Annual Report 2022/2023

GUIDING PRINCIPLES Wornick Jewish Day School is the educational home (TK-8) for the Jewish community in the North Peninsula. Our guiding principles are the lenses through which we bring to life our mission to develop the next generation of leaders. For each principle, we developed goals for their implementation in the form of “...So we” statements. Throughout this report, we will explore each of the guiding principles, illustrating how our educational program meets our stated goals.

At Wornick, we celebrate the Jewish value of Bina ‫‘( בינה‬wisdom’). We spark excitement for and teach students to find meaning in learning. We inspire students to be curious lifelong learners. Every child is seen and heard as they tackle complex academics and interpersonal learning that prepares them for their future endeavors.

Jewish learning at Wornick is a joyful tapestry of immersive study and experiences, personal reflections, and communal celebration. We believe that Judaism teaches us to find meaning in everything and to be responsible for ourselves, our communities, and beyond.

As a Jewish Community Day School, Wornick’s approach to community is deeply rooted in the values of Arevut ‫ ערבות‬and Achrayut ‫‘( אחריות‬communitymindedness’ and ‘social responsibility’). We believe that Wornick is more than a school and its impact is felt beyond our walls and our students. Students, families, and our professional staff thrive within the fabric of an engaged school community grounded in connection, belonging, and shared experiences.

At Wornick, we believe diverse voices and experiences enhance our school community. Our approach to inclusion is rooted in the Jewish values of Derech Eretz ‫‘( דרך ארץ‬honor and respect’) and B’tzelem Elohim ‫‘( בצלם ה׳‬all people are created in the image of G-d’). We embrace and welcome a rich mosaic of Jewish practice, learning styles, race, ethnicity, sexual orientation, gender identity, life experience, socioeconomic status, and world perspectives.

MISSION STATEMENT Ronald C. Wornick Jewish Day School develops students who are socially and academically prepared to meet their full potential as engaged leaders committed to a life steeped in Jewish ethics and values.

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HEAD OF SCHOOL NOTE This past year, a number of local Jewish organizations partnered with the Jewish Community Relations Council to put on an event to take a stand against rising antisemitism on the North Peninsula. The event featured many local politicians, a congressman, and several communal leaders. However, the only standing ovation and the longest applause came after two eigth-grade Wornick students spoke about the importance of not only combating antisemitism but also promoting a rich, diverse Jewish community that is alive and thriving.

In the Tractate of Berakhot (‘blessings’) in the Babylonian Talmud, the concept of leadership of prayers is discussed by our Rabbis. In one section of the discussion, our Rabbis debate what should be done about a grace after a meal in a large banquet hall where a leader’s voice might not be heard through all the noise. A practical solution is offered to split up into smaller groups of ten or even smaller groups of three so that the voice of the prayer leader can be heard.

It occurs to me that the work of hearing our leaders’ voices is central to our mission at Wornick. Our goal remains to help our students reach their full potential as leaders steeped in a Wornick Jewish education. Over the last few years, our school has continued to deepen our awareness of what it takes to hear their voices and to empower them as leaders.

We have successfully increased our capacity to create the necessary conditions for each voice to be heard. We have greater resources dedicated to elective offerings, allowing students to thrive as budding musicians, artists, and creators. There are more opportunities for students to speak to our Wornick community, and to represent our school and our values outside of our four walls. We understand, better than we have at any point in our school’s history, what resources are needed to hear the voices of each of our student leaders. Our student support team has grown substantially with a school counselor, dedicated literacy specialist, and a growing team of professionals who deeply understand what it takes to support every learner in our building towards a future of values-driven leadership. From our youngest grades, our students learn to lead through rigorous study, acts of service, dance performances, athletic activities, and their role as an ambassador of a Wornick education in their homes and communities.

These results don’t just happen. They are the result of an intense investment in the future of our community. These results are the consequence of our parents and supporters understanding that in order for us to have a future that lives the values we care about, we have to do the work to create small, warm, and nurturing environments for the voices of each our young leaders to be heard today so they have the confidence to lead tomorrow.

On behalf of the entire Wornick community, thank you for investing in this vision.

Adam Eilath Head of School

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... So we deliver student-centered learning through a progressive educational approach. Our curriculum is interdisciplinary and project-based.

WORNICK LEARNING IN ACTION Wornick students lived the Educational Philosophy Guiding Principle as leaders and thinkers both inside and outside of the classroom. Building on the foundation of active learning and critical thinking, students took the roles of investigators, creators, and researchers to dig into content, discuss their ideas with their teachers and peers, and determine conclusions that could be applied to essential questions. Throughout their work, students were asked to collaborate, communicate, and reflect to refine their ideas and build a deeper understanding of the topics presented in class. By taking an active role in their learning, students are empowered to ask questions, explore ideas, and Nicole Haire Assisistant Head of School discover knowledge, thus leading to more independent, self-reliant learners.

In the second year of Project Based Learning (PBL) implementation, professionals designed and refined key projects that integrated all subject areas. Through monthly meetings in Professional Learning Communities, teachers collaborated with one another to reflect and build new units of study to be used throughout the subjects and grade levels. With a robust library of PBL units, students engaged in multiple projects gaining a deeper understanding of concepts by applying them to meaningful, authentic projects. The frequent exposure to these projects helps students retain content knowledge as well as equips them with a wide range of valuable skills for lifelong learning, such as public speaking, organization, time management, and creativity.

Wornick students embodied leadership this year. From eighth grade students presenting about antisemitism to local political leaders to first graders designing school maps for visitors to Wornick, students are developing the tools to take different perspectives, empathize with others, and speak confidently. Kindergartners designed cities with the needs of the community at the forefront, second graders chose heroes that made a difference in the world, and seventh graders lived their Jewish values through the Tzedakah project. Throughout the year, the emphasis on decision making, teamwork, and problem solving encourages Wornick students to take initiative, act ethically, and make a positive impact on the world.

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...So we prepare our students to be leaders in our rapidly evolving world. Our students believe that they matter in the world and that they can make a difference, and they are equipped with the necessary critical thinking skills, empathy, curiosity, and self-awareness.

First Grade - A Warm Wornick Welcome An important part of the curriculum at Wornick is social and emotional learning (SEL), the process by which one acquires and applies the knowledge, skills, and attitudes to develop healthy identities, manage emotions, develop and display empathy, maintain supportive relationships, and make responsible, caring decisions. Wornick first graders practiced these competencies in their project-based learning (PBL) that tackled the driving question: How can we help new friends and visitors get to know our class and school community?

First graders considered various ways to welcome others and chose their favorite to illustrate for the class pamphlet they gave to visitors. Activities featured included making introductions, orienting visitors to their classroom, hosting playdates and Shabbat dinners, sharing safety information, asking personal questions, demonstrating how to be a nice friend, and sharing their favorite toys, games, and activities. Through this project, students established a sense of community with their peers, comfort within the classroom, and awareness about the power they have to be inclusive.

Ultimately, with this foundation in SEL, students were prepared to take their turn as class ambassadors, where they welcome visitors throughout their time at Wornick. The ambassador program helps students learn the practical skills of poise and confidence when speaking with adults, as well as practice empathy through understanding what it feels like to be a newcomer in a new space.

Fifth Grade - The Not-So-Silly Goose Problem After learning that Foster City had two of the most polluted beaches in California, Wornick fifth grade students launched an investigation into the underlying causes and the actions they could take to make a difference. They began their inquiry by visiting the lagoon to make their own observations, noticing a green tinge and a strange smell to the water. The fifth graders then conducted research to identify the steps that had been taken to address the pollution, examining the Foster City City Council minutes, videos produced by the City, and additional documents.

