Early Outcome Evaluation of
Bay Area Schools Israel Synergy (BASIS):
The Israel Education Project in the San Francisco
Bay Area Jewish Day Schools
April 28, 2011
P19153
Prepared for:
Charles Edelsberg, Executive Director
Jim Joseph Foundation
Submitted by:
Shari Golan
Marjorie Wechsler
Tracy Huang
Nicole Fabrikant
Lynn Newman
Contents
Executive Summary ......................................................................................................................... i
Introduction ..................................................................................................................................... 1
Overview ..................................................................................................................................... 1
Data Collection Methods ............................................................................................................ 2
The BASIS Model........................................................................................................................... 5
Implementation of Project Activities .............................................................................................. 7
Activity 1: Provide Professional Development........................................................................... 7
Activity 2: Update Israel Education Vision Statements and Develop Goals ............................ 11
Activity 3: Develop Long-term Israel Education Plans ............................................................ 11
Activity 4: Implement New and Enhanced Israel Education and Engagement Strategies
with Students ............................................................................................................................ 13
Educator Short-Term Outcomes ................................................................................................... 16
Student Short-Term Outcomes ..................................................................................................... 31
Student Learning ....................................................................................................................... 31
Student Connections to Israel and the Jewish Community....................................................... 36
Other Outcomes ............................................................................................................................ 51
Integration of Israel Education into School Infrastructures and Cultures ................................. 51
Establishment of a Network Across Jewish Day Schools ........................................................ 52
Discussion ..................................................................................................................................... 53
Conclusion .................................................................................................................................... 56
Appendices
A: Schools’ Israel Visions and Enduring Understandings
B: Sample Curriculum Maps
C: Teacher Survey Results
D: Student Post-Survey Results
Executive Summary
The Bay Area Schools Israel Synergy (BASIS), the Israel Education Project funded by the Jim
Joseph Foundation (JJF), is an innovative initiative to improve and institutionalize Israel
education in Bay Area Jewish day and high schools. BASIS strives to strengthen students’
knowledge of and connection to Israel by incorporating best practices in Israel education and
engagement through a process of school improvement and change. The JJF has funded the San
Francisco Bureau of Jewish Education (BJE) to provide management and professional
consultation for 11 BASIS project partner schools (on 12 campuses). BASIS encourages the
schools to design and put into place a comprehensive long-term plan to incorporate Israel
education into every aspect of the school’s community—students, faculty, and administration—
to think critically about the Israel education programs they currently offer, to determine how
current programs fit into that long-term plan, and to design new programs, as needed, to meet the
goals of the new plan.
SRI International was contracted by JJF to conduct an evaluation of BASIS. This report presents
our early summative findings, including the extent to which BASIS has fully implemented the
project activities and achieved the short-term outcomes posited in its logic model. The findings
are based on data from school site visits and faculty interviews, student and teacher surveys,
school-based assessments of student learning, interviews with BASIS team members and
consultants, and school progress reports and proposals. A December 2010 report, The Israel
Education Project in the San Francisco Bay Area Jewish Day Schools: Summary of School Site
Visits, presented formative findings about project management and support, the most useful
resources and supports for schools, and challenges schools encountered in planning and
implementation. These are the key findings of the evaluation to date:
Professional development, coaching, and consultation and cross-school collaboration
were instrumental in helping schools focus on Israel education and learn about resources
and strategies to improve their Israel education. Activities were coordinated and
enhanced by the part-time coordinator at each school.
Schools are planning Israel education in ways that are more focused and outcome-based
than they were before BASIS.
Schools have implemented new and enhanced student-focused Israel education and
engagement strategies.
Many of the teachers (especially the 44% directly involved in BASIS) have increased
their confidence, skills, access to resources, and frequency of instruction in Israel
education.
Students have experienced increases in connections with people living in Israel.
Israel education has become more a part of the school culture for all the schools.
Most schools are still developing their scope and sequence for Israel education so more time will
be needed to see whether these plans lead to coordinated and comprehensive Israel education in a
sustainable way. The progress schools made on project implementation and the early outcomes
achieved to date are summarized below and detailed in the full report.
i
Implementation of Project Activities
The BASIS team led by the BJE provided school staff with professional development on
how to design and implement high-quality Israel education. The BASIS team supported the
professional development of staff at each of the Jewish day and high schools through multiple
workshops, forums, and consultation from a team of Israel education experts.
Workshops and forums. A total of 10 workshops and forums were held for school staff
to learn new pedagogical skills and teaching content, hear about new resources,
strengthen their teams’ commitment to Israel education, and work on their individual
school plans. These professional development opportunities included local and Israelbased forums and themed workshops on specific Israel education strategies and
curriculum development.
Consultation. A team of consultants from the BJE with expertise in arts and culture,
technology, family education, and twinning supported the schools individually in
planning and implementing their Israel education strategies. In addition, schools received
one-on-one consultation from a curriculum coordinator and curriculum coaches
(manchim). Manchim are Israel education experts from universities and other educational
institutions who were carefully matched with schools based on similar perspectives of
Israel education and Jewish identity. They support schools with developing a curricular
scope and sequence. Manchim have been credited with keeping schools on task and
focused on identified goals, supporting staff as they work through challenges encountered
when developing a schoolwide sequenced Israel education curriculum, modeling
effective Israel education practices, organizing and facilitating collaborative faculty
meetings, developing systems to gather input, and analyzing current Israel education
activities in reference to schools’ new Israel education visions and goals.
Community of Practice meetings. Networking and sharing of learning was facilitated
through 17 Community of Practice (CoP) meetings for BASIS coordinators that were
held between November 2008 and February 2011.
School-based professional development. School-based and school-designed
professional development workshops and teacher trips to Israel also were used to increase
teachers’ knowledge and excitement about Israel.
Participation in BASIS helped schools update their Israel vision statements and develop
goals for the types of engagement they want students to have with Israel. To develop a
long-term plan for Israel education, schools developed Israel education vision statements and
clarified and defined specific learning goals.
Vision statements. As of October 2010, all schools had developed a final or draft Israel
education vision statement, and most had developed a set of enduring understandings and
essential questions to guide their curriculum work. Interviewed school staff members
report using these documents to guide their Israel education planning. See Appendix A
for examples of vision statements and enduring understandings.
Goals and learning objectives. Schools have clarified and defined their goals for Israel
education, which has enabled them to develop more intentional, coordinated, and
comprehensive plans for Israel education and engagement. Interviewed school staff
ii
reported that working backward from the learning goal (the desired enduring
understanding) and selecting or developing Israel activities that will produce those
learning outcomes has required a paradigm shift in how school faculty members think
about Israel education. They learned this approach from the BASIS professional
development programs and consultants.
Participation in BASIS helped schools to systematically make progress toward the
development of long-term Israel education plans that are outcome-based,
comprehensive, and sequenced. To develop long-term Israel education plans, schools
mapped their existing Israel education activities and lessons, compared their existing program
with their newly refined Israel education statements and goals, identified existing lessons and
activities that were still appropriate and those that were not, and identified gaps where additional
lessons needed to be developed. Example curriculum maps are presented in Appendix B.
Mapping. As of October 2010, most of the schools had inventoried their Israel education
and engagement lessons and activities and entered their mapping information into the
Atlas curriculum mapping software. Through these activities, schools identified some of
their implicit priorities for student learning, redundancy in current activities, alignment of
current activities with their identified enduring understandings, and gaps in coverage of
these important ideas.
Scope and sequence. As of October 2010, a few schools had begun to outline their scope
and sequence and associated curricular units. Most schools planned to work more
intensively on their scope and sequence from January to June 2011. The planning process
for developing a scope and sequence has changed how teachers in the schools are
collaborating. For many schools, BASIS has inspired links across faculty groups such as
Judaic and general studies teachers who previously functioned more independently.
Through BASIS, schools have implemented new and enhanced student-focused Israel
education and engagement strategies. Schools are using a variety of strategies—twinning
and partnerships programs, Israel trips, family education, shlichut (Israeli emissaries), arts and
culture, and technology—to engage students in Israel education, with the majority of schools
using multiple strategies. Implementing more types of strategies is not inherently better,
however, because some strategies are more comprehensive than others. Further, determining the
number and type of strategies for schools to use is a work in progress as schools think about how
to use these strategies to support their new scope and sequence for Israel education.
Twinning and partnerships. Eight of the schools are working on developing or
enhancing their twinning and partnerships strategy for Israel education and engagement,
including coordinated activities and visits with their twin/partner school in Israel.
Other student travel to Israel. Two schools have developed or enhanced trips to Israel
to increase students’ knowledge of and connections with Israeli culture and Jewish
Peoplehood.
Family education. Eight of the schools are conducting family education activities, such
as schoolwide events celebrating arts and culture, to support Israel education and
engagement.
iii
Shlichut. Three schools have shlichim, Israeli citizens who serve as a cultural and
educational link between the local school communities and the people of Israel.
Arts and culture. Nine schools are implementing new and enhanced arts and culture
activities, such as creating public art on school campuses or exploring aspects of Israeli
arts and culture, to support Israel education and engagement.
Technology. Four schools are using technology to develop new and enhanced ways to
build students’ knowledge of and connections with Israel.
Short-Term Educator Outcomes
Through a teacher survey that collected data from 251 teachers across the 11 schools (a 68%
response rate), SRI assessed teachers’ involvement in BASIS as well as short-term teacher
outcomes: changes in teachers’ knowledge about, connection to, and engagement with Israel and
teachers’ capacity to design, plan, and teach about Israel. Although a correlation does exist
between some positive changes and BASIS, we are unable to attribute reported changes
specifically to BASIS.
Almost half (44%) the teachers surveyed reported being involved or very involved in at
least one of six BASIS activities. The most common BASIS activities surveyed teachers
reported involvement in were mapping the school’s current Israel education activities and
objectives (30%), planning or implementing BASIS student activities (26%), developing a
teaching plan for Israel education across all grades (23%), and participating on the BASIS school
leadership team (22%). Given the findings, there appears to be a critical mass of teachers who
are involved and can change the way Israel education is carried out in their schools. However,
more than half the teachers reported no involvement in BASIS, indicating there is room to
encourage broader involvement.
Teachers involved in BASIS activities tended to have the following characteristics more often
than their less involved peers:
Teach Jewish/Hebrew studies (59% vs. 9%)
Have more than 5 years of teaching experience (63% vs. 46%)
Have visited Israel (90% vs. 50%)
Were born in Israel (34% vs. 5%).
Analysis of the teacher survey indicated that teachers who were involved in BASIS activities
showed the greatest increase in their knowledge of, connection to, and engagement with Israel as
well as in their capacity to plan and incorporate Israel education in their curriculum. Thus, if the
goal is to integrate Israel education into all subjects in the school, more involvement of general
studies teachers will be needed. Schools will need to systematically plan how to gain greater
involvement from general studies teachers who have less experience with Israel. Findings about
changes in educators are described below.
Faculty support for teaching about Israel is very high, and it has increased during the
BASIS project. Overall, 91% of surveyed teachers reported medium or high support for teaching
about Israel among their faculty. Teachers involved in BASIS, compared with teachers not
involved, perceived even more support (97% vs. 86%). Many surveyed teachers reported that
iv
faculty support for teaching about Israel increased in the past year, with those involved in BASIS
more often reporting increases than those not involved (57% vs. 36%).
Teachers reported having increased their knowledge of, interest in, and connection to
Israel since fall 2008. These increases were greater for teachers involved in BASIS than for
teachers not involved in BASIS.
Teachers involved in BASIS, compared with teachers not involved, more often had
medium to high levels of interest in teaching about Israel (98% vs. 54%), knowledge and
understanding about Israel (94% vs. 63%), attachment to Israel and Israeli culture (87%
vs. 51%), and connection to teachers in Israel (56% vs. 14%). This may be related to their
more often being Jewish/Hebrew studies teachers and teachers with more connections to
Israel.
Teachers involved in BASIS, compared with teachers not involved, more often reported
increases in these areas: interest in teaching about Israel (49% vs. 18%), knowledge and
understanding about Israel (52% vs. 27%), attachment to Israel and Israeli culture (36%
vs. 14%), and connection to teachers in Israel (29% vs. 8%).
Teachers who were involved in BASIS were more likely to attend professional
development related to Israel education and positively rate the workshops or
conferences they attended. Overall, 61% of teachers participated in at least one professional
development activity related to Israel education. Participation in school workshops was higher
for teachers involved in BASIS compared with those not involved in BASIS (75% vs. 36%).
Satisfaction with these workshops was also higher among attendees who were involved in
BASIS compared with those who were not (74% vs. 37%). Given that so few of the teachers who
were not involved in BASIS reported having participated in professional development related to
Israel education, this might be a key way to begin their involvement in the project.
Teachers who were involved in BASIS reported having more access to resources and
materials for teaching about Israel and finding them more useful. Teachers involved in
BASIS, compared with those who were not, had greater access to books and magazines (54% vs.
14%), computers and other technology (49% vs. 17%), visual art (46% vs. 13%), maps (45% vs.
12%), and movies (38% vs. 8%). Furthermore, teachers who were involved in BASIS and had
access to materials, compared with teachers who were not involved but had access to similar
materials, more often reported that the materials were useful or very useful in their classrooms:
books and magazines (91% vs. 44%), computers and other technology (77% vs. 64%), visual art
(84% vs. 65%), maps (98% vs. 63%), and movies (90% vs. 55%). As a result, teachers involved
in BASIS increased their access to Israel education resources more than their noninvolved peers,
even though they probably had greater access to these resources to start with.
Capacity to teach about Israel was higher and increased more for teachers involved in
BASIS than for teachers not involved. More teachers involved in BASIS, compared with
teachers not involved, reported high alignment of Israel education across grades (85% vs. 50%),
amount of Israel education planning done with other teachers at the school (72% vs. 14%),
awareness of resources to help develop lessons about Israel (85% vs. 40%), confidence in
teaching about Israel (84% vs. 38%), skills to effectively teach about Israel (87% vs. 38%), and
familiarity with organizations in Israel (73% vs. 27%).
v
Even though they already have a stronger capacity to teach about Israel, more teachers involved
in BASIS, compared with teachers not involved, reported increases in capacity, including
alignment of Israel education across grades (46% vs. 20%), amount of Israel education planning
done with other teachers at the school (31% vs. 6%), awareness of resources to help develop
lessons about Israel (30% vs. 11%), confidence in teaching about Israel (27% vs. 9%), skills to
effectively teach about Israel (26% vs. 7%), and familiarity with organizations in Israel (17% vs.
5%). Because the skills and capacity to teach about Israel were much higher for teachers
involved in BASIS than for peers not involved, building capacity for uninvolved teachers will
require planning and support.
Teachers increased the frequency with which they taught about Israel from the 2009–10
to 2010–11 school years. Overall, 4% more teachers taught about Israel frequently (i.e., at least
once a week) in 2010–11 than they did in 2009–10 (27% vs. 23%, respectively). Teachers who
were involved in BASIS taught about Israel more frequently, and their frequency of teaching
increased more after a year of BASIS compared with that of teachers who were not involved
(40% vs. 8% in 2009–10 and 45% vs. 12% in 2010–11).
