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It happens every year. We begin school with smiles and promises of a great year, and I always begin my talk with the elementary students by saying, “Today everyone has all “A’s” and “E’s” in conduct. What happens with that tomorrow is up to you.”
Somewhere around Week 6, we start feeling some resistance. Why? The teachers have proceeded into the new curriculum for their grade. The work is no longer familiar and relatively easy. Ultimately, some students begin to struggle. Parents wring their hands. “Last year’s teacher must not have prepared them enough, and the work is harder,” they might say. And of course, the work is harder, but it is not because the students were not prepared. It is rather because the new work for their grade is being introduced. Do not worry; teachers at Shlenker have had the best training in differentiated instruction, teaching reading and writing, and math instruction. Additionally, our very small classrooms enable teachers to have time for individualizing their teaching.
What can we do as parents? Keep supporting your child by providing a place and time for him/her to do homework. Help with planning for long term assignments and tests. If your child is having difficulty in a specific area, contact the teacher. Every child may not internalize a newly taught strategy or remember new information at the same rate or in the same way.
With all of us working together, students will begin to feel comfortable learning new information, and the beginning of next year will be a “piece of cake” because the students will be well prepared from their hard work this year!
Best wishes,
Ricki Komiss
Head of School
Let's talk about the state of Shlenker as a private school...
The Honorable Annise Parker, Mayor of Houston, was at Shlenker recently to read to our Elementary students as a prelude to the Book Fair. It is exciting to have someone as well-known and prestigious as the mayor of the third largest city in the United States come to your school. Following her book reading, Mayor Parker asked the students a few questions. The first was "What does the city do for us?" It was an interesting question, but the students had a difficult time processing the answer. It took several tries before they began to grasp the importance of city services like police, fire, ambulance, trash pick-up, and water, all of which seem so obvious. Once they started thinking, the list became very long.
Maybe we think of private school education versus public school education in the same way. Both private and public schools teach reading, math, writing, spelling, social studies, and science. However, what then is special about Shlenker? Watching the dialogue between our state government officials and our local school districts has been painful at best. I can't tell you where the public schools will finally end up, but I can tell you some of the benefits of a well-established private school like Shlenker. Shlenker is mission-driven, so our students are taught a rigorous academic curriculum in a nurturing environment with an overlay of Jewish traditions and knowledge. Our students will continue to thrive in small classes taught by outstanding certified and qualified teachers. The intimate school size allows opportunities for teachers, administrators, and staff to know all the children. Shlenker provides many opportunities for prefoessional development and mentors for the staff throughout the year. Curriculum materials and technology are a part of the expectations for every classroom. Fine arts, science, and physical education will continue to be taught by the most amazing and qualified teachers and will be a part of every grade. Students will benefit from foreign language training with Hebrew from age three through fifth grade. Probably the most unique differences between Shlenker and public education are the wonderful Shabbat and holiday services, mitzvah projects, family education and community-building school-wide, and grade-level dinners, projects, and services. Unlike public schools, Shlenker is extremely mindful of our dyslexic students, special-needs students (who are mainstreamed most of the day), and gifted students.
If you are looking for value-added opportunities for your children in school, you will find them at Shlenker.
Do Private Schools Have a Voice in State Government?
Whether you read the news in the newspaper, on your computer, iPad, or Smart Phone, I am sure you are abreast of the budgetary struggles occurring in our state government concerning education funding during this session. As a non-public school, The Shlenker School is not affected by the whims of our state legislators. But do we have a say in what they are proposing – especially if it affects our school? The answer, fortunately, is yes. State government can most definitely have an effect on our funding, our policies, and even our accreditation, and we do have a say. Currently, there are four topics being tossed around before the legislators in
· Before and After School Childcare Licensing Exemption
· Educational Quality and Diversity
· UIL Participation
· Accreditation and Equal Treatment
It is extremely important for the Independent schools to stay in front of our legislators and for that reason, an organization called TANS (Texas Association of Non-Public Schools) was founded over thirty years ago. There are District Directors around the state of
As an independent school, we at Shlenker are dependent mostly on tuition and donations to develop our budget. That is why other subsidies such as the Jewish Federation of Houston, Annual Giving, the Soirée, donations, and designated grants are so important to our programs. Tuition drives our ability to provide the remarkable programs and classes that we offer our students every day. Regardless of the actions taken by the state, Shlenker will continue to have small class sizes and outstanding specialists. We will continue to bring the newest and most innovative curriculum and technology to our students as well.
