Nitzotzot Spring 2017

Nitzotzot ‫ ניצוצות‬ BOSTON’S JEWISH COMMUNITY DAY SCHOOL / SPARKS / Spring 2017

4th Grade students enjoy the dancing and festivities during our Yom Ha’atzmaut celebration.

COV E R I MAGE:

CO NTE NTS

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From the Head of School

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Parents in the News

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Meet Oren Kaunfer

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On Habits of Heart and Mind

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Family in Focus

9 JCDS Ambassadors

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Matters of Taste 2017

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Class Notes

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Math Achievement through Perseverance

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@jcdsboston

F ROM THE HEA D OF SCHOOL

‫מ ראש בית ה ספ ר‬

BOARD O F TRU S TE E S

Officers Sari Korman, President Fiona Epstein, Clerk Nathan Hayman, Treasurer Members Yaniv Bejerano Sara Riedner Brown Claudia Davidoff Nicole Lieberman Gann Sophie Gildesgame Kathy Green (Honorary) Alex Gurevich Niki Lamberg Devra Lasden Sharon Levin Adele Newman Howie Rodenstein Alex Sagan Carey Schwartz Tom Schwarz Shiri Segev Elizabeth Waksman Arnee R. Winshall, Founding Chair Head of School Dr. Susie Tanchel Founding Board Naomi Bar-Yam Yaneer Bar-Yam Rabbi Susan Harris Mark Kramer Vardit Ringvald Arnee R. Winshall Walter A. Winshall

I recently read I Dissent, a children’s biography of Justice Ruth Bader Ginsburg, to my daughter. The book describes her relationship with the late Justice Antonin Scalia: fierce opposites in court by day and good friends by night. This led me to think about the collaboration between Orrin Hatch and Ted Kennedy. In the wake of Kennedy’s death, Hatch penned this description: “We disagreed on nearly every issue…. But to our mutual surprise… we soon realized that we could work well together. If the two of us— positioned as we were on opposite sides of the political spectrum—could find common ground, we had little trouble enlisting bipartisan support to pass critical legislation that benefited millions of Americans.”

Their legislative successes were many. They did not need to agree; yet in order to make progress, they needed to collaborate.

Perhaps this is what educational philosopher Parker Palmer had in mind when he wrote: “When democracy is working as it should, it is a complex and confusing mess where we can generate advances via the creative conflict of ideas; and can still manage to come together for the sake of the common good.” The common good: this is what we are educating toward every day here at JCDS. We are raising our children, in partnership with their parents, by opening their hearts and training their minds to enable them to reach across the aisle and work for the benefit of all.

The skills, capacities, and inclinations required for this work cannot be magically acquired in adulthood. Our children need to develop these skills over many years and to do so, they need to be in environments that teach them mindfully, explicitly, and repeatedly.

On the following pages, you will learn how we give our students opportunities to develop the Habits of Heart and Mind that we believe are essential for their development. For example, students develop curiosity as a habit—not merely being curious when they are interested in something. Thus, as they collaborate in chavruta (pairs) and larger groups in and out of the classroom, they spur one another’s thinking through prompts and questions. On page 14, you will have the opportunity to delve into our K-8 Math Program, which uses “math talk” to develop students’ resiliency when faced with challenges.

As you will read for yourselves in Nitzotzot, JCDS continually strives to be a place where we stay in conversation about substantive issues, even at times of profound disagreement. We believe it is this productive tension and disequilibrium that leads to creativity, to the refinement of ideas, and to the generation of new insights. This is our sacred work—and we could not accomplish it without each of you.

B’shalom,

Dr. Susie Tanchel, Head of School

Gan Nitzaners meet “Creatures of the Deep” from the New England Aquarium during STEM Day.

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Lior Div (second to the left) sits on a panel at the U.S-Israel Growth Summit (Credit: Office of Governor Baker/Flickr.com.)

PAR ENTS I N T H E N E WS

‫הו ר ים בח דשות‬ In print and online, JCDS parents are being recognized for their professional achievements in publishing, Jewish communal leadership, and cyber security.

JCDS is proud to count so many leaders of the Boston community among its parent body. Thank you to all of our parents for making our community so vibrant inside and outside of school.