The teachers involved in BASIS have increased the frequency with which they do certain
activities to teach about Israel. More than one-third of the teachers involved in BASIS
reported increases since fall 2008 in using technology to teach about Israel (44%), providing
experiences with Israeli artists or performers (41%), teaching about the cultures in Israel (40%),
and displaying Israel-related posters, exhibits, and maps (38%). This finding may be related to
the increased access to resources and growth in interest and skills among the teachers involved in
BASIS.
Short-Term Student Outcomes
SRI assessed changes in two short-term student outcomes: (1) increasing student learning about
Israel (e.g., its geography, its history, its people and their cultures, its geopolitical issues, its
cultural/religious issues) and (2) increasing student connection to and engagement with Israeli
people and the role Israel plays in the Jewish community worldwide. SRI used three measures to
asses these short-term outcomes—school assessments of student learning objectives, student
surveys, and teacher surveys that included items about student interest in learning about Israel.
As with the teacher findings, the evaluation design enabled us to demonstrate a correlation
between some student outcomes and BASIS, but we were unable to attribute those changes to
BASIS.
Each school identified five learning objectives (60 in total), and all but two were assessed. In the
cases where objectives covered multiple topics, we considered each topic separately. As a result,
our analysis included 58 learning objectives across the 12 campuses. Schools used curricular and
project-based assessments such as quizzes, projects, and papers to assess 298 students and
determine the percentage of students who mastered each objective (e.g., received at least a grade
of ―B‖ on the assessment task).
The focus of learning objectives varied widely across schools, but the level of mastery
was high for all of them. Overall, of the 58 objectives schools assessed, more than half (58%)
were reported to have been mastered by 100% of the students. Given the very high mastery rate,
it appears that schools were very explicit in teaching the information and skills identified in their
learning objectives. Teaching to the test can have a positive outcome when learning objectives
vi
focus on important information. Exhibit ES-1 indicates the mastery level students achieved for
each of the topic areas assessed.
Exhibit ES-1. Average percentage of students who mastered objectives, by topic
Topics of learning
objectives
Percentage of objectives
focused on this topic
Percentage of students who
mastered learning objectives
Israel’s history
30
90
Israel’s geography, present
and/or past
18
89
Israeli culture, literature, art,
or music
15
99
Israel’s current events and/or
politics
14
85
Zionism: history, philosophy,
culture
10
96
Connection with Israel and
its role in the Jewish
community
8
100
Hebrew proficiency
5
97
Teachers reported increases in students’ learning about Israel. More than a quarter (27%)
of the teachers surveyed reported increases in the past year in students’ ability to think about
Israel from different perspectives, students’ knowledge about Israel (e.g., culture, politics,
history, geography), and students’ interest in learning about Israel.
Pre- and post-surveys indicated changes in students’ attitudes, connections, and
behaviors toward Israel and Jewish Peoplehood. Surveys were administered to students in
all 11 BASIS schools in fall 2009 and again in spring or fall 2010 (after a year of BASIS
participation). A total of 583 students completed pre-surveys and 630 students completed postsurveys (an overall response rate of 75%). We matched 416 students’ pre- and post-surveys. The
survey indicated a consistent pattern of increases in students’ connections to people living in
Israel, as described below.
More students visited Israel. The percentage of students who had visited Israel in the past 2
years increased from 49% at the pre-survey to 66% at the post-survey. Much of this increase was
due to 26% more students having taken a school trip to Israel between their pre- and post-surveys
(15% to 41%). The vast majority of students who took a school trip to Israel were in eighth
grade. The fact that many eighth-grade students took a school trip to Israel may be a major factor
in why the grade 7 and 8 students tended to experience greater increases in connections to people
living in Israel than the grade 4 through 6 and grade 9 to 12 students.
More students feel “very much” connected to the Jewish community and the role Israel
plays in it. After a year of BASIS, students overall were more likely to report that they feel
―very much‖ like they are part of the Jewish people (56% to 62% from pre-survey to postsurvey). In addition, more grade 7 and 8 students were more likely to feel very much that visiting
Israel is an important part of being Jewish (42% to 51% from pre-survey to post-survey) and that
vii
caring about Israel is an important part of their life (32% to 36% from pre-survey to postsurvey).
Teachers also reported changes in students’ attitudes toward Israel. More than one-third
(34%) of surveyed teachers reported that students’ level of positive attitudes toward Israel and
connections to Israel had increased since fall 2008.
More students feel very much connected to people living in Israel. Overall, after a year of
BASIS, students were more likely to report that they feel very much connected with people
living in Israel (32% to 36% from pre-survey to post-survey). Students overall also were more
likely to report having a friend in Israel (60% to 71% from pre-survey to post-survey). In
addition to being more likely to have a friend in Israel post-survey, students also tended to have
more friends in Israel.
More students expressed interest in communicating with people in Israel. After a year of
BASIS, students overall were more likely to report having a ―very high‖ interest in
communicating with family and friends living in Israel (31% vs. 36% from pre-survey to postsurvey), and these increases were seen at both the grade 4 through 6 and grade 7 and 8 levels.
Similarly, more students overall were more likely to report emailing, writing letters, or calling
someone living in Israel at least three times a year (36% to 45% from pre-survey to post-survey).
More students reported frequent participation in some Israel-focused activities. After a
year of BASIS, more students overall reported that they hear guest speakers talk about Israel
frequently (i.e., at least three times a year) (37% to 44% from pre-survey to post-survey).
Students in grades 4 through 6 also were more likely to report frequently going to Israel
celebrations (29% to 38% from pre-survey to post-survey) and to museum exhibits focused on
Israel (13% vs. 15% from pre-survey to post-survey). The frequency of student engagement in
other types of Israel-focused education activities did not change between the pre- and postsurveys.
Decreases occurred in learning about Israel outside school. Interestingly, at a point when
Bay Area day schools are more focused on increasing students’ knowledge about Israel, students
reported less often learning about Israel frequently (i.e., at least three times a year) from other
Jewish organizations, including synagogues, temples, and shuls (50% to 45% from pre-survey to
post-survey); Jewish youth groups (26% to 25% from pre-survey to post-survey); and at Jewish
camps (30% to 27% from pre-survey to post-survey). Thus, increasing the amount of Israel
education in schools may be of even greater importance if time devoted to it is being decreased
in other educational settings for Jewish children.
Other Outcomes
BASIS is changing how Israel fits into the school culture and how Jewish day schools interact
with each other.
Israel education is now a more established component of schools’ cultures. Many
interviewees reported that participation in BASIS had increased the presence of Israel education
in their schools, from the creation of Israel education vision statements to more awareness and
discussion of Israel among their faculty.
There is more visual evidence of the importance of Israel in schools now. Several
interviewees reported that BASIS activities have increased the visual presence of Israel as
viii
schools now display Israel-focused art including permanent murals and temporary exhibits,
informational bulletin boards, photos from student trips, and maps.
Parent support for teaching about Israel has increased and is strong. Overall, surveyed
teachers (89%) reported medium or high levels of support from the parent community for
teaching about Israel. Also, nearly a quarter of teachers (23%) reported that parent support for
teaching about Israel has increased since fall 2008.
Schools have begun to proactively think about how they will sustain their BASIS
activities, and all schools recently submitted sustainability reports to the BJE and JJF.
Many heads of schools said during interviews that sustaining BASIS activities in the absence of
BASIS funds is a concern, especially given that school budgets are often tight and schools have
many competing priorities for limited funds. Therefore, they reported they are building support
for their increased focus on Israel education among faculty, school trustees, and the broader
school community and identifying ways to cover project costs.
BASIS has developed a network that supports collaboration across the Jewish day
schools in the greater Bay Area. BASIS coordinators reported during interviews that they are
sharing resources and ideas across schools through discussions at CoP meetings and informally
outside CoP meetings.
Conclusion
The evaluation data from all sources—interviews, document reviews, and teacher and student
surveys—suggest that all participating Jewish day schools are going about Israel education in
new ways and that educator and student short-term outcomes are moving in the desired direction
posited in the logic model. More time will be needed, however, to determine whether BASIS
results in schools developing a comprehensive scope and sequence of Israel education and a set
of sustainable Israel education strategies and what the long-term impacts of these instructional
changes are on students.
ix
Introduction
SRI International was contracted to support the Jim Joseph Foundation (JJF) by conducting an
evaluation of Bay Area Schools Israel Synergy (BASIS), the Israel Education Project in 11
San Francisco Bay Area Jewish day schools. The JJF has funded the San Francisco Bureau of
Jewish Education (BJE) to provide management and professional consultation for these BASIS
project partner schools. The goal of this evaluation is to provide JJF and BJE with useful
information on the implementation and accomplishments of BASIS.
Overview
BASIS is an innovative initiative to improve and institutionalize Israel education in Bay Area
Jewish day schools. It strives to strengthen students’ knowledge of and connection to Israel by
incorporating best practices in Israel education and engagement through a process of school
improvement and change. BASIS encourages the 11 schools to design and put into place a
comprehensive long-term plan to incorporate Israel education into every aspect of the school’s
community—students, faculty, and administration—to think critically about the Israel education
programs they currently offer, and to determine how they fit into that long-term plan.
The 11 BASIS project partner schools are
Brandeis Hillel Day School (BHDS), with San Francisco and Marin campuses
Contra Costa Jewish Day School (Contra Costa)
Gideon Hausner Jewish Day School (Hausner)
Kehillah Jewish High School (Kehillah)
Jewish Community High School of the Bay (JCHS)
Oakland Hebrew Day School (OHDS)
Ronald C. Wornick Jewish Day School (Wornick)
Shalom School (Shalom)
South Peninsula Hebrew Day School (SPHDS)
Tehiyah Day School (Tehiyah)
Yavneh Day School (Yavneh).
A December 2010 report, The Israel Education Project in the San Francisco Bay Area Jewish
Day Schools: Summary of School Site Visits, presented formative findings about project
management and support, most useful resources and supports for schools, and challenges schools
encountered in planning and implementation.
This report presents early summative findings, including the extent to which BASIS has fully
implemented the project activities and achieved the short-term outcomes posited in its logic
model (Exhibit 4). The findings are based on all the data collected, including data from school
site visits and faculty interviews, student and teacher surveys, school-based assessments of
student learning, interviews with BASIS team members and consultants, and school progress
reports and proposals.
1
This report is organized as follows:
Description of the BASIS logic model
Description of the extent to which schools were able to implement the BASIS project
activities outlined in the logic model, including providing teachers with professional
development, developing Israel education visions and goals, developing long-term Israel
education plans, and implementing new and enhanced Israel education strategies with
students
Findings on changes in educators’ knowledge about, connection to, and engagement with
Israel, as well as their capacity to design, plan, and teach Israel education
Findings on student learning about Israel and changes in students’ connections to and
engagement with Israeli people and the role Israel plays in the Jewish community
worldwide
Description of how school cultures and infrastructures are being impacted by BASIS
Discussion of the main findings and conclusion.
Data Collection Methods
The 18-month evaluation drew on the multiple methods described below.
Document reviews. SRI helped design the format of end-of-year and midyear progress reports
so that they would be informative to the evaluation. We used the progress reports to gather
information about the strategies being used and results of schools’ internal assessments of
student learning about Israel. We also reviewed all schools’ proposals to receive BASIS funding.
School site visits. A fall 2010 site visit to all 12 school campuses provided an opportunity to
see how the planning and implementation of project strategies were progressing and what
additional supports schools required as they moved forward with their plans. It also was an
opportunity to capture descriptions of successful or promising strategies. During the visits, SRI
staff members conducted interviews with the heads of school, BASIS coordinators, and two to
three teachers (at least one Judaic studies and one general studies teacher) on each school’s
BASIS Leadership Team.
Interviews with BJE. SRI interviewed BJE personnel involved in BASIS about project
accomplishments, challenges, and lessons learned. Interviews were conducted in March 2010
and again in January 2011.
Observations. SRI observed four Community of Practice (CoP) meetings, the Post-Summer
Forum, and the San Francisco-based Summer Forum to learn firsthand how schools are
networking, exchanging resources and ideas, accessing information about resources from the
BJE, and working together in other ways.
Teacher survey. In November 2010, SRI conducted a survey with all teachers in the 11 schools
who have direct teaching responsibilities (i.e., plan and implement lessons). Assistant teachers
and preschool teachers were not surveyed. The survey asked about teaching responsibilities,
attitudes and practices regarding teaching about Israel, and the extent to which teachers have
been involved in BASIS planning and program implementation. The overall response rate for all
teachers across all schools was 68% (251 teachers total), but response rates across schools
2
ranged from 48% to 92%. Exhibit 1 presents the respondent counts by type of teaching
responsibility and grade level. To test for differences between teachers who were involved in
BASIS and those who were not, we used the chi-square test. Survey items with observed
statistical significant differences at the p < .05 level are reported.
Exhibit 1. Teacher survey respondent counts
Teach
Judaic/Hebrew
Studies 50% or
more
Teach general
studies more
than 50%
Elementary school
(grades K–5)
20
73
2
95
Middle school
(grades 6–8)
43
37
24
104
High school
(grades 9–12)
14
21
13
48
All
77
131
39
247
Teach mostly
other
subject(s)
Total
Note: Excludes four surveys with missing grade and/or subject information.
Teacher assessments of student learning outcomes. SRI worked with each school to
identify a set of five learning objectives (knowledge-focused objectives) for an appropriate grade
level that school staff assessed using curricula-based assessments. Schools were encouraged to
identify learning objectives for their highest level grade (e.g., grade 5, 8, or 12) in fall 2009.
Schools completed the assessments of the learning objectives in spring 2010 and reported the
percentage of students achieving various learning objectives in their July 2010 progress reports.
Student survey. SRI designed and administered a student survey to assess changes in student
attitudes, connections, and behaviors toward Israel and Jewish Peoplehood in the fall of 2009
(pre-survey, baseline) and in 2010 (post-survey, after 1 year of BASIS). Five of the schools
administered the post-survey in the spring of the same grade year, and six of the schools
administered it the next fall. A total of 583 students completed pre-surveys and 630 students
completed post-surveys (Exhibit 2). The overall response rate for student surveys was 75% and
ranged from 68% to 92% across the 11 schools. Many surveyed students (214) had only a postsurvey. This was often because students started the school between the pre- and post-surveys.
We matched 416 students’ pr and post-surveys to assess changes over time (Exhibit 3). To test
for differences between student pre- and post-survey responses, we used the t test for matched
samples. Survey items with observed statistical significant differences at the p < .05 level for
students overall and by grade levels are reported.