Head of School
How far can we go with technology to stay within the comfort zone of our students? We determined this year to have our students from second through fourth grade take their standardized tests on computers. No more bubbling in, no more tracking from the test to a paper, no more losing your place in the test. We found the students adapted immediately to the new format. The tests were, in some cases, even interactive. The most incredible result was that the scores were available immediately!
As we make decisions about textbooks for the twenty-first century, we would be unrealistic to assume the status quo. Almost all textbooks come with an online version or at the very least, a component that is online. Wow! This allows us to differentiate for the students as in the math online program that we use at Shlenker. Students go online at their home, take a short quiz about what they learned in class that day, and depending on their score, a homework page pops up. Of course, they receive feedback immediately too.
What do we know? We know that typically between the ages of six and seventeen, “the amount of time kids spend reading books for fun declines, while the time they spend going online for fun and using smart phones to text or talk increases", according to the 2010 Kids & Family Reading Report. Additional findings from this report express concern from parents that the use of cell phones, texting, emailing, and gaming take time away from important activities such as the ones indicated below:
Doing physical activities (40%)
Engaging with family (33%)
However, the study revealed that kids are motivated by using technology, and many said they would read more if they had the opportunity to read e-books on an electronic device. It looks like technology is here to stay!
Why Hebrew, Why Now?
Why Hebrew? The first question is relatively easy to answer since we are a Jewish Day School preparing our students for Jewish life as an adult. Hebrew is the appropriate language to teach at Shlenker and we begin with three year old children by teaching oral language such as Shalom, Shabbat, Abba, Ani, etc. The language progresses in Kindergarten to more oral vocabulary and students begin writing in cursive Hebrew letters in second grade. By fifth grade, most Shlenker students are able to read from the Torah and can recite or chant the prayers easily. Their text books are geared to modern Hebrew and conversational language, and classes are conducted in Hebrew.
Here’s why! New research has begun to chip away at some of our traditional beliefs about second-language acquisition and the benefits acquired with it. This research, completed by the New National Science Foundation, points to the assertion that “we all learned our first language and we can learn a second one.” Previously it was believed that the window for learning a new language is between birth and age seven. It was further believed that the window for acquiring new languages closes almost entirely after puberty. However, interdisciplinary research conducted at several universities suggests that the time frame might be much longer and that students who learn more than one language may become more adaptable in other subjects as well. Babies of English speaking parents seemed to respond to language more than other sounds. It is believed that specialization of sounds occurs during a two month period from eight to ten months old. The researchers discovered during that period, babies start to specialize in sounds of their native language and are less likely to distinguish sounds from other languages. An example of this specialization occurs with English speaking families where the baby will hear the difference between the “L” and “R” sounds. There is also evidence that the personal touch of a native speaking teacher or tutor who demonstrates the second language through gestures and personal anecdotes directly to the child will be more effective than audio or video recordings.
The most exciting news from this research supports the long held belief that children who are exposed to and learn more than one language have greater cognitive flexibility than monolingual children. Children who have learned two languages may have greater adaptability to changes in curriculum or activities than children with only one language, and additionally they exhibit greater flexibility in problem-solving than monolingual students.
This research was taken from Education Week and written by Sarah D. Sparks.
Does Professional Development Matter?
