The city, and the ideas that have come from it, are so central to our history. Tzfat also gives me an opportunity to share some great stories that leave people scratching their heads and with a new perspective on this beautiful, mystical, special city. Tzfat has a personality that shines through in each period, telling the story of Jewish life in Israel through the years.

5 UNIQUE ‘NEW TO YOU’ SPOTS

Eitan Morell is originally from Binghamton, NY. He studied for two years in Yeshivat Shaalvim in Israel, then served in the IDF Tank Corps. He completed his bachelor’s degree in Middle Eastern and Jewish history at Bar-Ilan University and has been a licensed Israeli tour guide for 14 years. Eitan and his wife, Varda, have six children, one of whom fell in Gaza in February 2024, and five grandchildren. He can be reached at eitan.morell@gmail.com

2

HaMeiri Dairy

This is a boutique, family-owned dairy passed down for six generations of the HaMeiri family in the heart of the Old City of Tzfat. Still located in the HaMeiri family home, the dairy has been operating for 180 years. The tour offers an excellent look at the history of Tzfat as well as a glimpse inside a uniquely historical building. The tour ends with a tasting of the famous HaMeiri Tzfati cheese.

Qasr el Yahud

1

Khan Sha’ar Hagai Museum

This museum is in the historical khan (inn) located at the ascent to Jerusalem. Travelers to Jerusalem would stop at the inn for the night to rest before starting the steep climb to the holy city. The museum is dedicated to the battles fought to break the siege on Jerusalem in 1948. The interactive exhibits help visitors understand the challenges soldiers faced getting supplies to besieged people in Jerusalem.

This site on the Jordan River, very close to Jericho, is an official baptismal site set up by the Israeli government for Christians— the spot where John the Baptist baptized Jesus. For Jews, it’s also an important biblical site. Tradition has it that this is where the People of Israel crossed the Jordan River when they entered the Land of Israel after wandering in the desert for 40 years.

3 4 5

Tzidkiyahu’s Cave

Beit Shearim

Beit Shearim in the Lower Galilee is the hometown of Rabbi Yehuda HaNasi, editor of the Mishna. Its national park houses a necropolis that was the premier cemetery for wealthy Jews worldwide, including Rabbi Yehuda HaNasi. The burial caves and sarcophagi offer a fascinating window into our cultural and religious history. Nearby ruins are likely where the Sanhedrin was convened.

This cave extends beneath the Old City of Jerusalem and was used for mining limestone. Today it’s a huge cave that visitors can walk through. According to the legend, when King Tzidkiyahu was fleeing from the Babylonians, he escaped via this cave. There is a spring inside known as the “Spring of Tzidkiyahu’s Tears.” The Freemasons, a religious fraternity, see this as an almost holy site and hold an international conference there every year. The cave has recently opened for visitors and features an audiovisual presentation.

Credit: HaMeiri Dairy

(l-r) Alisa Flatow and Rebecca Wolf

ON OUR BOOKSHELF: ‘ALIVE AND BEATING’

BY PHYLLIS GOLDBERG

Rebecca Wolf’s debut novel, “Alive and Beating,” is a tribute to her childhood friend Alisa Flatow, HY”D, a young American woman who was killed in a terrorist bus bombing in Israel in 1995. In the aftermath of her tragic death, Flatow’s family decided to donate her organs, an unprecedented first in Israel at that time. In this novel inspired by Flatow’s story, Wolf imagines who the organ recipients were, what their lives might have looked like, and how the life-changing gift fit into their stories. Wolf’s engaging writing keeps the reader turning the pages, looking for the answers.

We’re first introduced to a young woman, Alisa, on a typical day in her busy home. She is leaving home soon to study abroad in Israel, and her mother misses her before she leaves. Her father is proud and adoring. We smile at the antics of her three brothers, and at the end of the book we remember that each mundane moment must be treasured. The stories presented show the delicate balance between life and death as each character strives for happiness and successful outcomes.

“Kidney One” is the story of Leah Weiss, a young Hasidic woman who lives in Jerusalem. The oldest of many siblings, she keeps her kidney disease a secret at all costs, traveling to Tel Aviv for dialysis so that no one knows. Just as Leah is about to decide that she will no longer agree to treatment, a miracle occurs and a kidney becomes available. This is Leah’s chance. Will she get home in time to receive the kidney?

Author Rebecca Wolf

Next is the dramatic crisis of Yael Glassman, a young single mother who needs new lungs. She is an only daughter who lives with her parents, Srulik and Manya, Holocaust survivors. Her body is rejecting her previous double lung transfer from 10 years ago, and now she needs a new set of lungs. The reader is privileged to hear the inner thoughts of this woman who faces illness and despair every day of her life. Even if she gets the transplant, the length of survival is only 10 years.

“Kidney Two” is the sad situation of Hoda. With her beloved husband dead, she raises her two sons alone. Hoda is the owner and main hairdresser of a beauty salon. Her two sons are engaging in dangerous activities with the approval of their grandmother, a diehard Palestinian. Hoda is struggling with parenting them when she gets the wonderful news that there is a kidney for her. What will happen when she takes her boys to the hospital with her to receive the donated kidney?

The next donor recipient needs a liver. David Sasson is an Iraqi immigrant who came to Israel when he was very young. He and his wife, Rachel, are parents of a young soldier and twin 19-year-old girls born after years of

infertility. The couple owns an Iraqi restaurant, but the frustration of illness and the sadness of feeling useless pervade David’s life. When they get the news on that fateful morning that a liver has been found for David, what will it cost his family?