Dr. Marina Umaschi Bers (parent of Tali ‘14, Alan ‘16 and Nico ‘19), professor of child development and computer science at Tufts University, where she also heads the DevTech Research Group, was recently featured in The New York Times article entitled “Learning to Think Like a Computer,” which discusses the importance of teaching coding to young students. Every year, Dr. Bers brings her Tufts students to teach KIBO robotics to the JCDS Kindergartners as they work on different projects: “Learning the language of machines.... is as basic as writing is to being proficient in a foreign language.... you are able to use language in many expressive ways.”

James Cohen (parent of Jason ‘19) was honored at CJP’s 2017 Chai in the Hub, which recognizes those who are engaging in meaningful work personally and professionally to better Greater Boston’s Jewish community. Nominated by their peers, friends, and colleagues, this group of under-45ers is shaking up the scene with style. Cohen, Director of Development at Keshet, says what inspires him is “a vision of the world I want to leave my children—one in which there is more justice, more peace, and more opportunities for all people.”

Lior Div (parent of Lia ‘25) was interviewed on WBUR as part of Governor Charlie Baker’s trip to Israel to stimulate business collaboration between the two states. In December, Governor Baker and the New England-Israel Business Council (NEIBC) embarked on the BakerPolito Administration’s Economic Development Mission to Israel. Div, CEO and co-founder of the cyber

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security company Cybereason, was part of the delegation that included nearly 50 private, non-profit, and academic sector partners. The mission looked to leverage Massachusetts’ unique and innovative economic climate to welcome Israel’s global leadership in the cyber security and digital health sectors.

Tova Mirvis* (parent of Eitan ‘13 and Liana ‘22) was featured in The Boston Globe as part of a group of female authors that meets to workshop each other’s writing and act as a “shop talk.” The group *Photo Credit: “pored through Newton author The Boston Globe Tova Mirvis’s upcoming memoir, The Book of Separation, on leaving her marriage and Orthodox faith.” Mirvis’s memoir will be published in September 2017.

Dr. Susie Tanchel (JCDS Head of School and parent of Jordana ‘23) was honored at Keshet’s annual OUTstanding! Awards Gala. Along with Rebekah Farber and Dr. Marc Kramer, Dr. Tanchel received the Hachmei Lev Award for modeling Jewish LGBTQ inclusion and equality in the Jewish Day School movement. Dr. Tanchel was, until recently, the only publicly gay head of a Jewish Day School in the country. Serving as a role model through her own journey of coming out, she played a crucial role in creating a space for LGBTQ students, faculty, and parents to be able to be themselves in the Jewish Day School world.

We want to celebrate the incredible work you do in your professional, personal, and communal life.

Please send your updates to news@jcdsboston.org.

M E E T O RE N K AUN FE R , JC DS’ S M A D R ICH R UCHANI (S P I RI T UA L E DUC ATO R)

‫ מד ר י ך רו ח ני‬,‫ה כיר ו א ת א ור ן‬ Gavi Elkind, JCDS’s Associate Director of Admissions for Community Engagement, wanted to know more about the mysterious man behind the guitar. She sat down with Oren and graciously shared her findings.

I worked at MTV and Cartoon Network for many years—I loved it, but never got the chance to see the people I made content for interact with it. School is the opposite: I see students and families engage with my work, which I can change and adjust for them.

G: What initally drew you to JCDS?

G: How do you keep your practice and approach to t’fillah fresh and real?

O: When we moved to Boston, we had to choose a school for our kindergartner, Layla ‘21. We met people who had children who were JCDS graduates, and we were so impressed with how kind, thoughtful, articulate, and confident they were. We thought, “How do we get our children to turn out like that?” I was working at an animation studio, but wasn’t feeling fulfilled. Friends suggested I apply for the madrich ruchani position. I met with Susie Tanchel one sunny spring afternoon. I was upfront about what I could bring to the school, and she took a chance on me.

G: What influenced you most on your journey toward becoming madrich ruchani?

O: Both of my parents are incredible Jewish educators so I grew up steeped in Jewish education, tradition, and practice. When my father retired from his pulpit in Providence, the entire community came together to celebrate him and spoke about how much of an impact he had made on their lives. I started to think: how can I help others and shape something larger than myself? In my role as madrich ruchani, I strive to help children create a positive association with t’fillah and build an emotional connection to Judaism.