At Shlenker, opportunities for professional development are abundant. However, the types of classes and services teachers and administrators receive respond directly to their goals and to the instruction in the classroom. Our experience tells us that when a teacher requests support in an area, that teacher will work twice as hard as she would if a class were mandated. Therefore, professional development classes are responsive to a particular area or need that is identified by the staff. For instance, several years ago, the Shlenker elementary staff agreed that they would benefit from classes in Readers’ and Writers’ Workshop to help improve the overall reading and writing ability of our students. Although we had been working on writing for many years and through a number of reliable sources, we still felt our overall program could improve. Shlenker has brought in two consultants, one to work with the teachers from K-2 and another to work with language arts teachers in 3-5. By working alongside the teachers and bringing ideas and challenges to the teachers, the consultants successfully helped mold a new way of teaching children to write and also initiated the idea of Just Right books to improve the children’s ability to read and to enjoy reading. Even though teachers have worked on this program for several years, they still request having the mentors to maintain and strengthen their efforts.
We work closely with math consultants to align our math program from Pre-kindergarten through fifth grade. Our Rice University consultant will spend several days on campus again this year to support teachers in their effort to pace the math for the students, to provide additional materials if necessary, and to improve instruction through the use of technology. At Shlenker, teachers can feel the improvement in the strength of the math program each year. And without having it as a goal, we see the fruits of our labor in the ERB and ISEE test scores.
The same principles hold true for our early childhood teachers. Toddler teachers have worked with literacy mentors from
Finally, one of the most significant areas of professional development is in the area of technology. As our hardware becomes more and more sophisticated, teachers require more support. We are fortunate to have two outstanding technology professionals on our campus to teach innovation, and to support all of our programs. All of our new curriculum programs are equipped with technology components that make the learning interactive for the students. Teachers must stay on the cutting edge of technology in order to teach successfully in this new era of instruction.
At Shlenker, professional development is all about driving instruction to be the best it can be. Through teacher goals, benchmark testing, and analysis of the success of our students and alumni each year, we try to engage teachers in opportunities that will support their teaching efforts and improve student outcomes.
At Shlenker we believe that giving teachers the opportunity to drive the professional development opportunities that they feel will make them more successful in the classrooms has had a dynamic impact on student outcomes.
The Shlenker School: Dynamic Academics Woven With Jewish Values
Accreditation – Why do we have it and what organizations accredit Shlenker?
Being an accredited school and licensed by the state are extremely important regulations for schools. At Shlenker, we believe that we need to be “better” than the expectations of our agencies. In order for students to receive credit for their elementary work in middle school, they must have attended an accredited school. Teachers must have full certification in order to teach at Shlenker and to receive years of service credit if they go to a public school to teach. Often we are asked, particularly by out-of-town applicants, what our accreditation is at Shlenker. Some parents will only look at schools that are fully accredited. Receiving accreditations is a time consuming and often strenuous exercise; however, it gives the school a chance to review all practices and improve in areas that need work.
Shlenker is accredited and licensed in the following ways:
- NAEYC (National Association for the Education of Young Children) accredits the Early Childhood Program from 15 months through PreK-4
- This accreditation occurs every five years
- Licensing – Shlenker's Early Childhood Program, Young Toddler through PreK-4, is licensed by the State of Texas
- This licensing occurs annually
- ISAS (Independent Schools Association of the Southwest) accredits the Early Childhood Program beginning with 3 year olds and continues through 5th grade of the elementary school
- This accreditation takes place every 10 years
These accreditations are very important for parents to recognize as their children move through the grades and into middle school and beyond. It is our intention to always maintain our strenuous degree of oversight and to achieve at a higher level than required.