Next, we meet Father Severin McConnell, a very ill priest in desperate need of a pancreas. Despite his illness, he spreads love and joy wherever he goes. When he decides to adopt a premature baby with no relatives, what will happen when he hears a pancreas is available for him?

The last vignette is the story of Yosef and Youssef, two young men who are both in need of a heart transplant. They are excellent athletes, typical teenagers, and adored sons. Their friendship and humorous antics

delight us and entertain the hospital staff. But the next available heart will only benefit one of them. Suddenly, the tension is palpable. Who will get the heart?

Published by Arbitrary Press in 2024, the approachable language in “Alive and Beating” makes the characters very relatable. The author also makes a point to connect their lives throughout the different vignettes. The six individuals awaiting vital organs are a testimony to the opposing forces of hope and despair, eliciting the profoundly human reactions of joy and pain. While the novel reminds us of Flatow’s promising life cut short, it emphasizes how in giving hope to others, her life had lasting impact.

“Alive and Beating” is available on Amazon.

At a Teaneck book event for “Alive and Beating” with Rebecca Wolf, participants enjoyed a behind-the-scenes Q&A with the author, moderated by Dr. Meryl Feldblum (left) at the home of Shulamit and Avram Holzer (right).

World Zionist Congress Elections: OIC-Mizrachi Results

The OIC-Mizrachi slate achieved the fifth highest number of votes of the 22 slates running in the World Zionist Congress (WZC) election, increasing its overall votes by over 20% compared to five years ago, for a total of 26,640. As currently calculated by the American Zionist Movement (AZM), which administers the election, the OIC-Mizrachi U.S. delegation will receive 20 delegates based on the number of votes received.

There were some allegations of fraud in the election—in which OIC-Mizrachi is not involved—and several complaints are being adjudicated by the AZM Tribunal. There may also be appeals to the Supreme Zionist Court in Israel. While OIC-Mizrachi is not a party to any of these cases, the decisions rendered may affect the actual number of mandates since WZC delegates are awarded through a parliamentary system.

The 39th World Zionist Congress will be held October 28-30, 2025, in Jerusalem.

Elef Society Spotlight

DORIT & DANIEL GITTLER

THE GITTLERS LIVE IN HOLLYWOOD, FLORIDA, WITH THEIR FOUR YOUNG CHILDREN, SOPHIE, ZACHARY, JORDAN, AND JULIAN. DORIT WORKS AS AN OCCUPATIONAL THERAPIST IN SEVERAL SOUTH FLORIDA SCHOOLS, AND DANIEL WORKS FOR MICROSOFT.

Dorit Gittler’s interest in AMIT began as a college curiosity. Fast-forward some years later and she has grown into a dedicated AMIT donor with a lifelong commitment to Israel’s future.

“I was first introduced to AMIT while studying at Stern College in New York,” Dorit shared. “Friends invited me to events, and I learned about AMIT’s work. I really connected with their mission of investing in Israel’s future by leveling the playing field and providing a good education to all Israeli children.”

Now raising her own family in Florida, Dorit’s connection to AMIT has only grown stronger. She joined AMIT’s NewGen mission to Israel in February 2024, witnessing the organization’s impact in person—and it struck a deep chord.

“I saw how AMIT provides one-on-one care—not just for students, but also their families, teachers, and even their teachers’ families. Unfortunately, they were supporting them during funeral arrangements, during true crisis,” she shared. “I also got to see firsthand how AMIT staff set up learning centers in unexpected places, from Ashdod to the Dead Sea. The lengths they go for their students is truly unmatched.”

As proud members of AMIT’s newly established Elef Society, Dorit and Daniel are committed to giving annually and supporting AMIT students from their early years through high school—empowering them on their paths to yeshivot, Sherut Leumi, or IDF service.

“Being part of Elef means investing in Israel’s future,” Dorit said. “These students will grow into the doctors, scientists, and leaders of tomorrow. I hope our involvement inspires others across the country to join in supporting the efforts of this incredible organization.”

Elef Society is AMIT’s newest giving society for standout young leaders, launched recently in South Florida. Elef Society members are a community of individuals who are committed to making a positive impact through leadership and philanthropy. They share a fierce love of Israel and are dedicated to creating opportunities for the children of AMIT.

For more information, please contact Elana Grauer at elanag@amitchildren.org.

NEW ENGLAND

Family in Israel Celebration

On Wednesday, June 18, AMIT Philadelphia Council/Shira Chapter gathered to celebrate with Dina Caroline, who spoke about her long involvement with AMIT. Her beautiful family—husband, children, grandchildren, and greatgrandchildren—and many friends were all there for her.

Janet and Gilad Gevaryahu graciously hosted the event in their stunning home, where guests were treated to a delicious Persian food demonstration from caterer Daniella Ahdout Horn of The Persian Palate. Russell Hendel led Tehillim, and Benjamin Tehrani spoke about his experience emigrating from Iran.

Thank you to AMIT Shira Chapter president Yaela Baine and her event committee for planning this very special evening.

Mother in Israel Garden Party

AMIT New England’s musical garden party celebrating Mother in Israel was a hit! Renée and Paul Shane hosted over 60 AMIT friends in their beautiful garden. A delicious Israeli buffet, prepared by Bonapita, was enjoyed by all. Cherille Berman and Robbie Pearlstein presented an informative Q&A focused on AMIT’s new Gabel & Straus Family Campus at Kfar Batya in Ra’anana. The highlight of the beautiful afternoon was the talented cantorial soloist, Jinny Sagorin, who presented “To Life! A Jewish Broadway Cabaret,” with Joe Reid on the piano.