Through this research, they identified the waste produced by Canadian geese as the catalyst for the local water pollution. Based on these findings, they worked in groups to present possible solutions that targeted either removal of the geese or removal of their waste.

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...So we teach our students to be advocates encouraging them to frame problems, offer solutions, and lead change. They learn to communicate confidently, effectively, and persuasively through collaboration and public speaking opportunities.

The next phase of the project involved a deep dive into biology. Students learned about ecosystems and how changes in the wildlife population can affect the entire ecosystem; they also spoke with the Foster City Parks Manager to discover more about the scope of the problem and possible solutions. This information allowed our fifth graders to analyze the Foster City context, identifying Canadian geese as migratory birds that became an invasive species due to the area’s ample food and good climate. Ultimately, the Canadian geese changed the balance of the ecosystem through overpopulation, and as a result, they cause the pollution by producing more waste than the decomposers in the ecosystem can break down.

To wrap up the project, students turned the science into civic action. One of the primary interventions they learned about was egg addling, a humane way to stabilize goose populations by preventing eggs from hatching. In order to engage the entire community, they created an advisory notice for a local electronic billboard that prompted residents to contact city officials if they observed a Canadian goose nest.

Students also created flags for city officials to place by nests so they could carry out the addling efforts. By ensuring opportunities to affect change, our students develop a strong sense of agency and the foundational skills for leadership.

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“I honestly didn’t think us kids– we’re only, what?

Ten, eleven?– could actually make some type of difference in this big city, Foster City, but we did, and that’s exciting!”

-5th grade student

...So we teach our students to be thinkers who ask critical questions, incorporate multiple perspectives, listen, and evaluate. They plan, research, and validate to help them form their own conclusions.

Eigth Grade - The Math of Mosaics Art and math are often considered opposites. In this PBL, Wornick eighth grade students bridged this divide by using tile art such as tessellations and mosaics to understand different geometric transformations. Students began their inquiry by examining historical and modern works of tile art, making observations about the patterns and their shapes to describe the techniques used. Next, they developed mathematical descriptions of the techniques and reviewed the example art to identify the type of transformation used in each: rotation, translation, reflection, and/or dilation.

To integrate these concepts, the eighth graders designed their own tiled patterns. They started by drafting their design from pattern blocks, physically manipulating the designs to visualize the transformations, before moving on to describe the math behind their design. Students then conducted a peer review of the designs, offering insightful feedback to each other to further refine their designs. To finish the project, Wornick eighth graders presented their designs, articulating how, as artists, they incorporated math to create their pieces. Through this act of creative expression, they ultimately discovered the beauty in math and the math in beauty.

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... So we prepare our students to be leaders in our rapidly evolving world. Our students believe that they matter in the world and that they can make a difference, and they are equipped with the necessary critical thinking skills, empathy, curiosity, and self-awareness.

FIELD TRIPS Field trips are an integral part of a Wornick education. Students of every age get the opportunity to leave campus for applied learning activities. From our TK/K students taking a walking field trip to City Hall to learn about civics, to our fifth grade students visiting the planetarium at College of San Mateo, Wornick students frequently went on exciting adventures that made their schoolwork “come alive.” For our older students, overnight trips to locations such as the Marin Headlands, California’s Central Coast, the American South, and Israel were incredible opportunities to dive deep into difficult concepts, practice their teamwork and interpersonal skills, and make interdisciplinary connections to better understand the world around them.

California’s Central Coast This year, our sixth graders went on a unique, camping road trip up California’s Central Coast, stopping in Morro Bay, San Luis Obispo, Big Sur, and Santa Cruz. During their travels, students experienced California’s environmental richness while hiking beautiful trails on land and kayaking in the ocean, bringing them face to face with wildlife like redwoods, sea otters, and giant kelp. Wornick sixth graders also had the opportunity to speak with a park guide, learning more about environmental stewardship and water conservation. However, while the outdoors featured prominently, the trip was primarily designed to emphasize team building. With activities such as group work, managing differences, and confident decision making being key features of middle school, it is important to develop a strong foundation for collaboration, empathy, and leadership. One activity our students undertook was the human knot, wherein the group forms a circle, grabs hands with two other people not immediately beside them, and then works together to untangle the knot without releasing their hold. By requiring the group to practice patience, communicate clearly, and collectively form and execute an action plan to untangle themselves, this activity develops our students’ abilities to lead and to engage one another respectfully.

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...So we teach our students to be designers who question current norms, innovate, collaborate, and are empathetic to challenges. They embrace the notion that leadership begins with understanding other people’s needs and that the questions we ask are crucial to the answers we discover.

The American South Each year, Wornick seventh graders travel to the American South to learn about the Civil Rights Movement. This immersive learning experience allows our students to cover content that goes beyond the middle school social studies standards, providing the opportunity to gain a deeper understanding of American history. Through our trip to the South, we honor the Civil Rights Movement’s legacy of social justice and examine it as a vehicle through which we can observe the meaning of leading with the Jewish ethics and values that underlie our school–tzedek tirdof (‘pursue justice’) and tikkun olam (‘repair of the world’). It also offers a parallel to the content they learn in undertaking the Tzedakah (‘righteousness,’) Project, specifically that one individual or organization can make a difference in the world.

This year, we traveled with students from Gideon Hausner Jewish Day School. Joining them was an exciting change to the trip, allowing us to provide new social and intellectual opportunities for our students. We also explored new sites, including the National Center for Civil and Human Rights, Negro Southern League Museum, and Rock ‘n’ Soul Museum, experiences which enriched the trip in exciting ways by establishing a shared knowledge base between the two groups. As they explored these sites, our students learned the necessity of taking risks and transcending norms, even though it may result in failure or alienation, and the value of persevering in the face of adversity.

Lastly, Wornick seventh graders felt the emotional weight of this history, a history characterized by the denial of fundamental rights and the need to act to end injustice. Bishop Calvin Woods, a participant in the March on Washington who was arrested as an advocate of the Montgomery bus boycotts, shared that he was compelled to act because “G-d told [him he] can’t [ignore the situation], that he couldn't let the person next to [him] not have rights.” Our students came home with that powerful message in their ears right as they finished the Tzedakah Project, inspired to use their power to make important change in the world.

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...So we cultivate resilience by celebrating the learning process, engaging in reflective problem-solving, and developing enduring understandings.

ATHLETICS As driven as they are in the classroom, our Rams are equally driven on the field! Athletics are an important part of the Wornick experience—72% of our middle school students are involved in one or more sports. This year, we brought back Boys Flag Football to Wornick, in addition to the sports we offered last year: Girls Volleyball, Girls and Boys Basketball, Girls and Boys Soccer, Co-ed Cross Country, Co-ed Tennis, and Co-ed Golf. We also introduced seven new coaches to the athletics program. Emphasizing sportsmanship, teamwork, perseverance, and a growth mindset, we promote athletics as an opportunity for students to grow and develop as leaders.

All of our sports teams did exceptionally well this year! Girls Soccer (4-2-0) reached the playoffs as the #1 seed, and Girls Volleyball (7-3) reached the playoffs as the #4 seed. Of the Boys teams, Basketball (6-2) reached the playoffs as the #3 seed, and Flag Football (2-2) reached the playoff as the #4 seed.

Girls Basketball Middle School

We Are the Champions!

Congratulations to the Girls Basketball team! After reaching the playoffs as the #1 seed, our Rams went on to win it all in the Small School Intermediate League (7-1 record). This is their first championship win since 2009.