I want them to feel a sense of joy and community during exciting moments, and support and solidarity during difficult times.

I want to help students see that they are part of a beautiful and intricate web of history, practice, connection, and understanding.

O: When I first started at JCDS, I met with Rabbi Claudia Kreiman (parent of Alma ‘22 and Rabbi of Temple Beth Zion), who gave me some unforgettable words of wisdom. She said, “Wherever I am doing t’fillah, that’s my t’fillah.” I’m not going to fake the experience; students pick up on that. If I make it a real moment for myself, it becomes a real moment for them.

G: What is your favorite chag (holiday) celebration at JCDS and why?

O: Tashlich. There is something so pure and special about everyone dressing in white, walking together, singing, and setting intentions on the bridge over the Charles River.

G: How long have you been playing guitar? Do you play any other instruments?

Oren’s door is always open! Stop by for a jam session or some spiritual nourishment!

O: Long enough that I should be much better than I am! The truth is, I love the guitar, but the instrument that really fits my soul’s expression (and I am proficient at) is the harmonica. I’ve recorded on friends’ albums, and I just love playing. I also play the mandolin, drums, and a little piano.

To reach him, email orenk@jcdsboston.org or call 617-972-1733.

G: What is your favorite song (Jewish or secular)?

O: I have too many to name! One thing I’ve learned as madrich ruchani is that I never know what songs will stick with the children, although I try to imagine what they will find most meaningful and fun. My favorite is probably whichever the students sing with such feeling that it stirs their souls as well as mine.

So that could be Taylor Swift or a Psalm… or a combination of the two!

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PA PER BAG S PEECHES : ON HA BI TS OF HEA RT A ND MI ND

‫ ת כונות הל ב והנפ ש‬:”‫נאומי ”ש קית ניי ר‬

“The transition to middle school is a challenging and an exciting time for students.

They are navigating a mixed-age advisory group, taking more subjects and classes, building relationships with new teachers, and experiencing a variety of social-emotional changes. As a way to help make this transition smoother and easier and to create a culture of openness and sharing in my 6th grade Humanities class, students write and deliver a “paper bag speech.” They use objects, such as a family picture, a soccer ball, a measuring cup, or a Star of David to represent their interests, passions, and hobbies. The goal is to make connections based on shared interests and to develop a healthy respect for differences.

Inspired by the JCDS Habits of Heart and Mind, we took the “paper bag speeches” one step further this year. Students reflected on two habits they feel they possess and offered examples of how they have demonstrated these habits in their lives. They also identified a habit which they would like to work on and outlined concrete ways for doing so. I was humbled by their words, and I realized that if we really listen to what students have to say, they will tell us, as educators, how best to teach them.”

— Michelle Boyle, 6th Grade Humanities Teacher

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EXCERPTS OF STUDENT WORK:

CURIOSITY / ‫סקרנות‬

The History Channel symbol represents the habit of curiosity because of my interest in seeing the progression in ideas, weapons, and armor throughout history. For example, I learn about the progression of weapons and armor by watching educational-ish videos, and I learn about the change of religious beliefs in a culture like Rome by reading books. I believe that a good way to find information is if you hear someone saying something you find interesting, don’t just let it go, ask more questions and research more questions.

RESILIENCY / ‫התמודדות‬

I chose a picture of my brother to represent resiliency. When I see something that is not going right, I keep trying to figure out what I can do to fix it. For example, my brother screams and screams a lot when things don’t go his way. After trying different things, I learned that I’m the only one who can make him stop by using humor... I’m proud that I have problem solving as one of my characteristics because if I didn’t have problem solving abilities then I wouldn’t be able to handle my little brother or think of solutions when something goes wrong.

REFLECTION / ‫הערכה עצמית‬

After looking back at my past behavior, I decided to choose the composition notebook as the metaphor “write your own life.” This year, when I work on controlling myself, I hope I will be able to solve and to react to situations rationally so I can write my own life.

PROBLEM SOLVING / ‫פתרון בעיות‬

This pencil I have here represents the habit of problem solving, as I usually pick up a pencil when I start to solve problems, by making a list of pros and cons, writing out influential points, or even operating on numbers, and if I do say so myself, I am good at these things. I absolutely love to solve problems, but some problems are harder to solve than others.