(l-r) Sylvia Trey, Lindy Lieberman

Garden Party setup

Kumzitz and Musical Evening

AMIT Philadelphia Council/Shira Chapter held a beautiful music and kumzitz evening on Thursday, May 15, in celebration of Lag B’Omer. Thank you to Monique Wallace for hosting the uplifting performance in her beautiful home.

Musicians included Sarah Rosner, vice president of the AMIT Philadelphia Council/Shira Chapter, who played the violin with Amy Elkins, guitarist and vocalist, and Franciska Kosman, a composer, guitarist, and vocalist. Wonderful energy flowed through the evening, making this a very special experience for all!

Yaela Baine addressing the guests

David & Dina Caroline

(l-r) Jinny Sagorin & Renée Shane

(l-r) Franciska Kosman, Sarah Rosner, Amy Elkins

Decluttering as Self-Care

Over 40 attendees enjoyed an informative talk on decluttering as self-care by Rebekah Saltzman, a wellknown organizer in Israel. This New England NewGen event was hosted at a private home in Newton, MA, and drew a mix of guests from throughout the Boston metro area. Ethlynne Brickman, AMIT Ra’anana copresident, shared some information about AMIT with the audience before Saltzman launched into her presentation on the importance of decluttering and its positive impact on one’s life. Attendees were given tools, tips, and motivation to begin this process in their own homes.

Mother in Israel Flower Bouquets

It was great seeing friends at the AMIT Birah Chapter Mother in Israel event, for a delicious dinner at the home of Donna and Jeffrey Lawrence. Miriam Friedman prepared a lovely Dvar Torah, and Jeremy Brown shared details of his recent adventure climbing Mount Kilimanjaro. All attendees thoroughly enjoyed Deborah Zakheim’s pre-Shavuot flower demo, which was informative, timely, and beautiful.

‘October H8te’ Screening

AMIT’s New England Council/Ra’anana Chapter hosted the premier screening of “October H8te,” an exploration of the explosion of antisemitism on college campuses, social media, and American streets after October 7.

Temple Emanuel in Newton hosted this powerful screening, with over 200 people attending. Beverly Bavly conceived of the opportunity for AMIT to share the film with the community as well as students of Hillel throughout the Greater Boston region. Ruth Gold, CAMERA director, New England, partnered with AMIT on this important endeavor. A lively Q&A was moderated by the staff at CAMERA as they presented interesting insights into the documentary.

AMIT New England Development Associate Molly Weinberg (second from left) and Mid-Atlantic Regional Director Robbie Pearlstein (center) with some event participants

(l-r) Elana Stein, Molly Weinberg

Jeremy Brown

Organizer Rebekah Saltzman speaking to the crowd

Moderator from CAMERA

(l-r) Ruth Vishniavsky, Sarah Okon, Stephanie Karger, Ethlynne Brickman, Lindy Lieberman

(l-r) Beverly Bavly, Ethlynne Brickman

(l-r) Alex Luxenberg, Daniel Silva, AMIT President

Meet the Author: Daniel Silva

The highly anticipated event launching Daniel Silva’s new book, “An Inside Job,” drew a large crowd of 150 guests, with many additional book orders arriving by mail. The event was held on Tuesday, July 15, at the Safra Center, where attendees enjoyed an interesting discussion of the novel led by moderator Alex Luxenberg.

Thank you to our co-chairs Elissa and Michael Katz, Iris and Shalom Maidenbaum, and Miriam and Howard Rosenblum for planning such a meaningful evening that celebrated Israel, AMIT’s crucial educational work, and some of our favorite characters.

Happy reading!

Paint & Sip

AMIT’s NewGen hosted a Paint & Sip event this May in Manhattan to bring awareness to AMIT’s essential programs for education in Israel. The fun and colorful evening with good wine and good friends drew more than 40 women and was led by the talented Nikki Mehl, who brought out everyone’s inner artist.

Thank you to the event chair, the amazing Jen Bernstein Platt, and her hardworking committee: Denise Brenner, Danielle Cohen, Stacie Elbaum, Jen Gershowitz, Jen Gold, Ashley Platt, Ariane Arazi, and Jen Sutton.

The Art of Pickling

AMIT supporters in Englewood got their hands a little messy as they learned the art of pickling, new techniques, and delicious recipes from Chef Mushka.

Thank you to our generous hosts, Tzippy and Daniel Cohen, for opening their beautiful home.

Thank you to event sponsors Rachel Chasestein, Amber Harris, and Ariella Pultman; event chairs Ariella Pultman and Mollie Sherman; and event committee Zeva Adelsberg, Daniela Gontownik, Michi Pines, Lizzy Salamon, and Talia Thurm.

Participants painting the night away (l-r) Jennifer Gershowitz, Jennifer Litt, Jennifer Platt, Ashley Platt

Participants ready to pickle

(l-r) Judy Braun, Rhonda Luxenberg, Iris Maidenbaum (l-r) Jennifer Bernstein Platt & Geoffrey Platt with Jennifer & Gabe Gershowitz

Shari Safra

Participants enjoying a delicious

MIDWEST

Charcuterie Workshop

The AMIT Cleveland charcuterie board workshop brought community members together for a creative and engaging evening centered around this fun form of culinary design.

Participants learned how to assemble visually striking charcuterie boards, featuring a variety of cheeses, fruits, crackers, and garnishes. Highlights included presentation tips, cheese pairings, and a demonstration of the popular Gouda rose technique.

The event combined artistry with purpose, offering a unique opportunity to support AMIT’s mission while fostering community connection in a delicious and memorable way.