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Boys Basketball

Girls Volleyball

Girls Soccer

Boys Soccer

Boys Flag Football

Golf

6th-8th Grades

5th-8th Grade

5th-8th Grades

6th-8th Grades

6th-8th Grades

6th-8th Grades

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Tennis

Cross Country

5th-8th Grades

5th-8th Grades

“For me, it’s important to be team captain to make sure that the transition from ‘zero to hero’ happens for everyone at the school. As a team captain, you have to be that role model to show [your teammates] that it’s possible, that you can keep going, that you can be great...These leadership roles in the athletic world [help me] gain confidence to raise my hand in class or want to present first.”

-Sam, 8th Grader

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...So we aim to support a broad range of diverse learners, meet students where they are as unique individuals, and prepare students to meet their full potential.

INCLUSION AT WORNICK Wornick is an open, welcoming, and diverse school community, committed to the development of all of our students. Inclusion plays an essential part in our school culture and in the development of our students. We build belonging for each of our community members, and in terms of leadership, inclusion provides an opportunity for us to dream bigger, achieve more, do right by one another, and inspire others to act.

Inclusion at Wornick is built on a foundation of equity, access, and success for every student. We are intentional in our support of the holistic wellbeing of our students. We have a dedicated Learning Support Team (LST) that fosters our students’ self-advocacy, healthy coping methods, social and emotional skill building, and academic strategies for success. In the past year, we have also invested in expanding these resources, adding paid training for our LST, a 50% full-time equivalent learning specialist position, and a half-time contracted learning specialist. Additionally, as our number of emerging bilingual students has grown, we have added a new 50% English Language Learner Coordinator, and we have worked to identify and pilot a more systemic program to address the needs of these students

Learning Support Team One of the notable ways we manifest inclusion at Wornick is through the work of the Learning Support Team (LST). Composed of our school counselor and learning specialists, the LST provides comprehensive support services, including class lessons, learning plans, push-in support, small group intervention, and individual counseling to promote social, emotional, and academic growth.

Ultimately, the LST aims to equip our students with the self-awareness and self-advocacy skills they need to thrive in all domains of their lives in close partnership with students, teachers, and parents.

This year, our LST focused on increasing collaboration with our teachers, specifically targeting pedagogy. The LST supported teachers with the implementation of responsive classroom techniques, a student-centered social and emotional learning approach to teaching and discipline. This methodology has been incredibly important post-COVID, allowing teachers to better understand the root of student behavior. The LST also acted as a resource for instructional feedback, departmental professional development, and collaborative problem solving. In the curriculum, collaboration was also

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Karen Bendelman Director of Learning Support

Emilie Potter

Learning Specialist

Sarah Calonico

School Counselor

Dawn Rathi

Literacy Taecher

emphasized. The LST worked with teachers to provide SEL lessons to Wornick students, tailoring content about social skills to each grade level. Future themes will include setting and respecting boundaries, building empathy, and identifying and expressing emotions.

One of the primary strategies our LST uses with students is push-in support, providing in-class assistance during lessons. This method of intervention, compared to pull-out support, normalizes the need for services by making them available broadly, ensuring the unique needs of each student are addressed as they arise within the classroom.

With a learning specialist accessible in the classroom, it is easier to notice challenges the student face and support multiple students at once. Additionally, the LST can identify when the demands of a project pose a challenge, providing scaffolding, essay support, and executive functioning techniques to make the project manageable while strengthening our students’ ability to tackle these concerns in the future.

“This year was my first year of middle school and was more challenging than previous years. Having ADHD makes it hard for me to focus on a goal, and I need a lot of help with organization and prioritization.

Wornick's learning support team was very helpful, as one of the learning specialists would sit down with me or a few students to support us each with our own needs. What I liked was having weekly meetings with Ms. Bendelman, where she taught me ways to be more organized and focused while doing work, such as a work list to follow when I got home from school, and I was able to catch up with the work I had.

Another thing that helped was that they would make sure the other teachers knew my challenges and the kind of support I needed. This was important because my teachers were all on the same page. I am grateful for Wornick's learning support team because I think I had a very successful year and learned a lot of ways to help myself or ask for help when needed.”

-Anonymous

“When I first met Ms. Karen, I didn’t know English very well...When I started to work with her I felt like something was changing in me. I felt very confident to talk with her and to ask questions. She helped me so much this year in reading, writing and understanding. Now, thanks to her I know that I can learn more English, but the most important thing was to make me more comfortable and confident with myself and the English. I thank you for all the work you dedicated to me this year.”

-Anonymous

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...So we welcome, appreciate, and stand up for diversity within and outside of the Jewish community based on the construct of our Jewish values. We embrace and share our unique identities with one another, and we equip students with the tools to be compassionate, educated, and just citizens in diverse communities.

The Tulip Project Inclusion was highlighted in the Tulip Project, an interdisciplinary project for our fifth graders that wove mental health education and resources together with science, music, and art. Our work drew on the national Yellow Tulip Project, started by high-schooler Julia Hansen to address the stigma associated with mental health concerns and to build communities of hope.

Tulips feature in this project as a symbol of resilience, as their bulbs are planted in winter, enduring a season of cold before blooming in spring.

Wornick’s Tulip Project began with a discussion about the nature of tulips–life that perseveres through harsh conditions only to bloom afterward. Students in every grade related this to their own experiences of resilience and hope.

They wrote down their ideas on biodegradable, paper hearts, identifying sayings and activities that help them to practice self-care and get through difficult moments, in addition to messages of hope and encouragement.

During winter, our students planted these hearts next to the tulip bulbs in a single garden to grow together. Through this action, they witnessed not only the importance of individual messages of hope, but also the importance of the collective message that Wornick is a community of students from different walks of life that come together to support one another.

Alongside the SEL curriculum, fifth graders learned about plant life cycles in science. These two subjects came together with the planting of the tulips. Over the following months, fifth graders explored their creative sides to enhance the project. They integrated art with science by observing the tulips through their life cycle and drawing diagrams of the different stages in their sketch pads. They also reflected the SEL curriculum in their music class. The students learned “Yellow” by Coldplay, highlighting SEL concepts of brightness, hope, and the beauty in each person. Scan the QR code in the picture below to listen to their performance!

“When you’re a leader, resilience means that if something goes wrong, there will still be some way that you can work through it. The tulips, to grow, they need help. They need help from the sun, the rain, the weather…People need help–from their community, their family, their friends…They can’t just do it all by themselves.”

- 5th Grade Student 15

... So we aim to support a broad range of diverse learners, meet students where they are as unique individuals, and prepare students to meet their full potential.

CONGRATULATIONS CLASS OF 2023

Recent Wornick alumni have attended the following high schools: • • • • • •

Aragon High School Burlingame High School Carlmont High School Castilleja School Crystal Springs Uplands Design Tech High School

• • • • • •

Half Moon Bay High School Hillsdale High School Kehillah Jewish High School Lake Tahoe Prep Lick Wilmerding High School Menlo High School

• • • • • •

Notre Dame High School Nueva High School Palo Alto High School San Mateo High School Sequoia High School Serra High School

• • • •

Summit Prep High School Stuart Hall High School TIDE Academy Woodside High School

Recent Wornick alumni have attended the following colleges and universities for undergraduate and graduate degrees: • Boston University • Pitzer College • University of California, Santa Cruz • Brandeis University • Princeton University • University of Colorado, Boulder • California Polytechnic State • Purdue University • University of Denver University (Cal Poly) • Reed College • University of Massachusetts, Amherst • Chapman University • Rhode Island School of Design • University of Michigan • College of San Mateo • San Francisco State University • University of Nevada, Reno • Elon University • Scripps College • University of Oregon • Georgetown University • Stanford University • University of Rhode Island • Johns Hopkins University • Syracuse University • University of Southern California • Harvard University • Tulane University • University of Washington • Harvey Mudd College • University of Arizona • University of Waterloo • McGill University • University of California, Berkeley • University of Wisconsin, Madison • Muhlenberg College • University of California, Davis • Wake Forest University • New York University • University of California, Los Angeles • Washington University in St. Louis • Northeastern University • University of California, San Diego • Wesleyan University • Northwestern University • University of California, Santa Barbara • Yale University

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...So we engage in purposeful ritual, practice, and learning that is structured to support the diversity of Jewish expression in our community. Jewish practice and tradition is the framework through which we create intentionally meaningful opportunities to celebrate and reflect on the complexities of daily life. As a community, we come together to navigate the rhythms of the week, the year, and the sacred moments of our lives.