3
Exhibit 2. Student survey respondent counts
Pre-survey
(fall 2009)
21
Grade
4
Post-survey
(spring 2010/
fall 2010)
24
5
40
32
6
35
30
7
122
117
8
143
174
9
35
45
10
73
69
11
64
76
12
50
60
0
3
583
630
Unknown
Total
Exhibit 3. Matched student survey respondent counts
Grade at
pre-survey
4
Matched pre-/postsurveys
21
5
36
6
10
7
104
8
105
9
27
10
62
11
51
Total
416
4
The BASIS Model
The BASIS team at the BJE describes the overarching goal of BASIS as follows:
BASIS strives to bring Jewish students and their families closer to Israel, and to strengthen the
connection of youth to Israel and the Jewish people by making Israel a core part of every
school's academic program and culture.
The BASIS team has also identified the following subgoals:
Increase student knowledge about, attitudes toward, and engagement with Israel
Build the professional capacity of Bay Area Jewish day schools to offer a robust,
sequenced, and coordinated Israel education program to their students and families
Institutionalize Israel education in the schools through capacity building, sustainability,
and strategic planning
Develop model(s) for Israel education that can be applied in Jewish day schools across
the nation.
The BASIS logic model (Exhibit 4) articulates how a group of Jewish day and high schools—
with a set of supports—are expected to develop sustainable infrastructures and curricular and cocurricular activities that increase students’, teachers’, and community members’ connection with
Israel. Each school has a BASIS coordinator who spends at least 2 days a week managing project
tasks, organizing school-level efforts and planning, and coordinating with other coordinators and
the BJE through regular Community of Practice (CoP) meetings. All schools also have school
leadership teams composed of school administrators, the BASIS coordinator, both Jewish studies
and general studies faculty, and often school community or board members that meet regularly to
provide guidance to the project and support the project’s broader implementation in the school.
Each school also has a curriculum design team that has been overseeing the mapping of current
Israel education activities and the development of a curricular scope and sequence. The primary
focus of BASIS in 2010–11 was to have each school develop a curricular scope and sequence
based on its Israel education vision statement.
The BASIS model involves a set of supports that help schools develop their staff capacity to
collaborate on, plan, and implement more intentional and coordinated Israel education and
engagement activities. Each school receives funding based on student enrollment ($360 per K–
12 student) and access to a group of consultants who have been hand selected and are managed
by the BJE. Each school is working with a curriculum coach (manche or mancha) from an Israel
education organization and receives consultation, as requested, on Israeli arts and culture,
twinning and partnering with Israeli schools, and curriculum mapping software. Schools also
support each other through sharing resources and participating in joint-training sessions at CoP
meetings of BASIS coordinators.
The BJE provides the leadership, coordination, and management that make all the project
supports possible and that keep schools focused on project deliverables and goals.
5
Exhibit 4. Logic model for BASIS evaluation
INFLUENTIAL
FACTORS
Effectiveness of
BJE’s
management
structure,
communication
with schools,
clarity of
expectations, and
timeline to help
schools’ reach
project goals
Timeliness of
receiving JJF
grant funds
Teacher and
community buy-in
for project at each
of the schools
RESOURCES
BJE will provide
example curricula and
models, experts,
trainings, Community
of Practice meetings,
Israel Forum
workshops to support
schools’ planning
BJE will link with other
Israel education
organizations to
expand available
training and resources
to the schools
JJF will provide $360
per student; a basket
of consultants; access
to iCenter resources;
and timely payment for
project management,
educators professional
development, and
BASIS evaluation
ACTIVITIES
Schools, in partnership with BASIS
development team, will provide
professional development for and
coordinate with teachers on how to design
and provide high-quality Israel education
Schools will update their visions and
mission statements and their logic models
as needed to guide their ongoing
strategies
Schools will develop goals for the types of
student engagement they desire students
to have with Israel
Schools will develop knowledge- and skillbased learning objectives for students and
will assess progress on those objectives
Schools will develop long-term Israel
education plans, based on the identified
objectives and goals, that are
comprehensive and sequenced by starting
with a plan for one or a few grade levels
and expanding the plan to include all
grade levels by the end of the 4 years
Schools will implement the new and
enhanced student-focused strategies
outlined in their plans: curricula, school
events, shlichim, family education,
twinning and partnerships programs, Israel
trips, technology, and arts and culture
BJE = The Bureau of Jewish Education
Schools = The 11 Jewish day and high schools participating in BASIS
6
Teacher
satisfaction with
training
SHORT-TERM
OUTCOMES
(within 1 year)
Increases in
educators’
knowledge about,
connection to, and
engagement with
Israel
Amount of
teachers who
include Israel
education in their
instruction
Increases in
capacity of
teachers to design,
plan, and teach
Israel education
# of students who
participate in
various Israel
education
strategies
Increases in
student learning
about Israel (e.g.,
its geography, its
history, its people
and their cultures,
its geopolitical
issues, its
cultural/religious
issues)
OUTPUTS
# of teachers
trained
Amount of time
students spend
on Israel
education
Student
satisfaction with
Israel education
instruction/
activities they
receive
Increases in
student connection
to and
engagement with
Israeli people and
the role Israel
plays in the Jewish
community
worldwide
INTERMEDIATE-TERM
OUTCOMES
(within 2-4 years)
Increases in families’
knowledge about,
connection to, and
engagement with Israel
Increases in the visibility
of Israel in school
environments, including
surroundings
(portraiture),
programming (adult
education), place of
Israel in the overall
school life beyond
celebratory Israel days
Increases in resources
relating to Israel (e.g.,
purchase of books for
libraries, resources for
music education,
creation of learning
centers, and other
resources directed to
Israel related topics)
Increases in schools’ use
of sustainable resources
within the community to
support and fund Israel
education capacity
building and
programming
IMPACT
(sustainable
changes)
School mission
statements and
planning and
professional
development
structures will
incorporate Israel
education as an
essential piece of
Jewish education
Schools will have
developed
sustainable Israel
education plans and
strategies by
incorporating Israel
education into their
budgets and ongoing
fundraising efforts
Schools will have
more available
resources and
capacity to support
ongoing Israel
education
Israel education will
play a more
instrumental role in
school life and
curriculum
Implementation of Project Activities
In this section, we discuss the activities schools and the BASIS leadership team have undertaken
as part of BASIS and the accomplishments schools were able to make toward the BASIS goals.
The logic model identifies the following activities that schools are expected to accomplish with
support from the BASIS team to strengthen their capacity to provide high-quality Israel
education and engagement activities:
Provide school staff with professional development on how to design and implement
high-quality Israel education
Update the schools’ Israel vision statements as needed to guide their ongoing strategies
and develop goals for the types of student engagement they desire students to have with
Israel, including knowledge- and skill-based learning, and how to assess progress on
those objectives
Develop long-term Israel education plans, based on the identified objectives and goals,
that are comprehensive and sequenced by starting with a plan for one or a few grade
levels and expanding to include all grade levels by the end of the 4 years
Implement the new and enhanced student-focused strategies outlined in their plans:
twinning and partnerships programs, Israel trips, family education, shlichut, arts and
culture, and technology.
The accomplished activities are described in this section.
Activity 1: Provide Professional Development
The BASIS team supported the professional development of staff at each of the Jewish day and
high schools through multiple workshops, CoP meetings, and consultation from a team of Israel
education experts.
Workshops
The BASIS team held professional development workshops for school staff to learn new skills,
hear about new resources, strengthen their teams’ commitment to Israel education, and work on
their individual school plans.
Summer forum in Israel (July 2009). All schools sent teams to Israel in July 2009 as part of the
initial project-wide summer forum and to a pre-summer forum meeting in San Francisco to
prepare for the trip in June 2009. Attendees reported numerous benefits from the forum,
including that it clarified project expectations, helped schools develop cohesive teams before
beginning BASIS work, highlighted the existence of diverse perspectives about Israel within and
between schools and opened a dialogue to discuss them, provided an opportunity for first-time
visitors to experience Israel so they can be more connected and passionate about Israel
education, exposed participants to ways of teaching and discussing Israel that could be replicated
(especially in high schools), and allowed for staff from some schools to meet with twin schools
or purchase materials.
Post-summer forum (October 2009). BASIS school teams participated in a post-summer forum
to help them begin to refine their schools’ visions for Israel education and identify the related
goals and outcomes those visions would suggest. This forum also enabled schools to explore
7
various Israel education strategies, including twinning and partnership as well as Israeli arts and
culture.
Themed seminars. The BASIS team offered four themed seminars in coordination with CoP
meetings. Whereas CoP meetings were typically for BASIS coordinators, themed seminars were
open to any interested school staff member. The seminars were designed to support school staffs
in developing or expanding their Israel education strategies and activities with students. The
seminars covered the most common strategies being used by schools: technology, arts and
culture, partnerships and twinning, and curriculum development. Typically, some members of
the school leadership team or curriculum design team attended these workshops along with the
BASIS coordinators.
Atlas Curriculum Mapping training (May 2010). All the schools participated in 1 day of
training on the Atlas Curriculum Mapping system to facilitate the creation of their scope and
sequences and design of curricular units. Schools will use the Atlas tool to organize their
curricular planning and sharing across grades, subjects, and schools.
Summer forum in San Francisco (June 2010). Attendees of the 2010 San Francisco summer
forum learned about Understanding by Design (UbD), the curriculum planning approach chosen
by the BASIS team at BJE.1 In this process, educators first define ―enduring understandings‖—
the ultimate learning goals. Then they engage in backward design guided by ―essential
questions,‖ choosing activities that will guide students to the goal.
Most attendees reported benefits from the forum, including the opportunity to work with
curriculum design professionals and manchim, time to start drafting big ideas and vision
statements specific to their schools, and the opportunity to collaborate with other schools and
hear about their plans and activities.
Winter forum and Caravan of Learning (January 2011). Ten schools (11 campuses)
participated in a winter forum that allowed participants to select a variety of academic
presentations to attend. All led by Israel education and engagement experts from around the
world, sessions included presentations on Israel-related subject matter, presentations on different
pedagogic approaches to Israel education, and hands-on participation in Israel education
activities. The winter forum also included an evening arts and culture program: Hatikvah
(HOPE) – a Hymn Is Born. After the 1-day winter forum was the 2-day Caravan of Learning that
allowed schools to select from a menu of professional development sessions to be held at their
school sites. All but one BASIS school took advantage of this opportunity.
Exhibit 5 presents the numbers of participants at each of these workshops.
1
G. Wiggins and J. McTighe. 1998, Understanding by Design, Alexandria, VA: Association for Supervision and
Curriculum Development (ASCD).
8
Exhibit 5. Participation in BASIS workshops
Number of
participants
Workshop
Pre-Summer Forum (June 2009)
86
Summer forum in Israel (July 2009)
80
Post-summer forum (October 2009)
60
Themed seminar: Technology (October 2009)
22
Themed seminar: Arts and Culture (November 2009)
23
Themed seminar: Partnerships and Twinning (December 2009)
37
Themed seminar: Curriculum Development (February 2010)
14
Atlas Curriculum Mapping training (May 2010)
40
Summer forum in San Francisco (June 2010)
68
Winter forum (January 2011)
89
Caravan of Learning (January 2011)
144
Community of Practice Meetings
CoP meetings have been held monthly during the school year since November 2008 to support
the professional development of BASIS coordinators. A total of 17 CoP meetings were held
between November 2008 and February 2011. The CoP meetings included time for BASIS
coordinators to share information with each other and talk through challenges and opportunities
schools face in implementing the grant. They also provided opportunities for networking on
Israel education strategies and for feedback between the BASIS team and coordinators on
logistics and directives. As one coordinator said, ―The best part [of the CoPs] is learning about
other schools’ processes and projects related to the grant.‖
Consultation
In addition to cross-school workshops, BASIS provided schools with a team of consultants with
expertise in arts and culture, technology, family education, and twinning to support them
individually in planning and implementing their Israel education strategies and developing a
curricular scope and sequence. The consultant on twinning and partnership helped two of the
schools that already were involved in twinning continue to move forward, a third school to
launch its twinning effort, and three other schools to explore possible partnerships with schools
and other organizations in Israel. This consultant also organized the visit of a delegation of
teachers from three of the Israel twin schools in December 2010. The consultant on Israeli arts
and culture provided school-based workshops for six schools and provided consultation on
school arts and culture projects. She also has sent regular emails about regional Israeli arts and
cultural events and new resources. The BJE’s librarian was another resource, and schools
reported that he increased their access to the library’s resources such as curricula, books, movies,
and multimedia.
Curriculum Coordinator and Coaches
The BASIS team realized that schools needed consultation and mentoring to guide their
curriculum development work; therefore, the BASIS project director identified a curriculum
coordinator to develop a step-by-step process to support the schools in developing a scope and
9
sequence. She also identified a pool of Israel education experts from universities and other
educational institutions to serve as manchim to individual schools.
The BASIS curriculum coordinator has provided every school with clear direction and practical
support at CoPs and the summer forum and through individual visits and consultations. School
representatives mentioned that her deep understanding of schools and curriculum design enabled
her to provide useful insights and very practical advice and helped move the curriculum
development process forward. The curriculum coordinator, together with the project director,
provided supervision and coordination for the manchim through regular communication and at
two multiple-day workshops with the BJE BASIS team in June 2010 and February 2011.
Manchim also have been critically important for schools in their development of a scope and
sequence. Carefully matched with schools based on similar perspectives of Israel education and
Jewish identity, manchim have been working with their schools for 9 months. They have
supported, mentored, and guided the BASIS coordinators and curriculum design team at each of
the schools, and they have also provided professional development sessions for faculty that
model how Israel education can be anchored in enduring understandings. In addition, manchim
reported in interviews that they have intensified the discourse taking place in the schools about
Israel education and what Israel education can look like schoolwide by asking questions that
school faculty members may not feel comfortable asking their peers. As one manche said, ―My
role is to push them to be rigorous to ensure the curriculum they teach realizes the goals
articulated in the vision and the enduring understandings.‖ Manchim reported helping schools
manage a process that can be overwhelming by helping coordinators organize or facilitate
collaborative meetings, develop systems to gather input, and analyze curriculum maps for gaps
and duplication. Finally, manchim mentioned that they helped schools stay on track and on
schedule by having schools mobilize people or complete tasks before their visits to the school.
Teachers echoed the strong contributions of manchim, reporting the many ways they helped to
move Israel education forward in the schools, including moderating conversations and helping
teachers reframe their classroom activities toward Israel education, helping to bring diverse
opinions together, teaching school staff about enduring understandings and the curriculum
mapping process, showing general studies teachers the valuable contribution they can make in
Israel education, and modeling the facilitation of grade-level meetings on curriculum
development. As one teacher said, ―[Our mancha has] certainly been instrumental in helping us
develop our [curricular] goals.‖
School-Based Professional Development
In addition to teacher professional development opportunities offered by the BASIS team as part
of developing a scope and sequence for Israel education, many schools developed and offered
additional staff capacity-building opportunities. For example,
JCHS created a forum for faculty members who traveled to Israeli on the student trip to
reflect on their personal experiences, share them with others at the school, and develop
strategies to embed topics, values, and programmatic ideas from the trip into the school's
Israel education curriculum.