Pickling With Chef Mushka

AMIT Five Towns participants had an incredible time exploring pickling and learning about the flavors of Shuk Machane Yehuda with the talented Chef Mushka. A special thank-you to our incredible committee—Rebecca Feuer, Esti Goodstein, Dahlia Kantowitz, Rachel Lehman, Esti Pasternak, and Rachel Schlusselberg—for their dedication and hard work coordinating this beautiful event.

Thank you to the Pasternak family for opening their home and to all who attended for their continued support of AMIT’s vital educational programs.

Yom Yerushalayim Chesed

The mission of AMIT came to life at a recent Chesed HaChodesh Yom Yerushalayim event at Fuchs Mizrachi School in Cleveland. Children viewed an engaging video highlighting AMIT students and the impact of their education, followed by a meaningful hands-on activity. Led by Adina Mendlovic, participants created a model of the Kotel using coffeestained “stones” and tucked in their own heartfelt notes of tefillah for AMIT students in Israel. The program inspired a sense of connection, empathy, and responsibility among the young participants.

taste of the shuk

Adina Mendlovic with a sample charcuterie board

Participants enjoying the evening

Tasting the fruits of their labor

The pickling recipe

Girls making Kotel stones

Finished Kotel project with notes

Afternoon at the Theater: ‘Guys

and Dolls’

On March 19, the Midwest Council of AMIT hosted a matinee performance of the musical “Guys and Dolls” in Skokie, IL. Donors were captivated by the wonderful singing, choreography, and acting at this local offBroadway showcase. The afternoon concluded with an actor talkback for all who attended.

Thank you to our 2025 chair Rachelle Rosenfeld for a very successful event.

FLORIDA

Generations/Mother in Israel

The Midwest Council of AMIT celebrated its 2025 Chicago Generations/Mother in Israel event Monday evening, May 19. Debbi Geller emceed and coordinated the evening, Rabbi Stanley Kroll led the national anthems, and Laurie Engel recited Tehillim with the audience. Tami Drapkin introduced our guest speaker and sister, Lori Gerson, educational coordinator at Yad Vashem, who gave a phenomenal and hopeful snapshot of Israel’s history through the lens of Jewish resistance.

Thank you to our committee that spent countless hours planning and managing every detail of this inspirational evening.

Cooking With Kim Kushner

On January 9, AMIT supporters kicked off the new year with a flavorful and inspiring morning hosted by longtime AMIT friend, acclaimed chef, and bestselling cookbook author Kim Kushner. Sharona Loeffler graciously opened her home for the cooking demo and tasting event, where guests enjoyed a behind-the-scenes look at Kim’s signature recipes and sampled an array of delicious dishes. The event blended community, creativity, and cuisine, setting a beautiful tone for a year of connection and support for AMIT’s mission.

(l-r) Rachelle Rosenfeld, Minna Berger, Sherry Mauer, Charlene Appleson, Robin Davis

(l-r) Arlene Ballin, Kim Kushner, Southeast Regional President Karen Cole Kim Kushner in the kitchen

(l-r) Aviva Camras, Debbi Geller, Linda Simons

(l-r) Tami Drapkin, Lori Gerson, Maria Greenberg, Rita Geller, Eudice Greenfield

Generations in Israel Fashion Show

Nearly 100 women gathered for a beautiful and meaningful fashion show brunch at The W kosher steakhouse, events hall, and golf club in Boynton Beach, FL. In the space overlooking the scenic greens, guests enjoyed a morning of elegance and inspiration featuring collections by local and high-end designers.

More than just a showcase of style, the event was a celebration of values passed from generation to generation. The incredible co-chairs, Meryl Palgon and Carole Wald, each brought along their daughters, granddaughters, and daughters-in-law—truly embodying AMIT’s mission of building a lasting legacy for the future of Israel through education, empowerment, and unity.

Guests were moved by stories shared by AMIT graduates who now serve in the IDF, offering a powerful reminder of the lifechanging impact AMIT has on its students. It was a joyful and purposeful morning—connecting women across generations, united in their support for the children of Israel.

Morning of Healing

In a powerful and moving gathering, Alissa Kroll hosted a transformative morning of healing that spotlighted one of our AMIT principals, Shiri Twito, a dedicated educator and pillar of strength within our network. Attendees heard Shiri’s personal story of loss and resilience following the heartbreaking death of her son, Eyal, HY”D, who fell in battle defending Israel. Through her words, we were reminded of the deep personal connections that unite the AMIT family and the unwavering support we provide one another during life’s most difficult moments.

(l-r): Renee Brown, Carole Wald, Sylvia Broide, Yanina Haas, Dr. Lisa Lintz, Tami Wald

(l-r) Standing: Beverly Fruchter, Meryl Palgon, Aliza Goldstein, Linda Rosen Sitting: Robin Hilsenroth, Charli Goldstein

Participants listening to principal Shiri Twito

DVAR TORAH

Educating Toward the Covenant

BY YOAV RIMER

Another year comes to an end—a year in which it felt as if we lost everything. “היתוללקו הנש הלכת, Let the year and its curses end.”

Smoke from burned fields. Towns defiled. Memorials. A war that returned fiercely and dragged on and on. Fallen soldiers. Hostages who spent their year in tunnels. A long and outstretched arm. Light and darkness intermingled—and hope. Hope “היתוכרבב

that a new year will begin, and with it, blessings.”

As these lines are written, it’s unclear whether the light at the end of the tunnel is still distant or already growing stronger. Either way, this was a year in which we lost much, even if not everything. And we must remember.