JEWISH LIFE AT WORNICK Jewish life is guided by the Jewish calendar, designated moments during the year for communal connection and celebration. At Wornick, we cherish these moments as opportunities to bring our community together, allowing us to build relationships with families and demonstrate our students’ learning within the context of Jewish practice.

This year, we furthered our commitment to celebrating Jewish life by emphasizing all-school holiday celebrations in observance of the minor Jewish holidays. As part of these observances, students experienced rituals that span time and connect them with the larger Jewish world. One such ritual the students partook in was a Tu B’Shvat seder, wherein they ate various symbolic fruits in celebration of the Jewish new year for trees.

Our students dedicated increased time in Hebrew class to engaging with Hebrew songs. By emphasizing Hebrew language through the lens of popular music, we further developed the students’ connection to Israeli culture while advancing their linguistic capacities. Our students showcased their learning during the student-led activities at our all-school performances, using Hebrew as the vehicle for engagement. A heartwarming aspect of this approach was that Israeli parents saw their culture celebrated within school and were able to share it with their children.

Finally, in Jewish Studies, our teachers focused on increasing Wornick students’ literacy of classic Jewish texts, including the Torah, Tanakh, and Mishnah. The curriculum integrated skills from English and Hebrew classes to develop their ability to interpret texts and apply them to daily life, providing a means to explore the ethics and values they hold, the lives they want to lead, and the connection they have to ritual and the history of the Jewish people.

By analyzing Jewish texts and history in this way, we collectively cultivated a space for students to think critically about Jewish values, historical figures, holidays, and the why’s of life, developing the foundation from childhood for our students to become adults and leaders who think about their purpose on both a personal and societal level.

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...So we chart a path for students to think critically and realize the relevance and significance of the Jewish tradition and learning as a lens for addressing the important issues of our time.

Unity and Diversity in Jewish Life: Synagogues in the Bay Area This year, our Jewish Studies professionals developed “Unity and Diversity in Jewish Life: Synagogues in the Bay Area,” a new addition in our sixth grade curriculum. In this unit, our students explored different Jewish denominations to learn about the unifying features and diverging perspectives within Jewish thought and practice while offering the opportunity for them to strengthen their own Jewish identity.

Our sixth graders began this journey in their Jewish Studies class, where they sharpened their skills for respectful disagreement. They studied texts about Beit Hillel and Beit Shammai, two great schools of thought that vigorously but respectfully debated their different interpretations of Jewish ritual practice, ethics, and theology in the late BCE and early CE. They also learned about denominational differences in the observance of Shabbat. By establishing this foundation, our students were prepared for a deep dive into the birth of modern Judaism and its current denominations, honing their ability to react to differences in the Jewish world and beyond.

These students were tasked with visiting nine different synagogues representing the various denominations in the Bay Area and identifying the similarities and differences between them. They were then divided into groups, and each chose a synagogue for further study. Over the course of the project, students developed and exercised a number of meaningful skills for critical thinking and project management. These skills include communicating appropriately with community leaders (rabbis and cantors), executive functioning in carrying out the project’s components, asking thoughtful and nuanced questions, and analyzing various perspectives to come to well-reasoned conclusions.

After conducting their research, the groups delivered presentations via ThingLink, a unique web platform that improves engagement using interactive media. The students shared their learning with their parents, teachers, fellow students, and the rabbis from their chosen synagogues, using images, videos, and other media to demonstrate their observations. To finish the project, our sixth graders reflected on their experiences. Overwhelmingly, they shared that the project gave them a greater understanding of the Jewish world around them and that it sparked an interest in learning about Judaism and their own Jewish identities.

“This project made me realize that not each synagogue is the same. They may look and celebrate differently. For example, in the synagogue I attend, PSC in Foster City, the seating arrangement is in simple rows of pews, but in the synagogue I researched, Chochmat Halev in Berkeley, they had the tradition of sitting on the floor with a cushion.

This experience was especially meaningful because at the same time that I was studying for my Bat Mitzvah, I was also visiting the synagogues. The experience made me even more connected to being Jewish.”

-Edden, 6th Grader “The most meaningful thing I learned in this project was to not judge too early. For example, sometimes we can judge something from what we see, but when we hear from another perspective, we can change our minds.”

-Yeziel, 6th Grader 19

... So we instill a love of Israel ‫( אהבת ישראל‬Ahavat Israel) by building deep connections to the people, culture, traditions, and history.

ISRAEL TRIP

After nine years of cultivating conversational Hebrew skills, celebrating Israeli culture at Wornick, and learning about Jewish texts, stories, history, and culture, our eighth graders traveled to Israel where they connected with the land, its people, and Jewish heritage. Our students tapped into Jewish history by visiting the historical sites of the City of David, the Old City in Jerusalem, and Masada, as well as places of contemporary significance like the shuk (Mahane Yehuda Market) and Yad Vashem. These moments put years of Jewish Studies into context, allowing the students to connect to the history and culture in a tangible, meaningful way. Wornick eighth graders also had the incredible opportunity to connect with Israeli hosts and experience a traditional Shabbat in Jerusalem, two immersive experiences that help forge a lifelong connection to Israel for our students.

“Going to Yad Vashem, the Holocaust museum in Jerusalem, was so meaningful because we had been learning about the Holocaust throughout the whole year during Jewish Studies class. Ever since coming back from Israel, I have been more interested and want to learn more about the events during the Holocaust. One way I have been able to further my education on the Holocaust was by visiting the San Francisco Holocaust Center.”

-Carter, 8th Grader When they weren’t experiencing important moments in Jewish life and Israeli history, the trip activities explored modern Israel through an ecological lens. Drawing on the Jewish values of shmirat ha-teva (‘protect nature’), and bal tashchit (‘do not destroy or waste’), these experiences were organized around this guiding question: If we have a deep love of the land of Israel, how can we live on the land responsibly, and how can we be conscious travelers who respect the land?

Throughout the trip, Wornick students considered this question from different angles. One experience brought them to the Technion in Haifa to learn about technology innovation. There, they learned from scientists working on the

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...So we leverage the depth of our ethical tradition to teach kindness and empathy (Chesed and Rachamim). We instill in our students the value of Tzedek Tzedek Tirdof (Justice, Justice Shall you Pursue), a sense of deep responsibility for themselves and their communities, and to bring peace, prosperity, justice, and equality to the worlds they encounter.

cutting edge of desalination, the process by which saltwater is turned into water suitable for drinking or irrigation, to gain insight into how Israel has developed alternative water sources. Students also visited sites away from major cities to learn from Israelis who forge their livelihood on and with the land. One of these experiences took Wornick students to Klil, an eco-village in northern Israel that was entirely self-sustaining, using only solar and wind power. They also met residents who built their own homes and practiced subsistence farming, including a Yemenite woman and her daughter who earn a living weaving. These artisan women use only natural materials, practicing sustainable methods of production that inspired our students to think creatively about industry.