PERSEVERANCE / ‫התמדה‬

My third habit of mind, perseverance, is the one I want to work on. The object I chose is a puzzle. I chose a puzzle because I can’t just say, “I’m better at problem solving and I don’t get overwhelmed anymore.” I have to take small steps to get better. The pieces in the puzzle represent the steps I’m going to take to become less overwhelmed, and keep trying even if I do. Once I have all of the steps that are represented by the pieces of the puzzle, I will be able to put them all together, like a puzzle.

JCDS HABITS OF HEART AND MIND Integrity and Ethical Living ‫יושרה‬ Multiple Perspectives and Empathy ‫מבט אופקי‬ Perseverance and Resiliency ‫התמדה והתמודדות‬ Curiosity ‫סקרנות‬ Desire to Solve Problems ‫פתרון בעיות‬ Capacity for Reflection ‫הערכה עצמית‬ Rigorous Appreciation for Evidence ‫שימוש בראיות‬

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M E E T T H E PAR E N T A M BA S SA DO R S

‫הכירו את המשפחות השגרירות‬

Robin Adwin, parent of Jacoby ‘22 The emphasis on nurturing and encouraging the compassion and kindness that our children already have sets the school apart from other educational opportunities in the area.

When you choose JCDS, it is not just for your child(ren); it is a welcoming community that embraces your whole family as part of a rich fabric and integrates that sense of community into the education.

Meet the Parent Ambassadors, a growing network of JCDS parents who promote the school in the community and connect with prospective families through authentic, positive, passionate word of mouth. Every parent can participate, and every contribution is meaningful and important. We asked a selection of ambassadors to respond to the following question: “When you describe JCDS to people in your networks, what do you mention as the strongest aspects of JCDS and why?”

Beth Wasserman Badik, parent of Naomi ‘25 I was thinking about the theme from Cheers—for the students, JCDS is a place where everyone knows your name. The amount of exposure and interaction a little Gan Nitzaner (Kindergartner) has with a Middle School student—from reading and t’fillah buddies to the After School Program to Dance Troupe and beyond— really creates a community feel across grades. My daughter beams when she sees the older students running up to say hi to her.

Malka and Menachem Engel, parents of David ‘17 One of the aspects of JCDS that stands out to us is the “Culture of Kindness.” JCDS’s emphasis on Derech Eretz (ethical living) is seen clearly in the daily interactions between students in the classroom, lunchroom, and on the playing fields.

Rachel Fish, parent of Ezra ‘23 and Asher ‘24 One of the many strengths of JCDS is its emphasis on, and investment in, the learning process. Teaching our children to learn and appreciate the growth and process of learning—and not only focus on the outcome—is essential at JCDS. Our children experience the educational journey in a profound way with the support and aid of talented educators at JCDS.

Laura Shechter, parent of Kayla ‘23 The integrated approach to Hebrew language education is one of the most notable aspects of the academic curriculum, allowing our daughter to acquire her language skills at an astonishing rate, and to demonstrate her knowledge proudly with native speakers in Israel and beyond.

Lihi Shoshani, parent of Ben ‘21 ‫ זה בית ספר עם הרגשה הכי קרובה‬JCDS ‫ עם צוות‬,‫לבית ספר כמו בבית—מקום נעים‬ ‫ מעודד למידה‬.‫נהדר ותחושת שייכות וקהילה‬ .‫בדרכים מגוונות‬

Liz Waksman, parent of Leo ‘19 and Isaac ‘26 When I talk about JCDS, I always find myself describing the impact that JCDS has on me, in addition to the more obvious impact the school has on my children. JCDS has become a place where I have rediscovered the love of being part of a vibrant Jewish community. Our community is diverse, and in this diversity, we find common ground and strength by learning from one another, and gaining an appreciation of one another’s perspectives. This is how lifelong learning happens, and I love it!