Shalom developed and implemented Israel 101, a 3-day summer intensive course for the
entire school faculty focused on Israel and Israel education. Topics included Israeli
archeology, film, culture, history, social life, and technology.
10
Tehiyah faculty will be trained on the use of recently installed interactive white boards.
This will facilitate cross-curriculum integration of Israel education.
Yavneh continues to send teachers to Kivunim each summer.
OHDS is developing monthly voluntary ―Israel coffee talks‖ for this school year, during
which teachers will meet informally to discuss Israeli current events and other topics
related to Israeli life and culture.
JCHS offered a special inservice training for staff members when the Gaza incursion was
happening so that teachers would be able to adequately respond to students’ questions.
Activity 2: Update Israel Education Vision Statements and Develop Goals
To develop a long-term plan for Israel education, schools created Israel education vision
statements and clarified and defined specific learning goals.
Vision Statements
As of October 2010, all schools had developed a final or draft Israel education vision statement,
and most had developed a set of enduring understandings and essential questions to guide their
curriculum work. In most of the schools, the enduring understandings are now being shared with
faculty and being used to guide the mapping process. Many of the schools also are developing
grade-level enduring understandings and essential questions. Examples of schools’ new Israel
education vision statements and enduring understandings are in Appendix A.
Goals
Schools have clarified and defined their goals for Israel education, which enabled them to
develop more intentional, coordinated, and comprehensive plans for Israel education and
engagement. Interviewed school staff members report that working backward from the learning
goal (the desired enduring understanding) and selecting or developing Israel activities that will
produce those learning outcomes has required a paradigm shift in how they think about Israel
education. They learned this approach from the BASIS professional development programs and
consultants. The realization that curriculum planning should work backward from the learning
goal has made teachers question how they are teaching other subjects such as Jewish history,
Hebrew, the Bible, and other Jewish studies areas that intersect with the teaching of Israel.
Activity 3: Develop Long-term Israel Education Plans
To develop long-term Israel education plans, schools mapped their existing Israel education
activities and lessons, compared their existing program with their newly refined Israel education
statements and goals, identified existing lessons and activities that were still appropriate and
those that were not, and identified gaps where additional lessons needed to be developed.
Mapping of Current Activities
As of October 2010, most of the schools had inventoried their Israel education and engagement
lessons and activities, and several had entered their information into the Atlas Curriculum
Mapping software. Examples of curriculum maps are in Appendix B. Through these activities,
schools identified some of their implicit priorities for student learning, redundancy in current
activities, alignment of current activities with their identified enduring understandings, and gaps
in coverage of these important ideas. For example, while mapping its Israel education lessons,
11
one school identified content gaps in the progression from grade to grade. This school plans to
fine-tune its curriculum to fill these gaps this school year. Other school representatives said that
mapping will help them better articulate how lessons complement and build on each other. For
example, an interviewee at one school said, ―Our curriculum design team now is focused on
examining what we already have that fits in a cohesive, spiraling plan, filling in what we feel is
missing, looking at what is repetitive or taught too soon.‖
Staff at several schools mentioned that the use of Atlas for mapping their activities will provide
ongoing benefits beyond their initial curriculum planning, including
Being able to look across the school at what is and is not being done in terms of Israel
education and being able to make informed decisions if the school wants to do more
Being able to create a more nuanced and purposeful curriculum
Being able to link up with and search other schools’ Israel education ideas.
Writing a Scope and Sequence and Developing Curriculum
As of October 2010, a few schools had begun to outline their scope and sequence and associated
curricular units. One school had developed the framework of a scope and sequence last year and
plans to expand its outline this year. Another school began piloting curriculum design with the
fourth- and seventh-grade teachers. Another school already completed its scope and sequence for
Judaic studies in grades 6 through 8 and is now developing curriculum units. Other schools were
in the process of mapping and examining how well their lessons cover their areas of enduring
understandings and how well the lessons build and articulate across grades.
Because of all these activities, school faculties are now more deliberate in how they plan and
present Israel content within the curriculum. One interviewee reported, ―We plan more
strategically to get more classes and more grade levels involved in Israel education.‖ Another
interviewee at another school echoed, ―We always used to associate Israel studies with Hebrew.
Now there is much more focus on Israeli culture, books, movies, and songs. Israel is now a
theme, not just a subject for our school.‖
The planning process for developing a scope and sequence has also changed how teachers in the
schools are collaborating. For many schools, BASIS has inspired links across faculty groups
such as Judaic and general studies teachers who previously functioned more independently. As
an interviewee at one school said, ―One of the best outcomes of BASIS is that faculty now sits in
the same room and all discuss Israel. The discussion of Israel-related issues is not segregated to
Judaic and Hebrew faculty meetings anymore.‖ At another school an interviewee said, ―The
school is now providing common planning time across general and Judaic studies during the
school day. This was not happening before BASIS.‖ Coordination is also occurring across grade
levels. According to one interviewee, ―I am now connecting with the eighth-grade Jewish history
teacher about how to work together to support learning for the trip, and I never did that before.
This is a new collaboration.‖
Developing a scope and sequence for Israel education will be a major accomplishment for the
schools, but as one manche noted, ―The real transformation of teaching in the school will be
observed when curriculum is rewritten, or refined [based on the scope and sequence].‖ Schools
will need additional time to refine and develop new activities and lessons to bring their scope and
sequence to life.
12
Activity 4: Implement New and Enhanced Israel Education and Engagement
Strategies with Students
Schools are using a variety of strategies to engage students in Israel education, with the majority
of schools (7 of 11) using multiple strategies. Exhibit 6 presents the number of schools
implementing or planning to implement specific strategies, by school year. Below, we provide
some examples of accomplishments schools made during the second part of 2009–10 and plans
for 2010–11 for each type of Israel education strategy. Implementing more types of strategies is
not inherently better, however, because some strategies are more comprehensive than others.
Further, determining the number and type of strategies for schools to use is a work in progress as
schools think about how to use these strategies to support their new scope and sequence for Israel
education.
Exhibit 6. Israel education strategies BASIS partner schools are using with students
Number of schools, by school year
2008–09
2009–10
2010–11
(proposed)
4
8
8
na
na
2
Family education
4
8
8
Shlichut
1
1
3
Arts and culture
5
10
9
Technology
3
9
4
Strategy
Twinning and partnerships
Other student travel to Israel
Twining and Partnerships
Many schools have incorporated twinning and partnership strategies into their BASIS activities.
In general, interviewees felt these activities are going well and are increasing students’
connection to and understanding of life in ―the Israel of today.‖ Since the inception of BASIS,
school representatives reported being much more intentional in their twinning strategies and
making linkages between student trips to Israel and schoolwide curriculum. They also reported
including additional grade levels in twinning programs. Examples of twinning activities were as
follows:
Students at Wornick and Contra Costa made and sent videos to students at their twin
schools.
Brandeis, Hausner, and Wornick hosted delegations of teachers from their Israeli twin
schools. Israeli delegations meet with U.S. faculty to plan and codevelop components of
twinning programs and associated curriculum. Israeli teachers visiting Brandeis met and
gave presentations to school staff, families, and board members.
Brandeis added a family home stay to its student trip to Israel. Although the logistics of
matching students with Israeli families were difficult, most students reported that staying
with their host families was one of the best parts of the trip.
Yavneh identified a twin Israeli school but is proceeding slowly with the partnership so
adequate time can be given to curriculum mapping this year.
13
Students at Contra Costa are planning to visit their twin school for this first time during
this year's seventh-/eighth-grade Israel trip.
Other Student Travel to Israel
Last year, three schools conducted student trips that were not part of a formal twinning program.
This year, two schools plan to conduct trips that are not part of a twinning program. The purpose
of these trips is to help students further connect with Israeli culture and Peoplehood. Schools
reported trying to better integrate these trips into students’ overall Israel education than they did
before BASIS.
Family Education
Generally, schools implement family education by inviting families to schoolwide events
celebrating arts and culture or by hosting informational sessions about Israel. Examples include
Brandeis maintains an Israel Corner in both campuses’ weekly newsletter to heighten
families’ awareness of Israel-related activities taking place in classrooms as well as to
inform them of Israel-related resources and community events.
Brandeis and Contra Costa plan to implement an Israeli movie series (with follow-up
discussions) for middle school students and their parents.
Shalom hosted a film festival last spring for neighborhood residents, staff members,
parents, and others in the larger community. Film showings were followed by facilitated
discussions.
Contra Costa plans to cohost a second annual community Yom Hatzmaut (Israel
Independence Day) event with a local synagogue that will feature food, music, dancing,
and an interactive map of Israel. Hausner also now hosts a Yom Hatzmaut celebration for
its students, families, and staff.
Hausner is planning a family Lag B'Omer holiday celebration for May 2011 that will
include games, dance, food, and learning. The event will also highlight students’ Israel
twinning and completed Israel-related curriculum projects.
Shlichut
Schlichut (Hebrew for emissary) involves having an Israeli representative serve as a cultural and
educational link between the people in local communities and the people of Israel. OHDS
continues to use shilchut as a primary Israel education strategy and continues to be more than
satisfied with the commitment made by the pair of shlichim at the school. Two additional
schools, Kehillah and Shalom, plan to use shlichut this year. Examples of activities led by
shlichim are as follows:
The shlichim at OHDS organize Ma’adon Israel, an Israel cultural club that meets weekly
during middle school students’ lunch period. During club meetings, students are exposed
to Israeli movies, literature, news, music, and food. The Ma’adon had to be reconfigured
because of much higher than expected student participation.
The shlichim at OHDS host diverse parent- and family-focused events at their home
including discussions about current events, movies, and celebrations. The goal of these
events is to increase parents’ education about Israel so they can participate in
14
conversations with their children that extend what they are being exposed to during the
school day.
Kehillah is working with a shaliach this year who leads a variety of Israel-centered
activities on campus including a Hebrew language group and an Israel club.
Arts and Culture
The majority of schools conduct or are planning to conduct arts and culture activities. Activities
center on public art on school campuses or events that explore aspects of Israeli arts and culture.
Past and planned activities include the following:
Shalom School has engaged an artist in residence and her team of art educators to work
collaboratively with students in all grade levels to produce a permanent mural on the
school campus. The theme of the mural is the Israel in the Torah and the 12 Tribes.
Yavneh hosted a Tzofim presentation for students.
SPHDS plans to develop a mural that will reflect the school’s ideas and vision of Israel.
In developing the mural, students will increase their knowledge of Israeli history and
geography.
Students at Contra Costa and OHDS learned about Israeli life and culture by reading
books and poetry by Israeli authors and about Israeli flora and fauna through a mosaic.
Contra Costa is creating a mosaic with middle school students.
Technology
Schools use technology to support student learning and engagement with Israel. Here are
examples of how the schools are using technology.
Wornick is developing a joint website that will allow middle school teachers and students
to share ideas, thoughts, and information.
SPHDS seventh- and eighth-grade students are using technology to increase their
exposure to Israeli media and news and are developing journals that chronicle news
events.
Contra Costa students in the grades 6 through 8 journalism class set up a video recording
studio and created Israel-related current event pieces.
Kehillah integrated the use of Interactive Israel CD-ROMS into student lessons on the
history of Zionism and Israel.
Cross-School Events
Schools also had their students participate in cross-school events coordinated by the BASIS
team. These included planting trees in the Presidio for Tu b’Shvat, hosting an exhibit booth at
Israel in the Gardens, and attending an Israeli dance performance of the BETA Dance Troupe.
The dance performance involved six schools and more than 600 students and was hosted at the
Marin campus of Brandeis Hillel Day School.
15
Educator Short-Term Outcomes
The goal of BASIS for educators is to build the professional capacity in Bay Area Jewish day
and high schools to offer a robust, sequenced, and coordinated Israel education program to their
students and families. Participating schools receive a set of supports that develop staff capacity
to collaborate on, plan, and implement more intentional and coordinated Israel education and
engagement activities. Specifically, the program aims to achieve the following short-term
outcomes specified in the logic model:
Increase educators’ knowledge about, connection to, and engagement with Israel
Increase teachers’ capacity to design, plan, and teach about Israel.
To assess the short-term outcomes experienced by educators, we administered a teacher survey
in fall 2010 and conducted visits to the schools.
This section highlights key findings from both the teacher survey and interviews conducted
during school site visits. Analysis of the teacher survey indicated that teachers who were
involved in BASIS activities showed the greatest increase in their knowledge about, connection
to, and engagement with Israel, as well as in their capacity to plan and incorporate Israel
education in their curriculum. The evaluation design enabled us to demonstrate correlations
between positive teacher outcomes and BASIS, but not attribute causation for those positive
outcomes to BASIS.
Findings from the teacher survey are focused on differences between teachers who reported
being involved in BASIS activities and those who were not involved in BASIS activities.2
Appendix C presents data for all items from the teacher survey, for teachers overall, and by those
who were involved and not involved in BASIS.
Almost half (44%) of teachers surveyed reported being involved or very involved in at
least one of six BASIS activities. Given the findings, there appears to be a critical mass of
teachers who are involved and can change the way Israel education is carried out in their schools.
However, more than half the teachers reported no involvement in BASIS, indicating there is
room to encourage broader involvement.
The most common BASIS activities surveyed teachers reported involvement in were mapping
the school’s Israel education activities and objectives (30%), planning or implementing BASIS
student activities (26%), developing a teaching plan for Israel education across all grades (23%),
and participating on the BASIS school leadership team (22%) (Exhibit 7).
2
To test for differences between teachers who were involved in BASIS and those who were not, we used the chisquare test. Survey items with observed statistical significant differences at the p < .05 level are reported.
16
Exhibit 7. Teachers who were involved or very involved in BASIS
Israel education activities
(n = 249)
Involved in at least one BASIS activity
44
Mapping the school's current Israel
education activities and objectives
30
Planning or implementing BASIS student activities
26
Developing a curricular plan for
Israel education across all grades
23
Participating in BASIS School LeadershipTeam
22
Partnering or twinning with Israeli schools
20
Working with the BASIS team on
the use of Israeli arts and culture
18
Other
25
0
20
40
60
80
100
Percentage of teachers
Source: BASIS Teacher Survey (2010).
Teachers involved in BASIS activities tended to have the following characteristics more often
than their less involved peers:
Teach Jewish/Hebrew studies (59% vs. 9%) (Exhibit 8)
Have more than 5 years teaching experience (63% vs. 46%) (Exhibit 9)
Have visited Israel (90% vs. 50%) (Exhibit 10)
Were born in Israel (34% v. 5%) (Exhibit 10).
Thus, if the goal is to integrate Israel education into all subjects in the school, more involvement
of general studies teachers will be needed. Schools will need to systematically plan how to gain
greater involvement form general studies teachers who have less experience with Israel.
17
Exhibit 8. Subjects taught majority of the time by teachers
involved and not involved in BASIS
(n =102 to 105)
Percentage of teachers
100
80
69
59
60
40
32
22
20
9
9
0
General studies*
Jewish/Hebrew studies*
Involved
* p < .05.