“For me, the most impactful moment was holding a conversation in Hebrew in the shuk. I had been learning this language for nine years and now, I was finally able to put it to good use in the land, with the people in an everyday scenario. Speaking Hebrew felt so nice, and I felt connected to every person I met; because I could use the language, we instantly had something in common.”

-Ruby, 8th Grader

Afterwards, our eighth graders traveled south to the desert.

They had the unique opportunity to experience life on a farm in an arid environment. The residents lived in huts they outfitted with solar panels, allowing them to produce a sustainable energy source to power their needs. In addition to renewable energy, they discussed growing their own food and producing all-natural cosmetics from native plants. They were impressive examples of pioneers living on and with the land, relying on their intimate knowledge of the natural environment resources for survival. Ultimately, through these experiences, Wornick students learned about the environmental stewardship in action in Israel and its connection to our timeless Jewish values.

“My time in Israel not only brought me closer to my Jewish identity, by learning about our rich history, but it brought me so much closer to the idea of living in Israel. Being in Israel and being constantly surrounded by Jewish people is a feeling that I love. I have gotten really used to it, over the past nine years, attending Wornick and Ramah, but that will change in high school.

So being able to really cherish some of my last times being constantly surrounded by people just like me brought me so much closer to the idea of how much I really care about my religion and the people that are part of it.”

-Michaela, 8th Grader

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...So we recognize the importance of our professional and volunteer leadership to galvanize community resources to support the school’s mission, values, and future.

COMMUNITY LIFE If there is a word that captures the essence of Wornick, it would be community. Our school is built on and around the relationships that nurture our students, the foundation that develops them into thoughtful, confident leaders. As part of our collective ethos, we support one another, resource our school, and co-create a space where chesed (‘lovingkindness’) guides our actions. The PTO and Wornick professional team are committed to cultivating community connections that can be felt throughout our school: welcoming newcomers, uplifting our community members, celebrating holidays together, and engaging in acts of service. Below, we share with you meaningful moments of connection experienced by members of the Wornick community.

PTO Support & Events The PTO’s goal is to build opportunities for our families and professionals to work together to enhance the school experience for each Wornick student. Throughout the year, we support the school with their events, plan parent and family-friendly activities, and support families and professionals as needed.

In August we held a Welcome Event Game Night for the community where parents and professionals came together to play family-style board and card games, drink wine, and mingle. It was a great way to start our school year!

In early September, we held our annual Shabbat Dinner celebration. Together, with over 250 of our community members, we enjoyed Chef Rachel’s delicious food, and our entire Jewish Studies Department led us in prayer and song. We also brought the community together to build our school’s sukkah and enjoyed a delicious Sushi in the Sukkah meal and event. Our annual book fair raised over $2,600 for our professional staff to use for classroom and school supplies, and the PTO organized three individual weeks of Wornick professional appreciation. To finish the year, we celebrated our community at our annual WornickFest carnival. Overall, it was a fantastic year!

We are incredibly grateful for our dedicated PTO and parent volunteers! Your time, talents, and resources truly enrich the Wornick experience, and the entire community can feel the love and care you share.

THANK YOU!

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...So we support one another throughout the Wornick experience and beyond and model community responsibility for our children.

Family Mentor Program When Hélène and Andrew enrolled their daughter at Wornick, they wanted to give their children a Jewish education that emphasized developing the whole child into leaders and advocates. It was equally important that their children have a strong sense of community; they had just moved to the Bay Area, a place where they had neither friends nor family nearby. That would soon change after being paired with Megan Krat as part of Wornick’s Family Mentor Program.

With her support and the warmth of the entire community, Hélène and Andrew found a home at Wornick.

“The Family Mentor Program shows one of the many ways that Wornick authentically builds and supports a strong community connection and cares about how each family experiences the school.”

- Megan Krat, Board Member & Current Parent

Megan characterizes community as a sense of belonging and comfort–a safe place to exist fully and contribute to wholeheartedly. When she was paired with Hélène, this was the feeling she wanted to extend as a first-time mentor. Megan made every effort to ensure Hélène and Andrew experienced a smooth transition to Wornick, facilitating new connections, acting as an approachable resource, and encouraging Hélène to get involved with the PTO as the VP of Tikkun Olam. Over the course of the program and beyond, their connection deepened over common interests, their children have become close friends, and they remain steadfastly involved in the school community together.

As the current co-president of the PTO, Hélène holds a leadership role that allows her to shape Wornick for the better, a responsibility she took on to give back to the community that welcomed her family and provided them with so much. She still participates in the Family Mentor Program, finding joy in meeting new families and supporting them in getting rooted at Wornick. Her biggest recommendation is to get involved, whether by joining the Family Mentor Program, volunteering an hour of time, or sharing ideas for change. Hélène’s thoughts on the matter are best expressed in her own words: “It is only by leaning into the various opportunities for connection–in any way, shape, or form one can–that community members will experience the richness of all Wornick has to offer.”

Community Sukkah Build Sukkot (‘booths’) is a joyous, week-long holiday that celebrates both the harvest and the miraculous protection G-d offered the Israelites while in the desert. Sukkot is observed by dwelling in a sukkah, a shelter made of three, sturdy sides and a foliage covering that provides sufficient shade while allowing the stars to be seen at night. Jews eat, spend time, and may even sleep in the sukkah, depending on the local climate and customs.

Each year, Wornick’s PTO hosts a community sukkah build in the days leading up to Sukkot. Throughout the week, it is enjoyed by students, professionals, families, Board members, and other Wornick community members who come together to celebrate in the sukkah throughout the week. Long-time sukkah build volunteer Seth Goldberg reflected on how the sukkah build has evolved in recent years and what it means to our community:

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...So we provide intergenerational and multi-age engagement opportunities.

“Since I've been involved in the sukkah build events, it’s grown from a relatively small group of mostly dads into a larger group with more diverse participants, including whole families with their children. I’m proud of how the sukkah build has grown because it is a great example of what community means to me—a group of people, each of whom may come from very different backgrounds and have different skills, collaborating to achieve a common goal. Ideally, a group's participants complement each other; some folks may be good engineers, others good planners, and still others may have talents for managing the details. I think the best communities include lots of perspectives and talents and meld them into a cohesive whole, and that is what we are doing here.

I really like helping with the sukkah build for two main reasons.

First and foremost, it's a mitzvah that I want others to participate in and benefit from, and second, it's an fun activity that brings Wornick families closer! The build encourages a wide range of people to spend time together while pursuing a common goal to benefit the entire community. Each participant is assigned a task, allowing everyone to feel a sense of ownership in completing the sukkah. I find this sense of shared ownership is important because it makes the process meaningful, promotes the learning of new skills, and strengthens relationships at Wornick.

This connection—knowing that you can count on other Wornick families—is one of the things that makes our community very special.”

Caring for Our Community One Challah at a Time At Wornick, we have a beautiful and enduring tradition of gifting a challah to a few people or families each Friday. These challot are tangible ways in which we can support our community members through the important moments of their lives, given to commemorate moments of joy or comfort one another in times of sadness. Perhaps most beautifully, communitiy members often reach out to the Wornick professional team to share the names of others they feel could use the care of the greater community. This tradition is a truly a treasured aspect of what it means to belong at Wornick.

“When my mother passed in 2020, it was a really difficult time for me. We were in the midst of COVID, and I felt so upset and isolated. One day, Annie O’Donnell showed up at my door, a challah in hand, to offer her condolences and check in on me. I was overjoyed to see her! The support offered by the school was touching, and the fact that Annie personally came to my house was striking, especially living 25 minutes from Wornick.