“Whoever knows how to see the earth bear fruit, will not fear failure—even if he has lost everything,” said René Char, a French poet. Or, in the familiar Hebrew version: “תחמוצ

, The wheat grows again.” In the cycle of seasons and growth, there is comfort; there is strength, and a quiet insistence in life moving forward. So it is with education—the cycle always starts anew.

New students enter first grade. Another class completes 12th grade. The educators—the planters, nurturers, and harvesters, in joy or in tears—are the symbol of eternity. The world revolves on its axis, orbits the sun, drifts in space—and they are there to mark its course, to give it meaning, to create purpose.

YOAV RIMER is the head of identity and values at AMIT’s mamlachti (secular) schools.

The Jewish cycle of life is closely tied to nature and to education, which together foster human growth. But what is the direction of that growth?

In a well-known Yom Kippur piyut (liturgical poem), “

, Ki Hineh KaChomer, Like Clay in the Hands of the Potter,” a plea is repeated—or perhaps a directive: “

, Look to the covenant, not to the yetzer.” Yetzer here refers to yetzer hara, the human inclination toward sin or base instincts. It is a plea to the Divine to judge us based on the enduring covenant, not on our flawed human tendencies.

A person grows תירבל רציהמ, from inclination, toward covenant. The covenant between us, the shared path of the people and society of Israel—a covenant that complements our shared fate and destiny. And the personal covenant each individual holds with the nisgav—with God, a divine creator or a higher ideal.

This is the covenant we remember, whose breach we fear. This is the direction Rosh Hashana points us toward.

As the school year begins, the holidays of Tishrei offer us the music of education, the initial momentum to chart our course in the right direction and educate from the yetzer toward the covenant, and to remember each person’s place and their relationship to their fellow man.

Wishing for a year of healing and repair, of renewal and peace—within ourselves and throughout the world.

Shana Tova.

OSSO BUCO

By AMIT Or Akiva students

This recipe was developed by students in the Culinary Arts and Hospitality Management Track at AMIT HaOfek Technological High School in Or Akiva. Around 45 students currently participate in the three-year track, gaining professional culinary skills and expressing themselves through unique flavors and techniques.

They are proud to share this favorite for the holidays—festive, yet comforting, this flavorful dish will have guests running for seconds.

Homemade Beef Stock

INGREDIENTS:

• Beef stew cuts (such as shoulder or neck)

• 2 carrots, peeled

• 1 large onion, peeled

• 1 celery root, peeled

• 2 bay leaves

• 5–6 whole allspice berries

• Oil for browning

• Salt to taste

Osso Buco

INGREDIENTS:

• Osso buco cuts (bone-in veal or beef shank)

• Shallots, peeled and roughly chopped

• Jerusalem artichokes (sunchokes), peeled and roughly chopped

• Homemade beef stock (see above)

• ½ bottle dry white wine

• Oil for browning

• Salt and black pepper

• 3 tablespoons silan (date syrup)

INSTRUCTIONS:

1. In a large, deep pot, lightly brown the beef pieces in a bit of oil.

2. Add all the peeled vegetables to the pot.

3. Cover with water, season with salt, and simmer on medium heat for about 3 hours.

4. Once cooked, strain the stock into jars or containers. The meat and vegetables can be saved or frozen but are not used in this recipe—they’ve given their flavor to the broth.

5. Store the stock in portions in the freezer for future use.

INSTRUCTIONS:

1. Peel and roughly chop all the vegetables.

2. In a wide, oven-safe pot, sear the osso buco pieces on all sides in a bit of oil until browned. Remove and set aside.

3. In the same pot, add a bit more oil and sauté the vegetables for a few minutes.

4. Add a small amount of beef stock to deglaze and simmer briefly.

5. Return the osso buco to the pot and add the rest of the beef stock and the white wine.

6. Season with salt, pepper, and 3 tablespoons of silan.

7. Simmer for about an hour on the stovetop, then transfer to a preheated oven at 300°F (150°C) and cook for 3–4 hours, until tender.

8. Let cool slightly before serving.

Serve the osso buco over mashed potatoes, roasted vegetables, or—as the students suggest—a bed of freekeh (roasted green wheat) for a festive and flavorful touch. Garnish with chopped green onions or fresh cilantro. B’teavon and Shana Tova!

$1,000,000 +

Anonymous, CA

Anonymous, NY

Trudy Elbaum Gottesman and Bob Gottesman, NY

Evan and Layla Green Family Foundation, CA

The Kolatch Family Foundation, NJ

Ellen, z”l, and Meyer Koplow, NY

The Lewis and Wolkoff Family Legacy, CO

Edward Miller, NY

The Moise Y. Safra Foundation, NY

Shari and Jacob M. Safra, NY

Joyce and Daniel Straus, NJ

Ellen and Stanley Wasserman, NY

$250,000 - $999,999

Anonymous, NY

Anonymous, NY

Barbara and Fred Kort Foundation, CA

Jacqueline Sams, z”l, FL

2024-25

AMIT’s Ambassadors’ Club members are an elite group of visionary leaders whose support of AMIT helps us build a stronger and more vibrant Israel.

$100,000 - $249,999

Gary Alter, CA

Marcia Baskin, FL

Joan and Shael, z”l, Bellows, IL

Joan and Norman Ciment, FL

Harvey Goodstein Foundation, PA

Bella and Milton Heching, IL

Sarena and David Koschitzky, Mira and Saul Koschitzky, Tamar and Eric Goldstein, and Joel Koschitzky, US, Canada and Israel

Ellen and Emanuel Kronitz, Israel

Benita Lack, z”l, NY

Suzanne Levy, Israel

Harold Neustadter and Family, Israel

Rabbi Sacks Legacy Foundation, Israel

Samis Foundation, WA

Seed the Dream Foundation, PA

Harry and Jeanette Weinberg Foundation, MD

$75,000 - $99,999

Keren Yerushalayim, Israel

AMIT’s President’s Circle members help sustain AMIT’s programming to nurture Israel’s children, instill strong values, and promote academic excellence, ensuring Israel’s future.