Other studies*
Not involved
Source: BASIS Teacher Survey (2010).
Exhibit 9. Number of years taught at the school,
by involvement in BASIS
(n = 110 to 138)
Percentage of teachers
100
80
54
60
40
38
32
31
22
24
20
0
0-5 years*
6-10 years*
Involved
* p < .05.
Source: BASIS Teacher Survey (2010).
18
11 or more years*
Not involved
Exhibit 10. Visited and born in Israel, by involvement in BASIS
(n = 109 to 138)
Percentage of teachers
100
90
80
60
50
40
34
20
5
0
Visited Israel*
Born in Israel*
Involved
Not involved
* p < .05.
Source: BASIS Teacher Survey (2010).
In the section below, we compare responses between the 110 teachers who were involved in at
least one BASIS activity and the 139 teachers who were not involved in BASIS.
Faculty support for teaching about Israel is very high, and it has increased during the
BASIS project. Overall, 91% of surveyed teachers reported medium or high support for teaching
about Israel among their faculty. Teachers involved in BASIS, compared with teachers not
involved, perceived even more support (97% vs. 86%) (Exhibit 11). Many surveyed teachers
reported that faculty support for teaching about Israel increased in the past year, with those
involved in BASIS more often reporting increases than those not involved (57% vs. 36%)
(Exhibit 11).
According to interviewees at the school site visits, BASIS has successfully increased teacher
engagement and participation in Israel education. This is true for Jewish, non-Jewish, Israeli,
non-Israeli, general studies, and Hebrew and Judaic studies teachers. Examples interviewees
gave include the following:
Our biggest success thus far is teacher buy-in. Faculty now really wants to be a part of this.
As a group, all teachers have moved forward and moved deeper, but that’s all relative to each
person’s starting point. Some teachers are now connecting and incorporating Israel for the first
time. Others are bringing Israel teaching to a deeper level.
Now general studies teachers get [BASIS] and see how they can contribute to the work. General
studies teachers now feel more a part of the process. This is a big change. We now have general
studies teachers helping out with BASIS.
19
The Hebrew and Judaic studies faculty were strongly invested in Israel education before, so there
hasn’t been much change in their support since there was nowhere to go. But now I do see
support branching out into other departments, like history. It’s spreading and moving out.
Exhibit 11. Perceived level of faculty support, by involvement in
BASIS
(n = 106 to 225)
97
Percentage of teachers
100
91
86
80
57
60
47
36
40
20
0
Medium to high level of faculty's support for
teaching about Israel*
Overall
Involved
Perceived increases in faculty's support for
teaching about Israel*
Not involved
* p < .05.
Source: BASIS Teacher Survey (2010).
Teachers reported having increased their knowledge of, interest in, and connection to
Israel since fall 2008. These increases were greater for teachers involved in BASIS than for
teachers not involved in BASIS.
Teachers involved in BASIS, compared with teachers not involved, more often had
medium to high levels of interest in teaching about Israel (98% vs. 54%), knowledge and
understanding about Israel (94% vs. 63%), attachment to Israel and Israeli culture (87%
vs. 51%), and connection to teachers in Israel (56% vs. 14%) (Exhibit 12). This may be
related to their more often being Jewish/Hebrew studies teachers and teachers with more
connections to Israel.
Teachers involved in BASIS, compared with teachers not involved, more often reported
increases in these areas: knowledge and understanding about Israel (52% vs. 27%),
interest in teaching about Israel (49% vs. 18%), attachment to Israel and Israeli culture
(36% vs. 14%), and connection to teachers in Israel (29% vs. 8%) (Exhibit 13).
20
Exhibit 12. Teachers with medium or high levels of knowledge and
connection to Israel, by involvement in BASIS
(n = 108 to 130)
98
94
100
87
Percentage of teachers
80
63
54
60
56
51
40
14
20
0
Interest in
teaching
about Israel*
Knowledge and
understanding about
Israel*
Involved
* p < .05.
Attachment
to Israel
and Israeli
culture*
Connection
to teachers
in Israel*
Not involved
Source: BASIS Teacher Survey (2010).
Exhibit 13. Teachers who reported increased knowledge and
connection to Israel, by involvement in BASIS
(n = 84 to 102)
Percentage of teachers
100
80
60
52
49
36
40
29
27
18
20
14
8
0
Knowledge and
understanding about
Israel*
* p < .05.
Interest in
teaching
about Israel*
Involved
Source: BASIS Teacher Survey (2010).
21
Attachment
to Israel
and Israeli
culture*
Not involved
Connection
to teachers
in Israel*
Teachers who traveled to Israel for the first time through BASIS activities experienced
transformative personal growth. According to interviewees at the school site visits, teachers
who had the opportunity to go to Israel for the first time consistently shared examples of having
developed a deeper connection to Israel and of being more able to relate to and teach Israelrelated content as a result. Interviewees commented as follows:
[Going to Israel] engaged me more in an understanding of Jewish history, background, and
culture. I discuss Israel 100% more now in my general studies class than I did before.
[The trip] changed my attitudes. I didn’t have any attitudes or connections to Israel before I went
there. It got me thinking more about politics, culture, and religion.
I look at myself differently now [since going to Israel]. I have a true appreciation for Israel. I
didn’t have that before. Now Israel is a part of my culture, too.
Across schools, the regularity and depth of teacher conversations about Israel and its
complexities have increased. Multiple interviewees said the topic of Israel is more prominent
in schools now than it was before. There is more willingness and there are more opportunities
among faculty to discuss diverse perspectives and complicated issues. Interviewees shared the
following views:
Participation in BASIS has changed the way teachers are talking and what they are talking about.
[As a result of BASIS], Israel is more at the forefront of conversation and discussion for faculty.
[BASIS has] generated discussion. We are seeing different viewpoints now, and we are learning.
[BASIS] brings out dialogue and respect for our Israeli teachers and for Israel as a county. I think
without BASIS these conversations would not have been generated. We would have been doing
the typical Judaic stuff. It’s much bigger than that now.
I want to understand more about the country and its traditions. Things come up in my [general
studies] classroom that I want to be more equipped to answer. And I want to make more
connections to Israel and Israeli people. So I am helping to start the monthly faculty Israel Coffee
Talks this year.
Teachers now spend more time and take a more nuanced approach in teaching about
Israel. Across schools, interviewees said that because teachers have been exposed to more Israel-
related information, they know more about Israel than before. As a result, teachers feel better
equipped to engage with students about Israel and therefore do so more often. Examples of their
approaches are as follows:
I am now bringing in more Israel-related work [to my Hebrew class] than before BASIS. I get
resources through BJE like movies and books.
Teachers are exposed to more information about Israel now, so they have a deeper
understanding and can apply that to their teaching.
[Our professional development program on Israel] will definitely change how teachers teach. It
changed their understanding and gave them ideas to link to their lessons.
I’ve been teaching English for 11 years, and this is the first time I have brought in Israeli poems
and short stories into my class.
22
Teachers who were involved in BASIS were more likely to attend professional
development related to Israel education and positively rate the workshops or
conferences they attended. BASIS sponsored several professional development workshops
and forums to help teachers increase their capacity to plan and teach Israel education. Overall,
61% of teachers participated in at least one professional development activity related to Israel
education. Participation in school workshops was higher for teachers involved in BASIS
compared with those not involved (75% vs. 36%) (Exhibit 14). Satisfaction with these
workshops was also higher among attendees who were involved in BASIS compared with those
who were not (74% vs. 37%). Given that so few of the teachers who were not involved in BASIS
reported having participated in professional development related to Israel education, this might
be a key way to begin their involvement in the project.
Exhibit 14. Participation in workshops at school related to Israel
education, by involvement in BASIS
(n = 46 to 129)
Percentage of teachers
100
75
80
74
60
37
36
40
20
0
Attended workshop at school*
Perceived workshop as useful*
Involved
Not involved
* p < .05.
Source: BASIS Teacher Survey (2010).
Introducing the Understanding by Design (UbD) philosophy to schools encouraged
faculty members to reevaluate their teaching goals, often resulting in more intentional
thinking about their teaching practices. Interviewed teachers reported that participating in
training on UbD and working to develop the vision and enduring understanding statements has
encouraged them to explore what and how they want to teach about Israel. Curriculum mapping
and UbD are changing the culture of teachers in such ways as the following:
[UbD] helps us to step back from what we are doing day to day in the classroom and forces us to
articulate why what we are doing is important for students in certain grades.
It makes each one of us think more about the units we are doing in our classes, especially about
Israel.
23
Understanding by Design makes teachers who have been teaching for some time rethink the
nature of what they are doing. By the nature of participating in discussions about enduring
understandings and curriculum, it is bringing up the level of our teaching staff.
This is where BASIS is successful…. Teachers are opening their eyes to analysis and being able to
apply analytical questions to enable students to climb this ladder of higher thinking. We need to
define what we need to accomplish. We need to look at what they are doing. And this is
revolutionary here. In a sense, this may be the greatest accomplishment of BASIS to the school
because nothing is taken for granted anymore—it’s, “If you’re teaching that, please tell me
why.”
Teachers who were involved in BASIS reported having more access to resources and
materials and finding them more useful. Teachers involved in BASIS, compared with those
who were not, had greater access to books and magazines (54% vs. 14%), computers and other
technology (49% vs. 17%), visual art (46% vs. 13%), maps (45% vs. 12%), and movies (38% vs.
8%) (Exhibit 15). Furthermore, teachers who were involved in BASIS and had access to
materials, compared with teachers who were not involved but had access to similar materials,
more often reported that the materials were useful or very useful in their classrooms: maps (98%
vs. 63%), books and magazines (91% vs. 44%), movies (90% vs. 55%), visual art (84% vs.
65%), and computers and other technology (77% vs. 64%) (Exhibit 16).
Exhibit 15. Teachers' access to resources or materials,
by involvement in BASIS
(n = 106 to 132)
Percentage of teachers
100
80
60
54
49
46
45
38
40
20
14
17
13
12
8
0
Books, magazines,
Computers
newspapers*
or other technology*
Visual art*
Involved
Not involved
* p < .05.
Source: BASIS Teacher Survey (2010).
24
Maps*
Movies*
Exhibit 16. Usefulness of resources or materials,
by involvement in BASIS
(n = 11 to 57)
100
98
91
90
Percentage of teachers
84
77
80
65
63
64
55
60
44
40
20
0
Maps*
Books, magazines,
newspapers*
Movies*
Involved
Visual art
Computers or other
technology
Not involved
* p < .05.
Source: BASIS Teacher Survey (2010).
Capacity to teach about Israel was higher and increased more for teachers involved in
BASIS than for teachers not involved. More teachers involved in BASIS reported having a
medium or high level of skills related to teaching about Israel compared with the skills of their
noninvolved peers. More teachers involved in BASIS, compared with teachers not involved,
reported high levels of skills to effectively teach about Israel (87% vs. 38%), alignment of Israel
education across grades (85% vs. 50%), awareness of resources to help develop lessons about
Israel (85% vs. 40%), confidence in teaching about Israel (84% vs. 38%), familiarity with
organizations in Israel (73% vs. 27%), and amount of Israel education planning done with other
teachers at the school (72% vs. 14%) (Exhibit 17). Because the skills and capacity to teach about
Israel were much higher for teachers involved in BASIS than for peers who were not involved,
getting uninvolved teachers to similar levels of capacity would require much greater support.
Even though they already have a stronger capacity to teach about Israel, more teachers involved
in BASIS than not involved reported increases in capacity, including alignment of Israel
education across grades (46% vs. 20%), amount of Israel education planning done with other
teachers at the school (31% vs. 6%), awareness of resources to help develop lessons about Israel
(30% vs. 11%), confidence in teaching about Israel (27% vs. 9%), skills to effectively teach
about Israel (26% vs. 7%), and familiarity with organizations in Israel (17% vs. 5%)
(Exhibit 18).
25
Exhibit 17. Medium to high levels of activities reported by teachers,
by involvement in BASIS
(n = 18 to 96)
87
Skills to effectively
teach about Israel*
38
85
Alignment of Israel
education across grades*
50
85
Awareness of resources to help
develop lessons about Israel*
40
84
Confidence in
teaching about Israel*
38
73
Familiarity with
organizations in Israel*
27
72
Amount of Israel education
planning done with other teachers*
14
0
20
40
60
Percentage of teachers
Involved
* p < .05.
Source: BASIS Teacher Survey (2010).
26
Not involved
80
100
Exhibit 18. Teacher's report of increased skills since fall 2008,
by involvement in BASIS
(n = 86 to130)
46
Alignment of Israel
education across grades*
20
31
Amount of Israel education
planning done with other teachers*
6
30
Awareness of resources to help
develop lessons about Israel*
11
27
Confidence in
teaching about Israel*
9
26
Skills to effectively
teach about Israel*
7
17
Familiarity with
organizations in Israel*
5
0
20
40
60
Percentage of students
Involved
* p < .05.
Source: BASIS Teacher Survey (2010).
27
Not involved
80
100
Teachers increased the frequency with which they taught about Israel from the 2009–10
to 2010–11 school years. Overall, 4% more teachers taught about Israel frequently (i.e., at least
once a week) in 2010–11 than they did in 2009–10 (27% vs. 23%, respectively) (Exhibit 19).
Teachers who were involved in BASIS taught about Israel more frequently and their frequency
of teaching increased more after a year of BASIS compared with that of teachers who were not
involved (40% vs. 8% in 2009–10 and 45% vs. 12% in 2010–11).
Exhibit 19. Frequency of teaching about Israel (at least
once a week), by involvement in BASIS or Israel education
(n =103 to 112)
Percentage of teachers
100
80
60
45
40
40
27
23
20
8
12
0
Overall
Involved
2009-10
Not involved
2010-11
* p < .05.
Source: BASIS Teacher Survey (2010).
The teachers involved in BASIS have increased the frequency with which they do certain
activities to teach about Israel. Teachers involved in BASIS tended to more often use a variety
of activities to teach about Israel education (Exhibit 20). More than one-third of the teachers
involved in BASIS who had used certain activities in the past reported increases since fall 2008
in using technology to teach about Israel (44%), providing experiences with Israeli artists or
performers (41%), teaching about the cultures in Israel (40%), and displaying Israel-related
posters, exhibits, and maps (38%) (Exhibit 21). This finding may be related to the increased
access to resources and growth in interest and skills among the teachers involved in BASIS.
28
Exhibit 20. Most common class activities for Israel education reported
by teachers, by involvement in BASIS
(n = 101 to 136)
80
Displayed Israel related exhibits,
posters, or maps*
45
78
Taught about the cultures of Israel*
44
72
Used technology to learn about Israel*
41
69
Experienced or discussed Israel
performances and artists*
47
64
Sent home notes about what students*
are studying about Israel in class
38
63
Had a guest speaker talk about Israel*
37
63
Had students raised money or
done volunteer work for an Israeli cause*
39
0
20
40
60
Percentage of teachers
Involved
* p < .05.
Source: BASIS Teacher Survey (2010).