It really showed me how connected the school is to its families; they knew who was in need of support at that moment and cared enough to personally give it, along with a handwritten, thoughtful note. Since then, I’ve also received challah in a moment of celebration, and these experiences highlighted that we stand beside one another during times of joy and sorrow, that community at Wornick really is something more than just kids in a classroom. There truly is a sense of overwhelming love and support at the school.”

-Lori Liu, Board Member, Parent of an Alum, and Parent of a Current Student 24

...So we support one another throughout the Wornick experience and beyond and model community responsibility for our children.

Acharai ‫ אחרי‬- Choosing Leadership Gala March 26, 2023

More than 200 community members joined in celebration of Wornick at our annual gala! After commemorating of our 36th year in 2022, we chose acharai ‫‘( אחרי‬after me’ or ‘follow me’) as our theme to emphasize the centrality of leadership in our mission as we enter the next chapter in Wornick’s history. In line with this theme, we honored Ginger Slonaker and Kathy Williams z”l, two outstanding leaders in our community.

We were drawn to acharai ‫ אחרי‬due to a story about leadership that is embedded in the composition of the word.

Acharai ‫ אחרי‬begins with the letter ‫‘ א‬aleph’, the initial letter in ani ‫‘ אני‬I.’ The self is essential to leadership, as an one must take initiative to act. By adding ‫‘ ח‬chet’ to ‫א‬, the word ach ‫‘ אח‬brother’ is formed. A good leader knows their supporters and takes actions to care for them, as one does a brother. When one adds ‫‘ ר‬resh’ to ‫ אח‬, the word acher ‫‘ אחר‬other’ is formed. A great leader must not only serve their supporters but also account for the needs of the other. Finally, the addition of‫‘ י‬yud’ to ‫ אחר‬creates acharai ‫אחרי‬. It is the embodiment of the above principles that makes a respected leader with the ability to move others to action.

Of special note is that the addition of ‫‘ ת‬tav’ to ‫ אחרי‬forms the word achrayut ‫‘ אחרית‬responsibility.’ Leadership is a choice, and by choosing leadership, we fulfill our shared social responsibility to bring a better world into being.

Together, we raised over $220,000 to directly support the programs that develop our students into thoughtful leaders steeped in Jewish ethics and values. Thank you for being a partner to us in the co-creation of this future!

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Kathy Williams Z”L

Achrayut ‘Social Responsibility’ Award Kathy Williams’ passion for helping others began at an early age in the Women’s American ORT, an organization dedicated to transforming lives via education driven by Jewish values and innovation that empowers people and strengthens communities. She became the president of the Hillsborough chapter and, later, served in leadership positions within the Jewish Community Federation and several other nonprofit boards, nurturing the Bay Area’s Jewish community through her work. Kathy’s love for the Jewish community was evident in all she did, but Jewish education, in particular, held a special place in her heart. Spurred by her desire to give back, Kathy joined the Board of Directors at Wornick to support Jewish life in the Peninsula. Her incredible dedication to our school led to her becoming Board Chair.

Kathy inspired many with the way she lived her values every day. Her dedication to social justice and human rights knew no bounds. Kathy fundraised for women’s rights, helped Ethiopian Jews escape to Israel, and participated in countless demonstrations. Equally inspiring was her zest for life. Kathy was known for her welcoming spirit, a soft spot for beautiful hannukiahs that would grow into a rather sizable collection, and her unending love for her daughter, Kathy, her son-in-law, Mike, and her grandchildren, Jordan and Alex. She was committed to learning and growing, a trait that led her to become a bat mitzvah a few years before she passed.

Kathy’s legacy is one of selflessness, dedication, and service, and the ripples of her work will long continue to be felt through the young leaders she mentored. For her embodiment of Jewish values, her legacy of social action, and her commitment to strengthening our community, we honor Kathy Williams.

Ginger Slonaker

Bina ‘Wisdom’ Award With a story as unique as hers, Ginger Slonaker was bound to embody the spirit of a curious, lifelong learner who sparked the same in all who crossed her path.

Born in Micronesia to a future Smithsonian curator, Ginger Slonaker grew up in a home where art was pervasive and diverse, Pacific Islander art beside Renaissance classics, an experience that nurtured her inner artist from a young age. Ginger pursued her passion for art at University of Arizona, where she competed as a synchronized swimmer on a National Champion team. After completing her BFA in graphic design, she went on to become an art director at a Phoenix ad agency and, later, a Library of Congress graphic designer/photographer, a role that got her into many a closed door meeting. Ginger left the position to pursue her MFA, again at University of Arizona. Her relationship with the faculty allowed her to accompany her husband to the Netherlands, and Ginger completed her degree traveling across Europe, stopping at museums to write papers and producing pieces that her professors would review by 8-track tape.

It wasn’t until later in life that Ginger became a teacher, but it was a move that connected her to art in a new, meaningful way. As a teacher at Wornick, Ginger comes to school every day excited to work with the students as they discover the unique artist in each of them, imparting skills and confidence so they can create the special work they were meant to do. And it’s clear the kids are excited to work with her—classes with Ginger are always full of joyful moments and beautiful work. A particularly special aspect of Ginger’s approach to instruction is that it emphasizes the journey of creating a piece. In the process, she provides the opportunity for students to grow their cognitive flexibility and growth mindset. With these skills, the students reframe mistakes as different possibilities and build on their ability to make and follow through with decisions—decisions that unleash incredible creativity.

For her ability to kindle excitement for learning and teach our students to find meaning in it, we honor Ginger Slonaker.

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... So we support one another throughout the Wornick experience and beyond and model community responsibility for our children.

Culture of Philanthropy The Chai Excellence Annual Campaign provides essential funds for our operating budget, supporting every student’s exceptional educational experience at Wornick. Thanks to the dedication of our community, we raised over $1,290,000 through all of our fundraising efforts, a 14% increase from the 2021-2022 year. We celebrate a year of generous giving from more than 315 households, representing 100% of our professional community, 100% of our board, and 99% of our families. We are grateful to all who demonstrated kindness and generosity through their meaningful gifts.

Over the last four years, Wornick has developed a strong culture of philanthropy. Our annual campaign revenue has increased by 250%, and Chai Circle membership has increased from 22 to 59 households. The shift in our giving culture has significantly advanced and strengthened our educational program by: • Reducing teacher attrition from 38% to 10% • Attracting and hiring experienced teachers to all new positions • Strengthening our Jewish Studies and Hebrew departments by hiring six shlichim (Israeli teaching emissaries) • Growing our learning support department from one professional to four professionals.

These gains have only been possible due to the incredible investment of the Wornick community in our shared vision for the future of our school!

Operating Income

Operating Expenses

Grants 24%

Tuition & Fees 62%

Faculty & Administration 74%

Annual Campaign & Pre-Capital Feasibility 12% Other 2%

Building Occupancy & Security 7% Professional Development & Eudcational Supplies 7% Other 7% Source: FY 2023 Unaudited Financials

Sources of Chai Excellence Donations $1,298,00 (rounded numbers) Grants & Foundations

We’re excited to share that we have earned a 2022 Gold Seal of Transparency with Candid!

$753,000 Individuals $512,000

To view our profile please visit: guidestar.org/profile/94-2993909

Corporate Matching $33,000

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COMMUNITY GIVING We want to express our gratitude and deep appreciation to Anita and Ronald z”l Wornick for establishing a scholarship fund at the Jewish Community Federation in support of our school. We also want to thank the Levine-Lent Family Foundation for the Ma’abadah Ivrit grant, and our wide donor community for their generous contributions during the 2023 fiscal year (July 1, 2022 – June 30, 2023).