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MATTERS OF TASTE 201 7 ‫ענין של טעם‬ 1

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On March 19, 230 friends of JCDS gathered together for our annual benefit event, Matters of Taste. This year, for the first time, we hosted the entire event on campus—the school looked beautiful! The classrooms were transformed into elegant, welcoming dining spaces, and our guests were able to experience the magic of the school. The halls and rooms were alive with student work. Our ten speaker-leaders from the greater Boston area intrigued guests with topics ranging from marathon running to the State treasury. On behalf of the board, staff, and students at JCDS, we want to express our deepest appreciation to the many people who helped to make this event a success and for your support of Matters of Taste 2017. We hope to see you at Matters of Taste 2018!

(Captions 1 First Day fromofleft School to right) 2nd graders eagerly enter 1 JCDS Rabbion Marc Baker, parent, their first day Lishi Baker ‘17, Jonah of school.

Weinstock 17’, and Amiel 2 1st Weinstock, Grade Milestone parent 1st graders present 2 their Sari Korman, President, interpretations of Board of Trustees, Shacharit (morningand prayer parent, John Hunt, service)and during their former trustee and Siddur Ceremony. parent Paula Sinclair, former 33 4th Grade Milestone trustee and alumni parent, 4th graders share their and Niki of Lamberg, trustee learning the Haggadah and parentof parents to a group before Pesach during the 4 Dr. Susie Tanchel, Head 4th Grade Milestone. of School and parent, Herzig-Marx 4 Joshua 6th Grade Milestone and Carla Naumburg, Co6th graders perform Chairs, Matters of Taste during the 6th Grade 2017, and parents Milestone, where they

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reflect on parts of Judaism 5 Dr. Jerome Groopman, and family history that MOT Special Guest, are special to them.

Liz Waksman, trustee parent,Builds and Darren 5 and 8th Grade Sukkah Orbach, parent 8th graders build a sukkah for the school to use dur6 Ruth Weinrib and Paul ing Sukkot.

Weiss, alumni parents 6 Matters of Taste Dr. Susie Tanchel, Head of School, stands with Matters of Taste 2016 CoHosts, Michelle Barmazel and Kevin Steinberg at the Matters of Taste Reception at JCDS.

10 Rosh Hashanah Students enjoy apples and 7 honey Judy Herzig-Marx, during the Rosh grandparent, Alex Sagan, Hashanah Chagigah. trustee and parent, Karen 11 Gan Firestone, NitzanMOT Milestone Special Kindergarten Guest, and Dr.students Susie demonstrate their learnTanchel ing at the Gan Nitzan 8 milestone.

Don Lasden and Devra Lasden, trustee 12 Purim Celebration 9 A Rabbi Sylvandresses and Rhoda 7th grader up Kamens, grandparents, in costume at the JCDS and Jon Kamens, parent Purim Celebration.

10 Paul Bleicher, MD PhD, 13 STEM Day Special Guest MOT Students get to tinker with old machines in the 11 Charlie Radin, former “Take Apart Room” durMOT Special Guest and ing STEM Day. Joanne Baker, faculty 12 Hecker, former 14 Betsy Advisory Games Board and MiddlePresident, School advisories Arnee R.determine Winshall,the battle to Founding anddurchampion Chair advisory alumni ing the parent annual Advisory Games. Featured here is 13 Mark and Janet Fagan, the “Sabra” advisory. alumni parents

15 Sunrise Shacharit 14 Parents Dafna Hayman, 8th graders enjoy their Galit Div, Izhar Armony, last Sunrise Shacharit Gadi Saarony, Lior Div, in Arlington as JCDS and Jaka Saarony students.

15 Nancy Ganz and Jennifer 16 K-2 Engineering London, parent and JCDS As part of a chemical Director of Development engineering unit, Gan and Communications Nitzan, 1st and 2nd learned how Sub16 graders Talia Engelhart, parent, 7 Chanukah Celebration ZeroShoshana Ice CreamJacobs, Company and 8th graders light the chamakes cream using former ice trustee and parent nukiah during the annual dry ice and even got to Chanukah Celebration.

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Gildesgame ‘06, trustee, Cathy 8 Shavuot Celebration 17 Graduation Gildesgame, former Students make crowns Oren Kaunfer, Madrich Board President and from leaves and flowers at Ruchani (Spiritual alumni parent, andEducaMike the Shavuot Chagigah. tor) and Sabraalumni Advisor Gildesgame, speaks about Hallah ‘16 at parent 9 JCDS Blaze Basketball Graduation.