29
Not involved
80
100
Exhibit 21. Teachers' report of increased activities,
by involvement in BASIS
(n = 51 to 136)
44
Used technology to learn about Israel*
5
41
Experienced or discussed
Israeli performances and artists*
18
40
Taught about the cultures of Israel*
7
38
Displayed Israel related exhibits,
posters, or maps*
14
31
Sent home notes about what students
are studying about Israel in class*
8
30
Had a guest speaker talk about Israel*
4
26
Had students raised money or done
volunteer work for an Israeli cause*
9
0
20
40
60
80
100
Percentage of teachers
Involved
* p < .05.
Not involved
Source: BASIS Teacher Survey (2010).
In summary, faculty and administrators interviewed at school site visits identified a variety of
positive early outcomes for teachers that were supported by the findings of the teacher survey.
Surveys indicated increases in educators’ knowledge about, connection to, and engagement with
Israel and increases in the capacity of teachers to design, plan, and teach Israel education, but
these increases occurred mainly for those 44% of teachers who reported being involved in the
BASIS project.
30
Student Short-Term Outcomes
This section describes the two short-term student outcome goals in the BASIS logic model:
Increasing student learning about Israel
Increasing student connection to Israel and the Jewish people.
In the evaluation, SRI used several measures to asses these short-term outcomes—school
assessments of student learning objectives, student surveys, teacher surveys that included items
about student interest in learning about Israel, interviews with school staff members, and reviews
of schools’ semiannual BASIS progress reports to the BJE. This section presents findings based
on these measures. In addition, information from in-person interviews is included. As with the
teacher survey, the evaluation design enabled us to demonstrate correlations between positive
student outcomes and BASIS, but not to attribute causation for those outcomes to BASIS.
The section begins with an examination of the extent to which student learning objectives were
achieved. It continues with a discussion of the extent to which students’ connection to Israel and
the Jewish people has increased in the past year.
Student Learning
Measuring Student Learning
One of the key BASIS goals is to increase students’ knowledge about Israel. As presented in the
BASIS logic model, the initiative is intended to effect
Increases in student learning about Israel (e.g., its geography, its history, its people and their
cultures, its geopolitical issues, its cultural/religious issues)
Student learning outcomes were measured primarily by school assessments. Each school
identified five learning objectives (knowledge-focused objectives) for an appropriate grade level.
These objectives were assessed by school staff using curricula-based assessments. Schools were
encouraged to identify learning objectives for their highest grade level (e.g., grade 5, 8, or 12) in
fall 2009. Schools completed their assessments in spring 2010 and reported the results in their
July 2010 progress reports.
A range of grade levels were assessed, from grades 4 through 12. As indicated in Exhibit 22,
grades 6 through 8 were the most frequent grade levels assessed, with approximately two-thirds
of all assessed students at those grade levels. Within the sixth- through eighth-grade category,
more than half the schools assessed grade 8 only; as a result, eighth grade was the most
frequently assessed level.
31
Exhibit 22. Grade levels assessed
Grades 9 to 10
0%
Grades 11 to 12
17%
Grades 4 to 5
17%
Grades 6 to 8
66%
All the BASIS schools participated in the assessments. Each school identified five learning
objectives (60 in total), and all but two were assessed. In the cases where objectives covered
multiple topics, we considered each topic separately. As a result, our analysis included 58
learning objectives across the 12 campuses. Schools used curricular and project-based
assessments such as quizzes, projects, and papers to assess 298 students and determine the
percentage of students who mastered each objective (e.g., received at least a grade of ―B‖ on the
assessment task).
Schools used curricular and project-based assessments to determine the percentage of students
who mastered each objective. Drawing on the schools’ descriptions of their objectives in their
progress reports, SRI categorized the 58 objectives into seven topic areas (Exhibit 23):
1. Israel’s history (17 objectives, 30%)—e.g., students will learn the demographic,
political, and military challenges that Israel’s founders faced; students able to discuss
key events in Israeli history as they relate to world history.
2. Israel’s geography, present and/or past (10 objectives, 18%)—e.g., students will
describe the current boundaries and configuration of the map of Israel; students will
identify the borders and cities of ancient Canaan and compare them with those of
modern Israel.
3. Israeli culture, literature, art, music, or other (9 objectives, 15%)—e.g., students will
identify the different literature styles of Nathan Yonatan, Nathan Alterman, Yehuda
Amichai, and Yonatan Gefen and also recognize and analyze their cultural message.
4. Israel’s current events and/or politics (8 objectives, 14%)—e.g., students will choose
and define three key terms relating to the Israeli-Palestinian conflict and peace process;
students will analyze these key terms incorporating different points of view that they
encounter on the topic.
32
5. Zionism: history, philosophy, culture (6 objectives, 10%)—e.g., students will be able to
explain the different philosophies of the major movements of Zionism; students will
gain insight into why the movement took hold and became a force for change in modern
Jewish life.
6. Connection with Israel and its role in the Jewish community (5 objectives, 8%)—e.g.,
students will describe commonalities and differences between themselves and Israeli
peers; students will explore the question, ―What is the purpose of Israel as I understand
it and what does it mean to me?‖
7. Hebrew proficiency (3 objectives, 5%)—e.g., students will be able to conduct basic
conversations in Hebrew; students will read an Israeli newspaper and choose a topic to
write a current event article about in Hebrew with correct grammar and spelling.
Exhibit 23. Types of objectives assessed by schools
Connection with
Israel and its role in
the Jewish
community
8%
Hebrew proficiency
5%
Zionism:
philosophy, history,
culture
10%
Israel's history
30%
Israel's current
events and/or
politics
14%
Israel's geography,
past and present
18%
Israeli culture,
literature, art,
music or other
15%
Student Learning Results
Each school selected its own assessment methods and assessed its own objectives. Schools
varied widely in the types of assessment methods they used to measure student learning
outcomes. For example, schools based their assessments on oral presentations, written quizzes,
small group and class participation/discussions, written reflections, poems, completed maps, 3-D
maps, essays, informal conversations, participation in a mock Zionist Congress, research papers,
and poster presentations.
Schools assessed a total of 298 students. They reported the total number of students assessed per
objective and the number of those who mastered the objective. SRI summarized the assessment
results; the findings presented here are based on school-self reports. Three out of 12 schools
33
reported 100% mastery of all of their stated objectives. Overall, of the 58 objectives assessed by
schools more than half (58%) were reported to have been mastered at the 100% level (Exhibit 24).
Exhibit 24. Percentage of students who mastered objectives
Reported
mastery level
(%)
Percentage
of objectives
100
58
34
90–99
10
6
80–89
10
6
70–79
14
8
60–69
3
2
50–59
2
1
3
2
Not assessed
Number of
objectives
Across the seven topics of objectives, average scores ranged from 85% mastery for objectives
related to Israel’s current events or politics to 100% mastery for objectives related to connection
with Israel and its role in the Jewish community (Exhibit 25). Given the very high mastery rate,
it appears that schools were very explicit in teaching the information and skills identified in their
learning objectives. Teaching to the test can have a positive outcome when learning objectives
focus on important information.
Exhibit 25. Average percentage of students who mastered assessed
objectives
100
Average percentage of students
100
99
97
96
90
89
85
80
60
40
20
0
Connection
Israeli
Hebrew
with Israel
culture,
proficiency
and its role literature, art,
in the Jewish music or
community
other
Zionism:
history,
philosophy,
culture
34
Israel's
history
Israel's
geography:
present
and/or past
Israel's
current
events
and/or
politics
Surveyed teachers reported increases in students’ learning about Israel. In addition to
information from the school assessments about student learning, teachers were asked in the
teacher surveys to rate their students’ current level of knowledge about Israel, learning about
Israel, and ability to think about Israel as being low, medium, or high. Teachers then were asked
to indicate whether students’ abilities had decreased, increased, or remained the same since
fall 2008, before the implementation of BASIS.
Overall, students were more excited about and engaged in learning about Israel. The percentage
of teachers who rated their students’ knowledge and learning as medium or high ranged from
75% for students’ ability to think about Israel from several perspectives to 93% for students’
interest in learning about Israel (Exhibit 26). More than one-quarter of the teachers (27%) felt
that their students’ interest in and knowledge about Israel had increased across the three learningand knowledge-related questions.
Exhibit 26. Teacher ratings related to students' knowledge and
learning about Israel
(n = 162 to 213)
75
Students' ability to think about Israel from
several perspectives
27
88
Students' knowledge about Israel (e.g.,
culture, politics, history, geography)
27
93
Students' interest in learning about Israel
27
0
20
40
60
80
100
Percentage of students
Percentage rating students "medium or high"
Percentage reporting increase in behavior since fall of 2008
Source: BASIS Teacher Survey (2010).
SRI site visits also indicated positive changes in student knowledge. Across site visits,
interviewees agreed that students were exposed to Israel-related concepts and activities more
often than in previous years and that this is positively affecting their knowledge. These are some
of the examples interviewees gave:
Through participation in the mural project, students are learning specific things about Israel
and the Torah that they would not have learned otherwise.
Because of twinning, students have more knowledge of Israeli concepts, like the Israeli
Defense Forces, cities, geography, and everyday life in Israel.
Kids know more [about Israel] because more is being taught about Israel.
35
The face time that Israel gets has increased. Our students, our staff, and our families are at a
different place than they were 3 years ago. Students’ knowledge is increasing over time.
I feel like students were more knowledgeable [after taking my new Zionism and Israel
course]. The purpose of the course was to educate them so they could eloquently defend or
refute certain points. And I feel like the class was successful.
Student Connections to Israel and the Jewish Community
Measuring Student Connections to Israel and the Jewish Community
The second key BASIS student goals concern student attitudes toward and engagement with
Israel and the Jewish community. As presented in the BASIS logic model, the initiative is
intended to effect
Increases in student connection to and engagement with Israeli people and the role Israel
plays in the Jewish community worldwide
This set of outcomes was measured primarily by a longitudinal pre-/post-student survey
conducted in all BASIS schools. In most schools (six) the survey was conducted in fall 2009 and
then repeated the next year, in fall 2010. Five schools asked that the survey be administered in
fall 2009 and then repeated in the spring of that school year (2010) to better measure the
experiences of students who had gone on a school-supported Israel trip during that school year;
these surveys were conducted primarily in eighth-grade classes.
Each school identified which grades to survey. SRI encouraged schools to survey at least two
consecutive grade levels and to focus on grade levels most involved in their Israel education
strategies. Schools were instructed not to survey students in third grade or lower because of the
reading level needed to complete the survey. A total of 583 students completed pre-surveys, and
630 students completed post-surveys (an overall response rate of 75%). We matched 416
students’ pre- and post-surveys.
Surveys were conducted across multiple grade levels, with half (50%) in grades 7 and 8, 22% in
grades 9 and 10, 16% in grades 4 through 6, and 12% in grade 11 (Exhibit 27). All grade levels
reported on in this report were the grade the student was in at the time of the pre-survey.
Only students who had both a pre- and post-survey were included in the analyses presented in
this report. Overall percentages for student responses from the post-surveys are in Appendix D.
36
Exhibit 27. Distribution of students by pre-survey grade levels
(n = 416)
Grade 11
12%
Grades 4 to 6
16%
Grades 9 to 10
22%
Grades 7 to 8
50%
Source: BASIS Student Survey (2009).
In addition to grade-level differences, students who were surveyed differed in gender, place of
birth, and whether they had ever visited Israel. Overall, 46% of surveyed students were male and
54% were female. The majority of students were born in the United States (89%, Exhibit 28).
Six percent were born in Israel, 1% in Russia or other former Soviet Union countries, and 4% in
other countries.
Exhibit 28. Distribution of students by student's place of birth
(n = 393)
Russia or the
former Soviet Union
1%
Other
4%
Israel
6%
U.S.
89%
Source: BASIS Student Survey (2009).
37
Student Connections to Israel and the Jewish Community Results
The student survey measured a range of attitudes and behaviors related to Israel and the Jewish
community. Some of the attitudes and behaviors remained the same between the pre- and postsurveys, other changed for students overall, and others changed only at specific grade levels.
Many of the changes were evident primarily for students who were in the eighth grade.
More students visited Israel. The percentage of students who had visited Israel in the past
2 years increased from 49% at the pre-survey to 66% after a year of BASIS (Exhibit 29). Much
of this increase was due to 26% more students having taken a school trip to Israel between their
pre- and post-surveys (15% to 41%). Trips with youth groups, camp, or synagogues also
accounted for a small percentage of the increase, with 3% of pre-survey students having traveled
to Israel with these types of groups as compared with 11% at post-survey.
The increased number of students going to Israel on school-sponsored trips was mainly among
eighth-graders (Exhibit 30). The percentage of eighth-grade students who reported having gone
to Israel with their school increased from 0% in the pre-survey to 90% in the post-survey. In
contrast, almost none of the fourth- through sixth-graders and only 11% of the students in grades
9 through 12 had gone on a school-sponsored trip to Israel during the survey period. It is
important when reading the results to keep in mind that most school trips to Israel occurred in the
eighth grade.
Exhibit 29. Students' report of the type of trip taken to Israel
Percentage of students
100
80
66
60
49
38
40
41
39
15
20
11
3
1
1
0
Ever been to Israel
(n = 416)
Family trip
(n = 418)
School trip
(n = 418)
Pre-survey
Source: BASIS Student Survey (2009 and 2010).
38
Trip with youth
group, camp, or
synagogue
(n = 418)
Post-survey
Other types of trips
(n = 418)
Exhibit 30. School trips to Israel, by school grade
Grade level at
pre-survey
Went on school trip
in past 2 years (%)
Pre-survey
Post-survey
4–7
(n = 172)
1
0
8
(n = 105)
0
90
9–12
(n = 142)
43
54
Source: BASIS Student Survey (2009 and 2010).
More students feel very much connected to the Jewish community and the role Israel
plays in it. After a year of BASIS, students overall were more likely to report that they feel very
much a part of the Jewish people (56% to 62% from pre-survey to post-survey) (Exhibit 31). The
increase between pre- and post-survey was most apparent and statistically significant in grades 7
and 8 (55% vs. 61%). Students in the seventh and eighth grades also were more likely in the
post-survey to feel very much that visiting Israel is an important part of being Jewish (42% to
51% from pre-survey to post-survey) and that caring about Israel is an important part of their life
(32% to 36% from pre-survey to post-survey) (Exhibits 32 and 33). The fact that many eighthgrade students took a school trip to Israel may be a major factor in why the students in grades 7
and 8 tended to experience greater increases in connections to people living in Israel than the
students in grades 4 through 6 and 9 through 12.