*Donors who have consistently contributed to Wornick JDS for 9 years or more!

$25,000+ Dreamers / Cholmim / ‫חולמים‬ Anonymous The Jewish Community Federation and Endowment Fund* Koret Foundation Fran and Bobby Lent* Levine-Lent Family Foundation* The John Pritzker Family Fund Taube Family Foundation

$5,000+ Leaders / Manhigim /‫מנהיגים‬ Anonymous (2) Liki and Joe Abrams Daphne Kaufer and Ram Bartov* Cee and Russell Blaine Lauren Wilner and Adam Eilath Emily and Dave Fisher Jesykah Forkash Sarkissian and Arin Sarkissian Judy, Ari and Joshua Fridman Anne Germanacos Miriam and Nadav Grossinger Janet and Rennie Karr Annie O’Donnell and RM Karr* Meredith and Eran Liron Tamar and Jonathan Miller* Irene and Stephen Moff* Caren and Robin Neydavoud* Emma Sarnat Bazri and Eli Bazri Hélène Chokron Garneau and Andrew Straus Julia Galperin and Felix Tarnarider Wendy and Jeremy Verba* Jessica Gineris and Harry Wornick ‘00 Liron Tapiro-Yehudai and Offer Yehudai

$10,000+ Visionaries / Hogim / ‫הוגים‬ Anonymous* Anonymous Gilah and Mark Abelson* Abe and Edith Ballonoff Foundation The Aaron and Marie Blackman Foundation, Inc.* Sarah and Jordan Blake Mina and Daniel Bressler Jill Grossman and Andy Fradkin Cindy Rogoway and Joe Goldberg* Barbara Jacobs* Ha Nguyen and Cary Kletter* The Michael and Nomi Moradzadeh Family Foundation Rachel Canning and Soheil Motamed* Craig Pottruck Rebecca and David Rodnitzky* Catherine Lau and Scott Silverglate Tamar Spektor and Steve Thoma Katie and Mike Wolff* Anita and Ronald z”l Wornick* 28

$3,600+ Heroes / Giborim / ‫גיבורים‬

$1,000+ Creators / Yotzrim / ‫יוצרים‬

Aaron Metals Company Adrienne and Howard Abrams* Cathy and Lee Battles Heather Brien and Chris Battles Lisa and David Mendell Haggit and Eran Sandhaus Florette Schwartz* Kimberly and Amir Shalom Roselyne C. Swig* Margie and Rabbi Irvin Ungar*

$1,800+ Guardians / Tomchim / ‫תומכים‬ Anonymous (2) Beth Freeman and Maury Alcheck* Sarah Kelman and Hanan Beliak Ruth Dickstein Paul and Selma Forkash Family Charitable Trust Liliana and Seamus Giffen Megan and Harrison Krat Sabina and Roman Polnar Dawn and Ankur Rathi Michelle Mandel and Simon Reading* Sheri and Paul Robbins Zev Yaroslavsky

Anonymous (5) Jessica Allaway Bessler and Scott Allaway Joyce and Joseph Behar* Lorraine and Noah Cohen Vilma Barrios and Wosbeli Deleon Marie Markon Edel and Nathan Edel Lainee and Leonard Engel Daphne and Randy Goldberg Lea Grinberg-Korczyn and Oded Korczyn Shoshi Naymann and Dudu Habib* Emily Ironi and Matt Shell Dana and Marty Izenson* Joanne and Jeff Jagoda Elana Jagoda Kaye and Saul Kaye Ruth Krat z”l Debbie and Ori Melamud Calvin Motamed ‘18 Gita and Claude Nahum Sora Lei and Don Newman Monica and Kenneth Oestreich Sandra Steiner and Aaron Rackoff Limeng and Eylon Stroh* Rachel and Robert Turetsky Chelsea and Mark Yuan

“Donating to the Chai Excellence campaign is not just a mitzvah, it’s an investment in the future and growth of our children and our Jewish community. It’s so gratifying because you can truly see and feel the support making a real impact for the students and their families - in ways that are memorable and inspiring. We donate what we can so that we can attain our collective goals of strong identity, superior education, and a joyful environment where kids can thrive and have the ability to excel.”

-Emily Ironi, Parent

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“We donate to Wornick because we appreciate the exceptional education our son has received...The teachers nurture curiosity and instill a passionate love of learning that students will carry with them for life...Children explore their Jewish heritage, develop core values, and embrace leadership opportunities on a daily basis. We support Wornick because we know that every dollar we donate will have a positive impact on this generation and beyond.”

-Cindy Rogoway & Joe Goldberg, Alumni Parents

$540+ Influencers / Mashpiyim / ‫משפיעים‬ Anonymous (4) Marcia and Steve Barkoff Dana and David Ben Ari Anya and Nadav Benbarak Pam and Douglas Bodin* Judy Canning Danielle and Vincent Chiaro Maya Zultsbeak David and Lior David Irina Fayngersh and Shai Deljo Cynthia and Joshua Dunetz Esther and Troy Gillette* Michelle and Miles Goldstein Laurie Hepler* Georgina Vasiloudis and Daniel Herman* Lois Horwitz* Yingying Lang and Ming Jiang Natasha Kehimkar and Derek Lau* Lori and Raymond Liu Leslie and Peter Mertz Inna Orlichenko and Samuel Nakhimovsky Shani and Larry Pascal* Ellen and Gerald Saliman* Melissa Shefer* Danielle and Marat Shub Tracy Stettner Svetlana Tamir Ruderman and Or Tamir Diane and Michael Westheimer Karen Lloyd Wolff and George Wolff*

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$360+ Partners / Shutafim / ‫שותפים‬ Anonymous Elise and Ariel Beliak Katie and Eliahu Berkovitch Nadin Mayblum-Boaz and Yoav Boaz* Miriam Bodin* Corine and Robert Brouwer Sarah Park and Donovan Collins Ayelet Konrad and Gary Coover Gayle and Sam Corrao Rochelle and Mervyn Danker* Jill and Martin Dodd Mimi and Rabbi Nathaniel Ezray Barbara and Joel Gereboff* Gail and Harvey Glasser* Simona and Isaac Habib Chen and Yariv Kenan Ortal Sharlin and David Malek Pamela O’Donnell Yaron Oren-Pines Sun and Young Park Elmira and Viktor Piskunovych Kiran and Anil Rathi Jewel Laptavijok and Yuan Ren Rebekah Schechtman Hila and Tzach Segal* Peninsula Sinai Congregation Jocelyn and Cantor Doron Shapira Kathleen and Dan Shugar Ellen and Paul Snider Nicole Barr and Steven Stupp Michelle and Keith Tandowsky Carissa Tonner Heidi Yu and Chen Wang Lilit and Kobi Yakov Sabina and Joshua Zimmerman