Recently, there have been several articles in professional journals as well as in the Washington Post and other news affiliates debating the validity of long-standing left brain/right brain beliefs. Additionally, Newsweek recently ran an article about the Creativity Crisis. In the article, Po Bronson and Ashley Merryman indicate that, for the first time, research shows American creativity is declining. One of the most significant findings was that the scores of younger children in America, those who are currently in Kindergarten through sixth grade, are at greatest risk. One of the determined culprits of this shift is the number of hours children watch TV and play video games. Another reason points to the lack of opportunities for children to be creative in school. With the curricula driven by test scores, drill and practice lessons, and rote memorization, children do not have the opportunity to “practice” being creative. New research shows that problem solving requires the juxtaposition of both the left and right brain. In problem solving activities, the left hemisphere of the brain takes over to see if familiar solutions provide an answer to the question. If the answer is not found there, then the right hemisphere and left hemispheres of the brain activate together. Ultimately, “In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This becomes the ‘aha’ moment.”
If you are an early childhood parent, you know that preschoolers ask about 100 questions a day. Sometimes we wish it would stop! By middle school it does stop, and student motivation and engagement plummet. So what can we do?
• Encourage uniqueness with stability
• Provide opportunities for flexibility as it helps with creativity
• Give opportunities in schools to include distinct types of free play such as role-playing, voicing someone else's point of view, or acting out negative emotions
• Be prepared for unconventional questions and answers
Creativity has always been valued in our society, but it has never really been understood. Schools and parents must work together to provide opportunities for children to exercise both sides of their brain and provide opportunities for children to be engaged, motivated, and open to the world.
Contact Ricki
“Homework shouldn’t be about rote learning. The best kind deepens student understanding and builds essential skills.” - Cathy Vatterott, Associate Professor, College of Education, University of Missouri - Saint Louis and author of Rethinking Homework.
At Shlenker we recommend guidelines for homework based on developmentally appropriate timelines for each grade or age. In order to encourage students to read their Just Right books, the time for reading can not always be a part of that timeline. However, we do try to adhere to some specific fundamental guidelines about what kind of homework to give. Below are some guidelines given for homework at its best according to Educational Leadership. It is difficult for teachers to prepare every assignment based on the information below. However, it will be a goal for the future.
• Purpose: The task should have a clear academic purpose for each student. Students learn best through a variety of modes including rote memorization, use of technology, a written assignment, and others.
• Efficiency: Traditional tasks such as dioramas, projects that do not require academic skills or high level thinking, are often seen as busywork. Studying spelling, math facts, and definitions must still be worked on over time.
• Ownership: Tasks should be customized to fit the needs and abilities of the students. At Shlenker, the Envision Math Program allows students to take a test at home covering the material learned in class. The homework is then sent to each student immediately based on their competency on the test.
• Competence: Students should be able to complete their homework at home independently by having individual math homework, reading at their own level, and rubrics for individual reports.
• Aesthetic Appeal: Research tells us that the way homework looks can make a difference in a student’s desire to complete it. As more information is available through technology, preparing opportunities for students to practice at their own pace will become easier.
Parents continue to be a wonderful resource for students, especially in providing an appropriate setting and time for homework. However, if a student does not understand some part of his or her homework, parents should encourage their child to ask the teacher for more help. We thank you for your partnership in helping our students learn responsibility and resourcefulness as they prepare for their future.
Shlenker PreK-3 teachers have an exciting way to teach math to young children!
The Numbers Plus Preschool Mathematics Curriculum is a set of small and large group early childhood mathematics activities, with ideas for extending learning throughout the program day. Adults use math every day and so do young children, even when we don’t realize it. We know math includes adding and subtracting, but did you realize children are doing math when they put together puzzles, select matching socks, separate the raisins from the Cheerios, and ask who is older or taller?
Aligned with the standards of the National Council of Teachers of Mathematics (NCTM), Numbers Plus is divided into five content areas: number sense and operations, geometry, measurement, algebra, and data analysis. Each activity has a built-in progression so children of different developmental and ability levels can participate together and have a positive and meaningful learning experience. By actively engaging young children with materials and ideas, Numbers Plus builds on the latest knowledge from research and practice about early mathematics learning and how adults support it. Shlenker’s elementary math curriculum is also based on the NCTM standards, so students will have a seamless transition as they move into Kindergarten.