PLATINUM

$36,000 - $49,999

Bess Abel, z”l, NJ

Raquela and Avi Adelsberg, NY

Rosa and Isaac Cohanzad, CA

Sherry and Neil Cohen, NY

Ike, Molly and Steven Elias Foundation, NY

Estate of Susan Goldman, Israel

Pearl and Martin Herskovitz, Israel

Norma and Emanuel, z”l, Holzer, NY

Keren DM (Glencor), Israel

Kibbutz Mishmar Haemak, Israel

Lee and Lou Nejamin Foundation, FL

Ravazi Turpiashili, Israel

DIAMOND

$25,000 - $35,999

Anonymous, MA

Anonymous, MA

Anonymous, NY

$50,000 - $74,999

Anonymous, FL

Hanna Abrams, Israel

Maxine Bernstein, FL

Hadassah and Marvin Bienenfeld, NY

Michael Cleeman, FL

Suzanne and Jacob Doft, NY

Bluma Gross, z”l, NJ

Laurie Kayden Foundation, NY

Migdal Hevra LeBituach, Israel

Ria and Tim Levart, NJ

Norman and Sylvia Levine, z”l, FL

Minnie Lieberman, z”l, NY

Robert and Honey, z”l, Low, VA

Barbara and Jules, z”l, Nordlicht, NY

Barbara Osband, FL

Evelyn Reichenthal, z”l, TX

Robyn Price Stonehill and David Stonehill, NY

Keren Shituf Tormim, Israel

Audrey Axelrod Trachtman and Chaim Trachtman, NY

Jessica Tuchinsky, NY

Villar Group, Israel

Ann and Hyman, z”l, Arbesfeld, NY

Ann and Yale Baron, NJ

Evelyn and Isaac Blachor, FL

Aaron and Marie Blackman Foundation, CA

Jewel and Ted Edelman, NY

Shari and Jeff Fishman, LA

Gazit-Globe, Israel

Harwit Charitable Trust, CA

Mildred, z”l, and Alvin Hellerstein, NY

Russell Jay Hendel, MD

Max and Sunny Howard Memorial Foundation, NY

Debbie and David Isaac, NY

Brenda and Albert, z”l, Kalter, NY

Gitta and Richard Koppel, Israel

Lotte Low, z”l, NY

Keren Magi, Israel

Sharon and Solomon Merkin, NJ

The Joan S. and Leon Meyers Foundation, NY

Elana and Daniel Miller, NJ

Yitzchak Or, Israel

Harriet and Heshe Seif, NJ

Zahava and Moshael Straus, NJ

Esther and Henry Swieca, NY Tower Company, Israel

Sylvia and Morris Trachten, z”l, Family Foundation, Israel

Zeldin Family, FL

GOLD

$18,000 - $24,999

Trudy and Ted, z”l, Abramson, FL

Nicole and Raanan Agus, Israel

Grace, Shua & Jacob Ballas Charitable Trust

Debra Berman, NY

Aaron and Marie Blackman Foundation, CA

CD Foundation, NY

Nancy and Asher Forst, NJ

Marvin Glyder, z”l, MS

Eli Haddad, FL

Audrey and Haskel Lookstein, NY

Matan Community Investors, Israel

Judy and Albert Milstein, IL

Mizrahi Car Dealership, Israel

Debbie and Samuel Moed, NJ

Yosef Haim Roth Holdings, Israel

Jennie and Avi Rothner, IL

Seligsohn Foundation, PA

Chana and Daniel Shields, NJ

Rawazi Torpiashvili, Israel

Ina and David Tropper, NY

Rebecca and Daniel Wolf, NJ

SILVER

$10,000 - $17,999

Anonymous, CA

Renee and Steve Adelsberg, NY

Tzahala Ben Asher, Israel

Bader Philanthropies, Israel

Brian Bank, CA

Tamar and Ethan Benovitz, Israel

Zelda and Solomon Berger, NY

Helen and Henry Bienenfeld Foundation, PA

Ethlynne and Stephen, z”l, Brickman, MA

Herman and Kate Caro Foundation, NY

Vanessa and Raymond Chalme, NY

Chance Israel Capital Network, Israel

Michelle Chrein, NY

Diane and Howard Cole, NY

Karen and David Cole, FL

Jone and Allen Dalezman, MA

Madeline Danishefsky, NY

Audrey and Eliot Davidowitz, NY

Adena and Ezra Dyckman, NY

Selma and Jacob Dyckman, NY

Joseph & Inez Eichenbaum Foundation, CA

Maureen and Larry Eisenberg, CA

Phyllis and Joseph, z”l, Eisenman, NJ

Sheila and Kenneth Fields, NJ

Lisa Rosenbaum and Ronald Fisher, MA

Alisa Flatow Memorial Scholarship Fund, NJ

Naomi and Avi Friedman, NY

Rosalyn and Ira Friedman, NJ

Eleanor and Jule Vaki Fung, Israel

Marisa and Andrew Gadlin, NY

Randi and Alan Gelman, Israel

Robin and Marc Gelman, CA

Ari and Abby Glass, NY

Anne and Sheldon Golombeck, NY

Paula Yudenfriend and Arlin Green, PA

Green Street Power Partners, CT

Lizzie Straus Greenspan and Michael Greenspan, NY

Helen and James Haber, NY

Haruach Halsraeli (The Israel Spirit), Israel