Up to $359 Friends / Chaverim / ‫חברים‬

Danielle Harel-Rozen Andrea Ressi Barbara and Herbert Herman Donna and Robert Rodnitzky Alice Do and Zachary Hertz Ana Revolledo and Juan Romero Anonymous (27) Catherine Hicks Lara Walklet and Aviad Rubinstein Meira and Rabbi Gershon Albert Lee Lior Hoffmann and Udi Hoffmann* Lisa and Ellis Schoichet Lihi and Daniel Ariad Anna and Konstantin Kelenson* Debbi and Ron Seligman Edna Avraham* Judy Thalheimer and Brian Kirshner* Judith Shapero Susan Bahary Suzy Kosh Mor Sharon-Katz Karen Bendelman and Nicolas Loeff Francesca and Jamie Lamb Yarden Shalom Shaul and Barel Shaul Assaf Benjamin Erica Lance Monica Shea Rani Solomon Bleier and Itay Bleier Elinor Leib-Nahum and Assaf Nahum Jordan Shenker Valeriya Pasynkova and Gennadiy Blinder* Yona Kifer and Doron Lemze Ginger Slonaker Judi Bliquez Hen and Asaf Levi Amy and Wayne Sosnick* Jennifer Blumenfeld Karen and Andrew Levy Alisa Spivak Sara Calonico Naomi and Benjamin Levy Madeleine Steckley ‘10 Elyse and Ben Cheever Diana Starr and Oren Levy Jennifer and Marc Taxay* Alex and Ethan Cheever Tingting Cai and Wei Liu Dorothy Thornton Edna and Edwin Colloff Joanne and Michael Mandel* Anna and David Tolioupov Amy Dain Renee Schneider and Douglas McCreary Cyndi and Scott Urman* Erin ‘07 and Vanessa DeNola Inbar and Tamir Meiri Karen Wagshul* Rima and Levan Devy* Ronit and Aitan Melamud Kristin and Bryce Wagshul Theresa Dick Nicole and Roy Meron Ashley Walter and Marco Pacheco Meaghan Dittemer Adina and Efraim Michael Alyssa Berman Waugh and Chris Waugh Hadas Dvory-Sobol Kira Michel* Fattin and Jordan Wekselman Barbara Engler* Amy and Joseph Musher Salma Khan and Michael Wornick Rika and Tibor Fabian Alix and Idan Nakav Brandie and Samuel Yelland Mark Fefer Renee and David Needleman Zack Zait Phoenix and Josh Feinbloom Kendrice Newman Kate and Marvin Feinstein Tami and Robert Osheroff* Linda and Glenn Feldman Michele Young and Alejandro Ozerkovsky Corine Finney Shay Palter Edry Irina Belobrov and Steve Gaysinskiy* Carrie and Bob Parecki Ana Grace and Robb Walters Sharon Golan-Paz and Sagi Paz Yelena and Edo Guttman Cynthia Pellegrini* Tzofit and Yogev Hadad Benna and Keith Posehn Nicole and Michael Haire* Jamil Pura Susan Hamlin* Rachel Ravelli

“We give to Wornick because...our children...come home each evening brimming with new knowledge and experiences which highlight the value of a combined strong academic and Jewish education. As they bring this experience back into our home, and we engage in community events, our home and family get filled with the incredible energy Wornick [professionals] and volunteers pour in each day, and we are so thankful. Every family deserves to be part of such an enriching community” -Hélène Chokron Garneau & Andrew Straus, PTO Co-President and Wornick Parents 31

Community Sponsors Chabad North Peninsula Congregation Beth Jacob Consulate General of Israel Jewish Community High School of the Bay Kehillah Jewish High School Peninsula Sinai Congregation Peninsula Temple Beth El Peninsula Temple Sholom Peninsula Jewish Community Center *Donors who have consistently contributed to Wornick JDS for 9 years or more!

We have tried to be as accurate as possible and apologize for any errors that may appear in our listing. Please contact Abigail Katz at 650-378-2621 or akatz@wornickjds.org for changes to future listings. Thank you!

Corporate Matching Anonymous Adobe* Advanced Micro Devices Apple Atlassian Bayer Cisco Systems Clif Bar & Company Etsy DocuSign Gilead Sciences Goldman Sachs Google* Guidewire Software Itron Microsoft Corporation Okta Salesforce ServiceNow Twitter Visa*

Legacy Gifts make a huge impact on the long-term sustainability and financial health of our school.

Wornick’s Legacy Circle recognizes our community members who have committed to planned giving to the school.

Legacy Circle Ann Bear z”l Roxanne & David Cohen Rebecca Schwartz & Roger Feigelson Judy & Tom Fisher Nylda Gemple Barbara & Joel Gereboff Esther & Troy Gillette Sharon & Scott Hartley Deborah Kelman & Rabbi Marvin Goodman Joelle & Neal Kaufman Lindsay & Ilan Kopecky Eva Lokey z”l Ellen & Jerry Saliman Larry B. Schlenoff Fred Weiner Anita & Ron z”l Wornick

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As the needs of our community have evolved, so has our vision for Wornick’s growth and future. We are pleased to announce the Reconstructing Our Future Campaign, the first comprehensive campaign in our school’s history. This effort will invest in Wornick’s outstanding faculty, caring students, and engaged families. The vision for our future will produce a new 10,000+ sq. ft. wing to advance our progressive educational philosophy, the ability to offer our educators competitive salaries with ongoing opportunities for professional development, expanded access to a Wornick education for all memebers of our community, and a stregthened Jewish communtiy in the North Peninusla.

We are excited to build the future of Wornick with you!

CHAI CIRCLE We would like to thank the 50+ families who joined this giving circle and participated in our Chai Circle event “Science & Ethics: A Wornick Parent Panel Discussion” and our VIP Gala reception. Your annual contribution makes a significant impact on our community, supports our students’ learning, enables our teachers’ development, and keeps our community vibrant.

SAVE THE DATES Details to come!

Sunday, 2/25/2024 Sunday, 4/14/2024

Chai Circle is a generous group of donors who have pledged an annual leadership contribution at the Heroes level and above. We invite you to join this group with an inspiring commitment to the entire Wornick community.

2022-2023 DEVELOPMENT COMMITTEE Daphne Kaufer, Committee Chair Liki Abrams Sarah Blake

Adam Eilath Dudu Haviv Abigail Katz

Fran Lent Nomi Moradzadeh Haggit Sandhaus

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...So we respect for each individual in our school community is core to our values. Our professional staff, students, parents, and trustees model a culture of respect and appreciation towards one another. We value the professionalism of our entire educational team, and we support their continued growth.

WORNICK’S PROFESSIONAL COMMUNITY Edna Avraham* Karen Bendelman Judi Bliquez Pam Bodin* Abbe Braitman* Corine Brouwer Sara Calonico Noah Cohen Debra Constantino* Zohar Dayan Meaghan Dittemer Andrea Duran Adam Eilath Nadav El Al Hadar Elazar Corine Finney Carrie Freedman Esther Gillette* Nicole Haire* Danielle Harel-Rozen Catherine Hicks

Dana Izenson* Barbara Jacobs* Abigail Katz Saul Kaye Chen Kenan Erica Lance Shira Laor Elinor Leib-Nahum Asaf Levi Hen Levi Rina Mangurten Roy Meron Alix Nakav Kendrice Newman Annie O’Donnell RM Pellant Cynthia Pellegrini* Rachel Perelman* Shiri Perelman ‘07 Emilie Potter Jamil Pura

Sandra Ramirez* Rachel Ravelli Andrea Ressi Haggit Sandhaus Rebekah Schechtman Debbi Seligman* Yarden Shalom Shaul Mor Sharon Katz Barel Shaul Ginger Slonaker Asya Solomatin Ronit Solomon Bleier Madeleine Steckley ‘10 Jennifer Taxay* Dorothy Thornton Carissa Tonner Karen Wagshul* Lara Walklet Ashley Walter Katie Wolff

*Professionals who have been a part of the Wornick professional community for 10 years or more!

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Save the Date!

L’Chaim! ‫לחיים‬ To Life!

Wornick’s Annual Gala Sunday, April 14

RONALD C. WORNICK JEWISH DAY SCHOOL CHALLENGING ACADEMICS :: TIMELESS JEWISH VALUES :: INSPIRING COMMUNITY