The JCDS Blaze Boys 18 Aithan Shapira, MOT Basketball team became 18 Special End of Year Celebration Guest, and Noni the 2015–2016 Day School The 1st and 2nd grade Armony, former trustee Champions. dance troupe performs at and parent the annual End of Year Celebration.

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CLA S S N OT E S JCDS Alumni at the 18th Annual Matters of Taste.

JC D S ‫בוג ר י‬

From left to right: Asher Dale ‘13, Sivahn Sapirstein ‘13, and Stav Bejerano ‘13

In college?

Working?

Volunteering?

Publishing a book?

Getting married?

Having a baby?

Class of 2013 & 2014

Let us know what’s happening in your life by emailing your updates to news@ jcdsboston.org.

Hodaya Propp ‘13, Eve Segel ‘13, and Shira Small ‘14 were featured on Sing That Thing!, WGBH’s singing competition, as members of Gann Academy’s Accapella group “ShenaniGanns.”

Sivahn Sapirstein ‘13 is a 2016 Bronfman Fellow and was the Alumni speaker at Matters of Taste 2017.

Class of 2012

Talea Shakun-Berkelhammer ‘12 instituted a permaculture workshop series for fellow Hamilton College peers, which was extremely successful. “Permaculture is the agricultural system of our future; it is not just sustainable, but also a self-sufficient and regenerative cultivation practice simulating the patterns and processes of natural ecosystems,” writes ShakunBerkelhammer.

Class of 2011

Aaron Hunt ‘11 was awarded the 2016 Golden Eye Award, which recognizes a naturalist for reporting an extraordinary field find by the Rhode Island Natural History Survey. Aaron was awarded the honor for his work in collecting, identifying, and photographing over 1,000 of the insect species found on Block Island, Rhode Island, and sharing his findings with the scientific community.

Class of 2009

Rebecca Jackson ‘09 is a junior at Cornell University studying Policy Analysis and Management. She does research on the interaction

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between the foster care and incarceration systems, and works as a teaching assistant for college courses in a maximum security men’s prison. Upon graduating, she plans to go to law school to pursue a career as a criminal defense attorney.

Class of 2006

Jesse Garlick ‘06 is a Boston-based actor, dancer and theatre educator. He has appeared in many local productions, including Journey to The West (Central Square Theatre) and A Midsummer Night’s Dream (Classical Repertory Company). He has also performed regionally in New York in Good (Off-Broadway/ PTP-NYC). Jesse is a co-founder of the 360 Dance Ensemble and is a faculty member of the Education and Community Initiatives (ECI) Department at Boston Ballet, where he teaches as part of the Citydance, ECI on Location and Adaptive Dance programs. You can next see Jesse in Hamlet (Brown Box Theatre Company) touring this summer.

Rachel Jackson ‘06 (right) was featured in an article about female sofrot (scribes) in the Times of Israel online newspaper.

When asked why she does not write Torah scrolls but does write megillot and ketubot, she responded, “My community is not there yet…. It’s important for me to stay within the Orthodox community. I think there are just some conventions [that will take] time to change…. Change comes in different modalities. Before we get to halachic change, we need to create social and cultural change.”

ALU M NI PA RE NT O UT R E AC H: SAV E T H E DAT E FO R MOVIE N IGHT

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so dearly. We welcome the participation of JCDS families from all years.

Save the date for our first event: Thursday, October 26, 2017, from 7-9:30 pm for the Alumni Parent Movie Night!

We would love to learn how you would like to stay connected with our community. Please email us at alumniparents@jcdsboston.org.

We hope to hear from you and look forward to seeing you soon!

Alumni Family Outreach Co-Chairs, Nancy Vineberg (left) and Beth Polasky (right)

B’shalom, Nancy Vineberg (Noa Vineberg ‘15) Beth “Missie” Polasky (Hannah Furgang ’06 and Nadav Furgang ‘11) Co-Chairs, Alumni Family Outreach

Our alumni are collaborative, curious, and confident… primed to change the world.

— Dr. Susie Tanchel

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Dear Friends, Sunrise Shacharit, Sunday Soccer, Shabbaton—so many special memories stem from our children’s time at JCDS. While some things—chaperoning the Museum of Science overnight (Nancy) or frantically sewing yet another siddur cover (Beth)—thankfully are behind us, as our children have moved on from JCDS to high school, college, and “real life,” we’ve found ourselves missing our broader JCDS community and friends.