Chanie and Barry Holzer, NY

Ithaca Area United Jewish Community, NY

Edith and Herman Itzkowitz, PA

Suzanne and Norman Javitt, NY

Connie and Alan Kadish, NJ

Robin and Simon Kahn, Israel

Aharon Katz, NY

Elissa and Michael Katz, NJ

Keren Trachtman (Ruach Yisrael), Israel

Kibbutz Mishmar HaEmek, Israel

Toba Kippen, GA

Jordana and Sam Klein, NY

Ruth and Daniel Krasner, NY

Rochelle and Seymour, z”l, Kraut, NJ

Arlene and Moshe Kupietzky, CA

Donna and Jeffrey Lawrence, MD

Ruth Freeman Lewis and Robert Lewis, z”l, NY

Sharona and Michael Loeffler, FL

Mandel Chesed Foundation, Israel

Judith Mantel, Luxembourg

Mantanel Foundation, Israel

Zipporah and Rabbi Arnold, z”l, Marans, NY

Etella and Haim Marcovici, NY

Alicia Mayara and Lawrence Stern, MD

Elana and Shami Minkove, NY

Mischcon Family Charitable Trust, Israel

Marilyn and Leon, z”l, Moed, NY

Daniella Moffson Foundation, NY

Evan Charles Neuman, Israel

Jennifer Bernstein Platt and Geoffrey Platt, NY

Vicki and Gerald Platt, NY

Esther and Donald Press, z”l, NY

Lauren and Mitchell Presser, NY

Barbara and Joel, z”l, Rascoff, NY

Norman and Bettina Roberts

Foundation, NJ

George Roudanez, CA

Paul Rubenstein Charitable Foundation

Shirley and Milton Sabin, FL

Amnon Segal, Israel

Avital and Yair Segal, Israel

Jamie and Scott Seligsohn, PA

Anat Ramaty Shashua, Israel

Shemesh Foundation, Israel

Rosalyn and Richard, z”l, Slifka, MA

Marilyn and Herbert, z”l, Smilowitz, NJ

Sondra and Myron Sokal, NY

Francine and Aaron Stein, NJ

Naomi and Gary Stein, NY

Adina Straus, NY

Tishrei Transportation, Israel

United Israel Appeal, Israel

LLC Vision and Beyond, Israel

Elaine and Michael Weinberger, z”l, NY

Judy and Morry Weiss/Sapirstein-StoneWeiss Foundation, OH

Woodhill Real Estate

Robin Zelkowitz, NJ

Tamar and Benjamin Zeltser, NY

Helene and Gerald, z”l, Zisholtz, NY

BRONZE

$5,000 - $9,999

Anonymous, CO

Anonymous, Israel

Anonymous, MA

Anonymous, MD

Anonymous, TX

Stephanie and David Abramowitz, VA

Hannah Abrams, Israel

Jocelyn and David Adelsberg, NY

S. Adelsberg & Co, NY

Leah and Jonathan Adler, NJ

Marilyn and Greg Adler, NY

Sarah and Maurice Aghion, MA

Emanuel Alice, Israel

Allie Alperovich and Jeremy Simon, NY

Beth and Bradley Alter, IL

Apex, Israel

Roberta and Alan Aronoff, NY

Ziv Aviram, Israel

Rachel, z”l, and Martin Balsam, NY

Diane and Noah Berkowitz, NY

Phyllis and Edward, z”l, Berkowitz, NY

Ellen and Morris Bienenfeld, NJ

Andrea and Bryan Bier, NJ

Sarah Black, z”l, TX

Beth and Reuben Blumenthal, NY

Deborah Stern Blumenthal and Michael Blumenthal, NJ

B’nai Israel of Linden Heights, NJ

Freda and Elliot Braha, NJ

Marisa Braunstein, NY

Sari and Stuart Braunstein, NY

Adrianne and Leon Brum, FL

Ruth Burian, NY

Emily Caslow, NY

Vivian and Daniel Chill, NY

Barbara and Melvyn Ciment, FL

Trina and Paul, z”l, Cleeman, NY

Carolyn Cohen and Reuben Namdar, NY

Daniela and Ezra Cohen, NY

Florence Cohen, z”l, NY

Shevi and Milton Cohen, NY

Lisa and Ephraim Dardashti, Israel

Dexel Factory, Israel

Batsheva and Irah Donner, NY

Renee and Harvey Douglen, Israel

DSJ Management, NY

Elaine and Lewis Dubroff, NY

Hattie and Arthur Dubroff, NJ

Sheera and Kenneth Eckstein, NY

Linda and Barry Eichler, Israel

Sherry and Aaron Eidelman, NY

Evelyn Ellenbogen, FL

Ruth and Gene Fax, MA

Elliot Feinerman, FL

Kay Fialkoff, NJ

Amy Fisher, Israel

Sharon and Jeffrey Fishman, CA

Debra Jakubovitz Fletcher and Tim Fletcher, z”l, CA

Etan Fraiman, NY

Robbie and Adam Fried, NJ

Sandy and Edward Fried, KS

Marsha and Tom Friedman, NJ

Renee and Avrohom Fruchthandler, NY

Judith Isaac and Walter Gadlin, NY

Linda and Norman Garfield, PA

Barbara and Steven Geller, IL

Rita Geller, IL

Caron and Steven Gelles, NY

Eileen Glaser and Jay Schachner, TX

Melissa and Josh Glaser, FL