Exhibit 31. Students reporting that they very much feel like
they are part of the Jewish people, overall and by grade
Percentage of students
100
80
62
60
56
54
56
61
55
66
60
40
20
0
Overall*
(n = 404)
Grades 4 to 6
(n = 61)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
39
Grades 7 to 8*
(n = 207)
Post-survey
Grades 9 to 12
(n = 136)
Exhibit 32. Students reporting that they very much feel that visiting
Israel is an important part of being Jewish, overall and by grade
Percentage of students
100
80
60
45
51
49
37
40
54
53
42
34
20
0
Overall
(n = 401)
Grades 4 to 6
(n = 62)
Pre-survey
Grades 7 to 8*
(n = 206)
Grades 9 to 12
(n = 133)
Post-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
Exhibit 33. Students reporting that they very much feel that caring
about Israel is an important part of their life, overall and by grade
Percentage of students
100
80
60
42
40
35
36
36
32
36
36
36
20
0
Overall
(n = 418)
Grades 4 to 6
(n = 67)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
40
Grades 7 to 8*
(n = 210)
Post-survey
Grades 9 to 12
(n = 141)
Some changes in attitudes and behaviors were unique to high school students. In
contrast to the increases in the other attitudes, students in grades 9 through 12 were less likely to
report feeling concerned about the future of Israel after a year with BASIS (63% vs. 54%,
Exhibit 34). Why this one attitude changed in this direction is not known. Despite being less
concerned, students in grades 9 through 12 reported they were more likely to give money to an
Israeli organization or charity on the post-survey (Exhibit 35). At pre-survey, 23% of high school
students reported giving money to an Israeli organization or charity three or more times a year
compared with 32% at post-survey.
Exhibit 34. Students reporting that they very much feel concerned
about the future of Israel, overall and by grade
Percentage of students
100
80
61
68
63
60
63
68
54
63
54
40
20
0
Overall
(n = 414)
Grades 4 to 6
(n = 65)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
41
Grades 7 to 8
(n = 209)
Post-survey
Grades 9 to 12*
(n = 140)
Exhibit 35. Students reporting that they give money to an Israeli
organization or charity three or more times a year,
overall and by grade
Percentage of students
100
80
55
60
40
40
34
32
35
32
30
23
20
0
Overall
(n = 404)
Grades 4 to 6
(n = 65)
Pre-survey
Grades 7 to 8
(n = 202)
Grades 9 to 12*
(n = 137)
Post-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
More students feel very much connected to people living in Israel. Several changes were
found related to increased connections between students and people in Israel. Overall, after a
year of BASIS, students were more likely to report that they feel very much connected with
people living in Israel (32% to 36% from pre-survey to post-survey, Exhibit 36). Students overall
also were more likely to report having a friend in Israel (60% to 71% from pre-survey to postsurvey, Exhibit 37). In addition to being more likely to have a friend in Israel at post-survey,
students also tended to have more friends in Israel (Exhibit 38).
42
Exhibit 36. Students reporting that they very much feel a connection
with the people living in Israel, overall and by grade
Percentage of students
100
80
60
40
32
36
38
34
26
31
34
37
20
0
Overall*
(n = 414)
Grades 4 to 6
(n = 65)
Pre-survey
Grades 7 to 8*
(n = 209)
Grades 9 to 12*
(n = 140)
Post-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
Exhibit 37. Students reporting that they have a friend in Israel,
overall and by grade
Percentage of students
100
80
75
71
68
64
60
70
58
60
46
40
20
0
Overall*
(n = 413)
Grades 4 to 6*
(n = 67)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
43
Grades 7 to 8*
(n = 204)
Post-survey
Grades 9 to 12
(n = 142)
Exhibit 38. Number of friends students reported having
in Israel, overall*
(n = 394)
100
Percentageof students
80
60
42
40
30
25
20
9
7
7
10
6
8
9
11
12
16
9
0
0 friends
1 friend
2 friends
3 friends
Pre-survey
4 or 5
friends
6 to 10
friends
11 or more
friends
Post-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
More students expressed interest in communicating with people in Israel. After a year of
BASIS, students overall were more likely to report having a very high interest in communicating
with family and friends living in Israel (31% vs. 36% from pre-survey to post-survey,
Exhibit 39), and statistically significant increases were seen at both the fourth- through sixth- and
seventh- through eighth-grade levels. Similarly, more students overall were more likely to report
emailing, writing letters, or calling someone living in Israel at least three times a year (36% to
45% from pre-survey to post-survey, Exhibit 40).
44
Percentage of students
100
Exhibit 39. Students reporting that they have a very high interest in
communicating with friends and family living in Israel,
overall and by grade
80
60
40
31
37
36
30
30
34
32
37
20
0
Overall*
(n = 408)
Grades 4 to 6*
(n = 63)
Pre-survey
Grades 7 to 8*
(n = 206)
Grades 9 to 12
(n = 139)
Post-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
Exhibit 40. Students reporting that they email, write letters, or call
someone living in Israel three or more times a year,
overall and by grade
Percentage of students
100
80
54
60
45
40
36
37
31
42
44
33
20
0
Overall*
(n = 407)
Grades 4 to 6
(n = 65)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
45
Grades 7 to 8*
(n = 202)
Post-survey
Grades 9 to 12
(n = 140)
Surveyed teachers reported increased connections with Israel and positive attitudes
toward Israel among students. In addition to information from the school surveys, teacher
surveys also provided information about students’ attitudes and connections to Israel. Teachers
were asked to rate their students’ current attitudes and connections and to indicate how those
attitudes and connections had changed since 2008. The majority of teachers reported that their
students had a medium to high connection to Israel (94%) and positive attitudes toward Israel
(97%) (Exhibit 41). More than one-third (34%) of surveyed teachers also reported that students’
sense of connection to Israel and positive attitudes toward Israel had increased since fall 2008.
Exhibit 41. Teacher ratings related to students' attitudes toward Israel
(n = 168 to 210)
94
Students' sense of connection to Israel
34
97
Students had positive attitudes toward Israel
34
0
20
40
60
Percentage of students
80
100
Percentage rating students as "medium" or "high"
Percentage reporting increase in behavior since fall 2008
Source: BASIS Teacher Survey (2010).
Teachers at school site visits reported that BASIS is increasing students’ connections to
Israel. During school site visits, school staff members also reported increased connections
among students and Israel. As a result of BASIS activities such as those related to twinning and
partnerships, student trips to Israel, and presentations and other events, school representatives
reported that students are now more able to personally connect to the land and people of Israel.
Interviewees shared the following sentiments:
Students have an increased affinity and dedication to Israel.
Because of the trip, students feel more connected to Israel and more positive toward Israel than
in former years.
The trip leads to strong personal connections. Students stay in contact with students they met
from [their Israeli twin school].
The role of the shlichim here has made a giant change. They are real people with a family, and
they are positively influencing and teaching our students about Israel every day.
46
Before BASIS, Israel at the school was really only the celebration of Yom Hatzmaut. Now Israel is
a place with real people, and the kids know that there are other kids over there at the [twin
school].
More students reported frequent participation in some Israel-focused activities. The
frequency with which students engage in Israel education activities increased for several types of
activities. After a year of BASIS, more students overall reported that they hear guest speakers
talk about Israel frequently (i.e., at least three times a year) (37% to 44% from pre-survey to
post-survey, Exhibit 42). Students in grades 4 through 6 also were more likely to report
frequently going to Israel celebrations (29% to 38% from pre-survey to post-survey, Exhibit 43)
and to museum exhibits focused on Israel (13% vs. 15% from pre-survey to post-survey,
Exhibit 44). The frequency of student engagement in other types of Israel-focused education
activities did not change during that same period.
Exhibit 42. Students reporting that they listen to a guest speaker talk
about Israel three or more times a year, overall and by grade
Percentage of students
100
80
61
60
54
44
40
38
37
28
28
33
20
0
Overall*
(n = 411)
Grades 4 to 6*
(n = 65)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
47
Grades 7 to 8
(n = 206)
Post-survey
Grades 9 to 12
(n = 140)
Exhibit 43. Students reporting that they go to Israel celebrations three
or more times a year, overall and by grade
Percentage of students
100
80
60
38
40
25
29
29
26
31
22
21
20
0
Overall
(n = 404)
Grades 4 to 6*
(n = 66)
Pre-survey
Grades 7 to 8
(n = 203)
Grades 9 to 12
(n = 135)
Post-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
Exhibit 44. Students reporting that they go to museums with exhibits
about Israel three or more times a year, overall and by grade
Percentage of students
100
80
60
40
20
15
17
13
15
17
19
14
15
0
Overall
(n = 411)
Grades 4 to 6*
(n = 67)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
48
Grades 7 to 8
(n = 205)
Post-survey
Grades 9 to 12
(n = 139)
Several attitudes and behaviors related to Israel and the Jewish community did not
change between the pre- and post-survey. For example, students did not report a change in
feeling more connected to the Jewish community where they live or more motivated to help Jews
around the world or a change in their sense that caring about Israel is an important part of their
life. Similarly, the frequency with which students talked to friends about Israel; read about Israel
in books, magazines, or newspapers; looked at websites or blogs about Israel; listened to live or
recorded Israeli music; saw or participated in Israeli art, dancing, or plays; watched a movie that
has something to do with Israel; or went to Israel-focused school event with their family did not
change across time. Given that most of the focus on BASIS during the past 12 months was spent
on curriculum planning, it is probably too soon to expect to see changes in many of these
activities that are related to changes in instructional practices. Post survey responses for items
that did not show significant differences between the pre- and post-surveys are included in
Appendix D.
Decreases occurred in learning about Israel outside school. Interestingly, at a point when
Bay Area day schools are more focused on increasing students’ knowledge about Israel, students
reported less often learning about Israel frequently (i.e., at least three times a year) from other
Jewish organizations, including synagogues, temples, and shuls (50% to 45% from pre-survey to
post-survey); Jewish youth groups (26% to 25% from pre-survey to post-survey); and at Jewish
camps (30% to 27% from pre-survey to post-survey) (Exhibit 45). Thus, increasing the amount
of Israel education in schools may be of even greater importance if time devoted to it is being
decreased in other educational settings for Jewish children.
Exhibit 45. Students reporting learning about Israel from sources
outside school three of more times a year, overall
Percentage of students
100
80
60
50
45
40
26
25
30
27
20
0
From their synagogue, temple, or
shul*
(n = 407)
From a youth group*
(n = 408)
Pre-survey
* p < .05.
Source: BASIS Student Survey (2009 and 2010).
49
Post-survey
From a Jewish camp*
(n = 408)
Students are more excited about and engaged in learning about Israel. Across schools,
interviewees at school site visits noted that students are more interested in Israel and Israeli
people, culture, and society than before BASIS. Interviewees had the following comments:
It seems to me that, anecdotally, kids are talking more about Israel. General talk in the school
has increased. Before, talk was with teachers around hot-button issues [and] some current
events, but now there seems to be general talk among the students themselves in the absence
of that.
Students are more willing and enthused to learn Hebrew.
BASIS changed the way the trip is incorporated into learning for our students. Now students have
to submit projects before and after the trip, and there are new curriculum units related to their
Israel trip. Because of this, students are more excited about learning about Israel.
In summary, the evaluation documented increases in student learning about Israel and increases
students’ connection to and engagement with Israeli people and the role Israel plays in Jewish
community worldwide. Further, it found that increases were most common for eighth-grade
students, many of whom had taken a school trip to Israel between their pre- and post-surveys.
50
Other Outcomes
In addition to changes in educators’ and students’ knowledge of, support for, and connections
with Israel, interviewed school staff members also noted that BASIS is changing how Israel fits
into the school culture and how Jewish day and high schools interact with each other.
Integration of Israel Education into School Infrastructures and Cultures
Israel education is now a more established component of schools’ cultures. Many
interviewees shared examples of how participation in BASIS had increased the presence of Israel
education in their schools. Several schools mentioned that their revised mission and Israel
education vision statements have created a shared understanding among faculty that teaching
about Israel is a core part of the school. School staff members mentioned that the purpose and
logic of Israel education is not questioned anymore.
There is more visual evidence of the importance of Israel in schools now. BASIS activities
have increased the visual presence of Israel as schools now display Israel-focused art including
permanent murals and temporary exhibits, informational bulletin boards, photos from student
trips, and maps. One school has a room dedicated as the Israel Center. As one interviewee said,
―Israel is represented on our walls. This is one of the overt ways we are now demonstrating our
connection to Israel.‖
BASIS has generated more support for Israel education among schools’ parent
communities. Overall, the surveyed teachers (89%) reported medium or high levels of support
from the parent community for teaching about Israel. Also, about a quarter of teachers (23%)
reported that parent support for teaching about Israel has increased since fall 2008.
Schools have begun to proactively think about how they will sustain their BASIS
activities, and all schools recently submitted sustainability reports to the BJE and JJF.
Sustaining BASIS activities in the absence of BASIS funds is a concern for all schools,
especially given that school budgets are often tight and schools have many competing priorities
for limited funds. Therefore, schools are building support for their increased focus on Israel
education among faculty, school trustees, and the broader school community and identifying
ways to cover project costs. Ideas and proposed strategies for sustaining activities mentioned
during site visits included the following:
Developing a long-term financial strategic plan that includes funding for Israel education
Incorporating costs into the general budget
Seeking families’ financial support for specific activities
Engaging in school fund-raising generally
Including activity fees in enrollment and tuition costs
Using unpaid staff time for implementation of Israel-education activities
Sharing costs for Israel-education events with others schools by cohosting activities
Cultivating additional donors.
51
Establishment of a Network Across Jewish Day Schools
BASIS has developed a network that supports collaboration across the Jewish day and
high schools in the greater Bay Area. Schools are sharing resources and ideas with each other
at CoP meetings and informally outside CoP meetings. Schools that have more expertise are able
to support schools with less experience and through this process grow stronger themselves. For
example, they have helped each other design more effective Israel trips and identify resources
that have been successfully used by one of the project’s schools. Also, BASIS coordinators are
engaging in hands-on work related to Israel education together. For example, coordinators are
developing shared Israel units and events. This type of collaboration across schools had not
existed before and presents a platform for future collaborative efforts across the schools.
52
Discussion
Prior research has identified key factors that contribute to successful school reform. These
include having a well-thought-out reform, having teachers be active agents in the change
process, allocating sufficient resources, having sufficient time, having strong leadership, and
changing school cultures along with school structures.3,4 We use these factors in this discussion
to identify where BASIS has been successful and where additional effort or improvement may be
needed.
Having a well-thought-out reform. BASIS has clarified its model of implementation since its
inception. From the schools’ perspective as reported in the December 2010 Summary of School
Site Visits report, the focus and requirements for BASIS have changed over time. At the outset of
BASIS, schools were concentrating on developing Israel education and engagement strategies.
After a year of BASIS, schools were asked to continue working on their Israel education and
engagement strategies but place their primary emphasis on developing a scope and sequence that
would be outcome-focused and aligned across grade levels. Further, the steps and resources
needed for developing the scope and sequence were clarified and put into action. Although there
are common requirements across schools, considerable flexibility exists at the school level in
what that scope and sequence will look like and in developing other activities to support Israel
education. Consequently, as a program, the BASIS model for curriculum development has
become well defined. However, how schools will work to implement and revise their scope and
sequence plans is still being defined and will be highly influenced by whether schools receive
continued funding for their BASIS activities. Considering the extent to which schools were able
to make significant progress on curriculum development once that part of the model was clearly
defined, schools would probably benefit from similar clarification about expectations regarding
implementation and refinement of their new plans.