Teachers report a new level of depth related to problem-solving, reasoning, and questioning. We will be expanding the Numbers Plus curriculum into PreK-4 in the fall.
Throughout the year, I lead a d’var Torah with the elementary students. During the spring, when the weekly Torah portions fell in Leviticus, we began discussing holiness. We defined “holy” as something that is special and connected to God. We continued by asking questions: How does giving something away (a sacrifice) bring us closer to God? What are some holy actions? What is holy to the Jewish people?
Here at Shlenker, we have many answers to these questions. Our students are quick to answer that helping people is holy, that treating each other kindly is holy, and taking care of the earth is holy. They also know what is holy to the Jewish people: our Torah, Shabbat, our holidays, each other.
The students’ answers mirror our core values. The holy actions of which they speak reflect character and building community; taking care of the earth is tikkun olam. Treating each other kindly is a result of knowing that we are created b’tzelem elohim, in God’s image; celebrating our holy days is an essential aspect of our faith. Uniting all of these facets of holiness, though, is the understanding that we are all K’lal Yisrael, the Jewish family, and that we experience holiness through a particular Jewish lens.
During YomHashoah, our older students were privileged to hear Ruth Steinfeld, who survived the Holocaust as a hidden child in France, tell the story of her life. After hearing her speak, one fourth grader wrote to Ms. Steinfeld: “I hope you tell every Jew in the world so that they never forget what happened.” Another wrote: “I know it’s extremely important to my kids and the next generation to come to remember what happened at that horrible time.” Still another wrote: “One thing I learned in life matters very much, and that [is that] remembering is holy.” For our students, being a part of Jewish history and K’lal Yisrael is holy.
Just eight days later, we celebrated Yom Ha’atzma’ut, Israel Independence Day. Throughout the school, we wore blue and white, we sang Hatikvah, we learned about Eretz Yisrael Hayafah (beautiful Israel), and rejoiced, once again, in our deep connection to our land, our history, and our people.
Celebrating each of these events together as a member of K’lal Yisrael, the Jewish family, is a delight and a privilege. The experiences become far more than simple calendar dates. These days are truly “holy days” because they connect us to God.
Smart Technology for Smart Students
July 2010
- Jessica Samet, Kindergarten Teacher
Being my first year at Shlenker, there were many things I was looking forward to in my new professional home. Small class sizes, a strong administration, and solid aligned curriculum throughout the school were all at the top of my “I LOVE THIS PLACE” list. It wasn’t until I accepted the job that I discovered the icing on the cake: all three Kindergarten classes were getting Promethean Boards! It was like Chanukah 6 months early! My mind went crazy with ideas of how I was going to be able to use this larger than life, interactive tool in my new classroom. The other Kindergarten and PreK-4 teachers and I received Promethean training over the summer and quickly learned that the possibilities are endless.
Each day, the Kindergarten and PreK-4 teachers used the boards to teach skills across every branch of our curriculum. Math, reading, writing, handwriting, science, and Jewish studies were all technologically enriched with this incredible tool. Daily calendar math, hands-on enVision games, full screen sized Handwriting Without Tears paper, and interactive books just scratch the surface of what our kids got out of having these boards in our room.
Pam Seitz, a fellow Kindergarten teacher, says she loves incorporating her board into Reader’s Workshop. “I can easily turn a phonics lesson into an interactive ABC workstation, and my kids love it,” she said, “the dueling pens allow for two students to use the board at one time.”
PreK-4 teachers are just as enthusiastic about having this new technology. They enjoy being able to create, print, and send home graphs, morning messages, and class news.
In addition to Kindergarten and PreK-4, all three first grade classrooms have Promethean boards. Before school begins in the fall electronic boards will be in 2nd through 5th grade rooms. The teachers are excited about being trained and can’t wait to implement this exciting addition to their classrooms.
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