Shari and Maurice Gluckstadt, NY

Ilana and Stuart Goldberg, NJ

Paulette and Max, z”l, Goldberg, NY

Esther and Jack, z”l, Goldman, NY

Shira and Gadi Goldress, NY

Nathan and Louise Goldsmith Foundation, NY

Sandra E. Goodstein and Arthur Rosenblatt, FL

Gorlin Family Foundation, MD

The Gottesman Fund, NY

Sara and Ronald Gottlieb, FL

Orit and Seth Gribetz, NJ

Robert and Cindy, z”l, Grosberg, NJ

Suzanne and Barry Gurvich, NY

Myrna Haas, NJ

Yifat Haddid, Israel

Phyllis Hammer, MA

Barbara and George Hanus, IL

Debbie and Robert Hartman, IL

Haves, Pine & Seligman, NY

Debra and Eddie Herbst, CA

Tiffany Herlands and Ronny Barnea, NY

Sylvia Holder, z”l, NJ

Nancy Isserman Horwitz and Joel Horwitz, PA

Aviva Hoschander-Sulzberger and Vernon Sulzberger, NY

Howard Hughes Corp., NY

Peggy and Robert Insel, NY

Yael and Evan Jerome, NY

Michal and David Kahan, NJ

Alexandra and Gavriel Kahane, NY

Carol and Steven Kallet, NY

Ruth and Jerome Kamerman, NY

Ruth and William, z”l, Kantrowitz, NY

Harriet and Joel Kaplan, NY

Evelyn Katz and Shmuel Erno, FL

Laura and Daniel Kaufthal, NY

Genene and Marc Kaye, NJ

Gloria Kaylie, FL

Joia and Josh Kazam, NY

Keren Asor, Israel

Keset, Israel

Diane and Barry Kirschenbaum, FL

Victoria and Arnold Kisch, Israel

Chani and Steven Klein, NY

Jane Klitsner, Israel

Laurie and Robert Koppel, NY

Ruth and Ethan Kra, NJ

Evelyn and Lawrence Kraut, NJ

Shelly and Stanley Kroll, IL

Jason Kuflik, NY

Aharon Lanin, Israel

Adama Pitronot Lehaklauyt, Israel

Sara Leifer, NY

Diane and David Lent, NY

Rami Levi, Israel

Jennifer Stone Levine and Mark Levine, NY

Kari and Joshua Levine, NY

Mindy and Seymour Liebman, NY

Kylie Eisman Lifschitz, Israel

Rita Lourie-Galena, PA & NY

Iris and Shalom Maidenbaum, NY

Diana and David Makkahi, CA

Caryn and Larry Malitzky, NY

Pearl and Jerome Mann, NY

Meira and Solomon, z”l, Max, NY

Mayberg Foundation, MD

Benay, z”l, and Ira Meisels, NY

Caroline and Marcelo Messer, NY

Lisa and Leon Meyers, NY

Grace and Martin Miller, FL

Michael Moore, TX

Miriam Muskin, IL

Gloria and Burton Nusbacher, NY

Naava and Jeffrey Parker, NJ

Pearlman Family, MD

Tzippi and Ira Press, NJ

Judy and Jerry, z”l, Pressner, NY

Raam Technologies, Israel

Joyce and Stanley Raskas, NY

Reut Foundation, Israel

Fritzie and Sheldon, z”l, Robinson, IL

Vivian Rosen, z”l, FL

Joyce Zinberg Rosenthal, NY

Ellen and Erik Roskes, MD

Carol Silverman and Eric Rothner, IL

Elizabeth and Gidon Rothstein, NY

Leah and Arnold Rotter, Israel

Hedda Rudoff, NY

Jan and Sheldon Schechter, NY

Lisa and Jonathan Schechter, NJ

Shirley and Matthew Schein, Israel

Tunie and David Schorr, Israel

Keryn and David Schreiber, IL

Esther and William Schulder, NJ

Erica and Robert Schwartz, NY

Mali and Steven Schwartz, NJ

Ruth Shane, MD

Deanne and Leonard Shapiro, Israel

Ruth and Irwin, z”l, Shapiro, NY

Jane Shiff, NJ

Mark Sibilia, Canada

Mollie Siegel, NJ

Karen and Roy Simon, NY

Tamar and Eran Smilowitz, Israel

Adam Sokol, NY

David Sokol, NY

Sara and Gabriel Solomon, MD

Marsha and Jan Spector, GA

Phyllis and Mark Speiser, NY

Rena and Bruce Spinowitz, NY

Stein, Adler, Dabah & Zelkowitz, LLP, NY

MA Stern, Israel

Blimie and Joel Strauss, NJ

Nechama and Howard Taber, NY

Hope and David Taragin, MD

Judy and Mark Teitelbaum, MA

Sonia Trey, MA

UJIA, Israel

Audrey and Max Wagner, NY

Tami and Sam Wald, FL

Marilyn and Lee, z”l, Wallach, NJ

Paula and Leslie Walter, NY

Anne and Mark Wasserman, NY

Shirley Weinstein, Israel

Marion and William Weiss, NJ

Linda and Stanley Weissbrot, IL

Roselyn and Walter, z”l, Weitzner, NY

Susan and Mark Wiesen, NJ

Michael Wolf, CA

Stella and Samy Ymar, MD

Benco Zad Inc., CA

Esther and Dov Zeidman, NY

Eva Zilz, NY

Adi Zirel, Israel

Mindy and Barry Zisholtz, GA

*As of August 3, 2025