In partnership with the school, we’re delighted to help spearhead an outreach initiative for alumni parents. We aim to create opportunities for alumni families to continue to share in the life and community of the school we love

ALU M NI O U T RE AC HC H : Dear Fellow Alumni, I graduated from JCDS in 2006. I currently sit on the JCDS Board of Trustees as an alumni member. My goal is to find new ways for former students to stay connected with each other and build an alumni community. We’d like to learn more about what you are up to!

Please visit www.jcdsboston.org/alumni to fill out our Alumni Survey.

I am also here to be a general resource for you. Send me an email if: • You have an idea that wasn’t listed in the survey

• You have news you want to share with the school and our alumni community • You want to arrange for a JCDS meet-up in your city • You want to get involved with JCDS in some way or have talents you are willing to share (musicians, artists, coaches, writers) • You have any questions, or feedback Hope to hear from you soon!

Sophie Gildesgame ‘06 sophie.gildesgame@gmail.com

Sophie Gildesgame, Member and Alumni Liaison, JCDS Board of Trustees

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M AT H AC H I EVE ME N T T HRO UG H PERS EV ERA NCE

How does JCDS make sure its students achieve and succeed in the area of mathematics? One way is by employing a “productive disposition,” or getting the students to see mathematics as sensible, useful, and worthwhile. Teachers foster mathematical thinking through studying logic, operations, geometry, algebra, measurement, data collection, and probability. JCDS also develops students’ mathematical proficiency by teaching and encouraging diligence and self-efficacy. Below are several examples of these techniques in action. The combination of content mastery and problem solving enables students to succeed in high school, as well as engage in problem solving opportunities throughout life because they have practiced the habit of perseverance.

Test Reflection Before receiving a grade, students have the opportunity to reflect on their incorrect answers, correct them, and explain why they got them wrong in the first place. This “error analysis and correction sheet” is not just an opportunity to recover grade points; it is an opportunity for students to reflect on their work and engage in self-growth. Students are taught to focus on the work of problem solving, not just the final grade.

Growth Mindset for Teachers and Students In order to understand the effects of applying a growth mindset in the classroom, middle schoolers participated in a math department exercise in which each student was tasked to solve a problem. Teachers assisted by employing growth mindset techniques. For example, they developed language that might be used if students were having trouble solving a problem, such as, “I don’t understand this

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yet,” “How did you try to solve this problem?” and “What other strategy might you use?” A recent survey reflects their perseverance and the positive effects of this mindset: 97% of students believe that their teachers think they can succeed, but more significantly, 98% of the students believe in themselves, stating that they can succeed!

Tiered Homework Middle School math teachers use a multipronged approach to homework to engage students where they are, challenge them to push further, and be flexible in their mindsets.

Beginning in 5th grade, students are given three different levels of homework problems: “square questions” are main problems, “circle questions” are for reinforcement and practice, and “diamond questions” are for challenge.

Students are encouraged to provide an answer to the question level at their point of entry and to try at least one higher level question. This approach ensures that all students understand concepts while still challenging themselves.

Enrichment and Support JCDS prides itself on providing an education that is “student-centered,” meeting each student at his or her level. There are many math enrichment opportunities for students who require an extra challenge, as well as a learning center for students who need additional assistance. JCDS views each student as an individual who can be pushed to excel. All 6th through 8th graders are encouraged to compete in math contests, regardless of their level.

Students share their ideas after the contest, and attempt to solve missed problems and learn from their mistakes.

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Our goal is to engage all students as problem solvers.

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‫היש גי ם במ תמ טי קה ד ר ך הת מדה‬

— Irina Kader-Braginsky, Middle School Math Teacher

3rd Graders explored blindness adaptive equipment as part of an Understanding Our Differences (UOD) program on Blindness and Low-Vision.

UOD is a nationally recognized program that uses hands-on, participatory curricula to foster respect, acceptance, and compassion for people of all abilities.

Featured here are students learning to use a brailler. From left to right: Ruti ‘22 and Jacoby ‘22 NI T ZOT ZOT / S PRIN G 2017

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SPA R KS MAG A Z IN E / FA L L

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