Having teachers be active agents in the change process. BASIS is building the professional
capacity of teachers in Bay Area Jewish day and high schools to offer high-quality Israel
education to their students and families. Many teachers in the participating schools were
involved in BASIS planning, professional development, and implementation activities. There
appears to be a critical mass of teachers (44%) who are involved and can change the way Israel
education is carried out in their schools. However, if change requires that teachers be active
agents, there is room to encourage broader involvement from the half the teachers who reported
no involvement in BASIS. Because teachers currently involved in BASIS tend to teach
Jewish/Hebrew studies, are experienced teachers, and have been to Israel, schools will need to
encourage involvement specifically of their general studies teachers who have less experience
with Israel. Involving more teachers should be possible given the high percentage (91%) of
teachers overall who reported medium or high support for teaching Israel among their faculty.
Allocating sufficient resources. BASIS has provided an entire menu of supports that have
been instrumental in helping schools focus on Israel education. Such supports included the
professional development forums and workshops, the support of manchim, consultation from the
3
4
Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
Sarason, S. (1996). Revisiting “the culture of the school and the problem of change.” New York: Teachers
College Press.
53
BJE BASIS team, and CoP meetings. This complementary set of supports served to excite
educators about Israel education, exposed participants to ways of teaching and discussing Israel
that could be replicated, helped school staffs explore various Israel education strategies, taught
participants curriculum development skills, and created the time and space for staff to work on
their school plans. Without these supports, interviewees reported, the schools would probably not
be focusing on strengthening their Israel education and engagement, and if they did do so it
would take them much longer to do.
Having sufficient time. Because BASIS was clearly defined as including the development of a
scope and sequence for Israel education in addition to implementing various strategies to support
Israel education, schools have been digging into the hard work of developing their curricula.
However, this work will require more time. Professional consensus says that successful school
reform takes 3–5 years. Having sufficient time for a reform to take hold is especially important if
the goal is sustainability. Educational researchers identified three stages of school reform:
(1) adopting or designing a specific reform, (2) implementing the reform, and (3) ensuring its
longevity.5 BASIS is still in the first stage, moving to the second. More time will be needed to
complete development of the curricula, implement them, revise them as necessary, and have
them become an integrated part of a school. Although BASIS has already changed the amount of
focus schools are placing on Israel education and how they approach it, many of those changes
are unlikely to be sustained without continued support from the BASIS grant because most of
what is being planned through BASIS has not yet been implemented.
Having strong leadership. As reported in the December 2010 report, having a 2-day-a-week
school-based BASIS coordinator has been vital to the successful implementation of BASIS at all
schools. In most cases, coordinators keep their school leadership teams, administrators, and
faculty informed; serve as the first point of contact between the school and the BASIS team and
project consultants; ensure that BASIS activities are moving forward; and prepare project
deliverables. But leadership goes beyond the coordinator. All schools reported having effective
school leadership teams that include members who represent multiple components of the school
including the BASIS coordinator; Judaic, Hebrew, and general studies teachers across grade
levels; and some administrators. School leadership teams engaged in collective decisions about
and oversight of BASIS, as well as advocated for BASIS among others at the school. In addition,
most schools formed curriculum design teams to oversee and support the creation of the Israel
education scope and sequence.
Changing school cultures along with school structures. BASIS is not just about developing
curriculum and implementing strategies. It has resulted in Israel education becoming more part
of the school culture for all the schools. Many interviewees reported that participation in BASIS
had increased the presence of Israel education in their schools, from having an Israel education
vision statement to hearing more discussion about Israel among their faculty and greater support
for Israel education among their parents. Interviewees also pointed to how BASIS has increased
the visual presence of Israel’s importance in their schools, with displays of Israel-focused art,
murals, temporary exhibits, informational bulletin boards, photos from student trips, and maps.
In addition, teachers reported that parent support for Israel education has increased and is
currently strong. One of the strengths of BASIS is the way it has been able to permeate schools.
5
Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform. Journal of Education for
Students Placed At Risk, 5(1), 183–204.
54
Promising early outcomes. In all, this analysis shows that schools are engaging with BASIS in
ways that are very promising for its success. In fact, early findings indicate that the short-term
educator and student outcomes posited in the BASIS logic model have moved in the right
direction. Many teachers (especially the 44% directly involved in BASIS) have increased their
confidence, skills, access to resources, and frequency of instruction for Israel education.
Probably the most important goals of BASIS are to increase student learning about Israel and
increase student connection to and engagement with Israeli people and the role Israel plays in the
Jewish community worldwide. School-based assessments of learning objectives confirmed that
students are learning knowledge related to Israel’s history, geography, culture, literature, art, and
current events, while the student survey revealed that students also are deepening their personal
connections with Israel. Students increased their connections with the Jewish people and to
people living in Israel, including more students reporting feeling very much connected with
people living in Israel, having a friend who lives in Israel, and having more friends in Israel. This
was particularly seen in eighth-grade students who went on a school Israel trip between their preand post-survey. Probably because of feeling more connected to Israel and having made more
friends in Israel, students reported greater interest in communicating with family and friends
living in Israel and engaging in more frequent communication via email, letters, or telephone
calls with someone living in Israel.
More work to be done. Although BASIS appears to be a promising effort, more work needs to
be done. For example, BASIS may benefit from efforts to broaden teacher involvement. Also,
there is room to increase the frequency of student engagement in many Israel-related activities.
For example, once schools begin to implement their new Israel education scope and sequence
plans, we may see an increase in how frequently students talk to friends about Israel; read about
Israel in books, magazines, or newspapers; look at websites or blogs about Israel; listen to live or
recorded Israeli music; see or participate in Israeli art, dancing, or plays; watch a movie that has
something to do with Israel; or go to Israel-focused school events with their families. Also, most
schools are still developing their scope and sequence for Israel education so more time will be
needed to see whether these plans lead to coordinated and comprehensive Israel education in a
sustainable way.
BASIS in the context of other Jewish educational organizations. The role of BASIS in the
world of Jewish education may be of growing importance given that students report less often
learning about Israel frequently (i.e., at least three times a year) from other Jewish organizations,
including synagogues, temples, and shuls; Jewish youth groups; and at Jewish camps. Thus,
increasing the amount of Israel education in Jewish day and high schools may be important for
the knowledge, attitudes, and connections that Jewish children will have regarding Israel given
the decline in delivery of Israel education elsewhere.
55
Conclusion
It is too early in the life of the BASIS initiative to know whether its model—having a project
director, team of Israel education strategy consultants, a curriculum coordinator, curriculum
coaches assigned to each school, Community of Practice meetings for school BASIS
coordinators, professional development workshops on Israel education and curriculum
development, and resources such as example curricula and $360 per student annually—will
result in schools developing a comprehensive scope and sequence of Israel education and a set of
sustainable Israel education strategies. However, information gathered during site visits, from
reviews of progress reports, and from analyses of teacher and student surveys suggest that all 11
participating schools are changing how they go about Israel education in the ways outlined in the
logic model. BASIS provided school staff with professional development on how to design and
implement high-quality Israel education through workshops, expert consultation, and a
Community of Practice. BASIS helped schools update their schools’ Israel vision statements and
develop goals for the types of student engagement they desire students to have with Israel.
BASIS guided schools in their development of long-term Israel education plans by helping
schools map their existing Israel education activities and lessons, compare their existing program
with their new Israel education goals, identify lessons and activities that are appropriate, and
identify gaps where additional lessons need to be developed. Schools have implemented new and
enhanced student-focused Israel education and engagement strategies. Schools are using a
variety of strategies—twinning and partnerships programs, Israel trips, family education,
shlichut, arts and culture, and technology—to engage students in Israel education, with the
majority of schools using multiple strategies.
Schools identified a variety of positive early outcomes and BASIS project accomplishments at
the student, teacher, and community levels that were possible only because of the project
management and supports provided. Surveys of teachers revealed increases in educators’
knowledge about, connection to, and engagement with Israel and increases in the capacity of
teachers to design, plan, and teach Israel education. These increases mainly occurred, however,
for the 44% of teachers who reported being involved in the BASIS project. In addition, school
assessments of learning objectives and pre-/post-surveys of students suggest increases in student
knowledge about Israel and their connection to and engagement with Israeli people and the role
Israel plays in the Jewish community worldwide. Finally, schools reported that Israel and Israel
education are now more established components of their school cultures, and this can be
evidenced in their revised mission statements, the visual presence of Israel in their schools,
increased parent support for Israel education, and the schools’ commitment to work on sustaining
their Israel education work and new Israel education strategies.
Even though several positive early outcomes have been identified, more time will be needed to
determine whether BASIS results in schools developing a comprehensive scope and sequence of
Israel education and a set of sustainable Israel education strategies. It may take up to 2 more
years to see the full impact of the BASIS project and to see how the BASIS model could be
replicated in other communities and with other schools.
56
Appendix A: Schools’ Israel Visions and Enduring Understandings
Appendix A
Brandeis Hillel Day School
Vision Statement
Our vision is to become a keystone of the Bay Area’s diverse Jewish community by providing a
unique educational experience for K–8 children. We deliver an education that rests on three pillars:
•
•
•
Academic Excellence: by setting high standards, by paying attention to individual needs and
learning styles, and by creating a culture that offers a lifelong career for exceptional teachers, we
prepare children to thrive in a challenging high school environment and we encourage an enduring
love of learning.
Jewish Values: we are committed to nurturing our children in a way that imbues them with core
Jewish values, particularly values of moral courage, kindness, ethical behavior, and civic
commitment. We believe these will serve as a foundation for their personal growth in high school,
college, and throughout their lives.
Jewish Life and Israel: we help our students develop their Jewish identity by building a foundation
of Jewish knowledge, by integrating into the curriculum Hebrew language and familiarity with and
appreciation for Jewish practice, and by forging a meaningful connection to the land and people of
Israel.
Brandeis Hillel Day School welcomes and provides a warm, caring, respectful environment for
children and families with a broad range of experiences with and orientations toward Jewish life. The school
aspires to be accessible to all children who would benefit from the education we provide.
The Bay Area is a place for world-changing ideas. By realizing this vision, Brandeis Hillel Day School,
as a unique and innovative twenty-first-century Jewish day school, will help to create strong individuals with
the capacity for vision and leadership.
•
Core Values:
o
o
o
o
o
o
Integrity: Ometz Lev (Hebrew for “courage of the heart”)
We will act with honesty and responsibility.
Kindness: Chesed
We will act towards others with compassion and empathy.
Service: Tikkun Olam
We will act to better our school, community, and world.
Enduring Understandings:
•
•
•
•
•
The idea of Israel as the Jewish homeland has endured as a central and defining part of the narrative
of the Jewish people for 4,000 years.
Jews in Israel, America, and worldwide are interconnected and are partners in shaping the Jewish
future.
Connections and engagement with the land, people, and state of Israel inform and strengthen Jewish
identity.
Israel’s religious, ethnic, demographic and political diversity continues to create a dynamic society.
The juxtaposition between the ancient and the contemporary in Israel influences our understanding
of Israel and our relationship to it.
1
Appendix A
•
•
•
Appreciation of Israeli arts and culture and of the Hebrew language creates a powerful connection to
the State of Israel and its people.
The state of Israel is a democratic society, and like other democracies is engaged in the never-ending
process of giving the values of freedom and equality their fullest expression.
The State of Israel is founded on the belief that Jews have a right to an independent state and culture.
Zionism is the ideology that gives modern expression to this belief, and that is manifested today in a
range of political views.
2
Appendix A
Contra Costa Jewish Day School
Vision Statement
The CCJDS will enrich the quality of Jewish life in our community for generations to come. This
exemplary institution embodies the value we place on education, our children and Jewish continuity. CCJDS
represents the unity of the Jewish people amidst the diversity of Jewish life, and is guided by Torah and the
traditions of Judaism.
Israel Education Mission Statement
Teaching Torah and traditional Jewish texts and history, knowledge of the Hebrew language, a rich
variety of Jewish practices, tefillot, and the central relationship with the State of Israel.
BASIS Mission
"The goal of the Israel Education Committee is to deepen connections between CCJDS, the Jewish
community and Israel fostering ongoing engagements emphasizing shared values and outlooks."
Enduring Understandings
• An evolving, dynamic, engaged relationship with Israel and Israelis is an essential part of a complete
Jewish identity. The Jewish identity is strengthened through connection to Israel.
•
An understanding of Israel includes modern, historical, religious and cultural dimensions.
o
o
•
Hebrew language as the language as the Jewish people is an essential component of a
relationship with Israel and Israeli culture. Understanding Hebrew is essential to having
a connection and relationship to Israel.
We recognize that throughout Jewish history the increased intensity of the use of the
Hebrew language has inevitably led to a strengthened connection to the land of Israel.
Understanding Hebrew is essential to having a connection and relationship to Israel.
The ongoing study of Israel compels the learner to grapple with both the unity of the Jewish people
and the diversity of Jewish life.
3
Appendix A
Gideon Hausner Jewish Day School
Vision Statement
Graduates of Gideon Hausner Jewish Day School will demonstrate a robust and enduring relationship
with Israel through habits of mind, heart, and conduct.
Mind:
Hausner graduates will exhibit a continuing interest in learning about Israel's past, a desire to engage
with Israel’s current opportunities, challenges and complexities, and an abiding sense of responsibility in
developing Israel’s future. Rooted in their study of Torah, Jewish and world history, our graduates will
understand the enduring value and importance of Israel as a Jewish, sovereign, and democratic state and be
able to critically analyze and assess Israel’s policies and actions. Graduates will demonstrate a profound
understanding of the study of Hebrew as an essential means to experience Jewish life and to deepen
relationships with the people of Israel and Jews around the world.
Heart:
Hausner graduates will have a strong emotional relationship with Israel as their Jewish homeland, an
attachment to the unfolding narrative of the country and a sense of shared responsibility in bringing its
potential to fruition. Through their study of Jewish history, literature and especially Hebrew, coupled with
personal on-going connections with Israeli peers, our graduates will value Israel's significance to Jews
everywhere as both an ancient spiritual homeland and a modern state established through the vision, toil,
and determination of Zionist pioneers and immigrants. Our students’ relationship with Israel will serve to
deepen their experience of belonging to the Jewish people and develop a shared vision for our collective
future. Graduates will recognize that the dynamic heritage and present accomplishments of the Jewish People
are not only a source of pride but also a reservoir of hope for the world.
Conduct:
Through their developing relationship with Israel, students will help Israel in its ongoing pursuit of justice,
morality and communal responsibility. Hausner graduates will participate in various Israel-trip experiences,
become involved with organizations committed to politics, social justice, religion, philanthropy, or culture in
Israel. Students will develop a lifelong love of Hebrew and seek out opportunities to continue to utilize and
develop their proficiency with the language. They will regularly follow current events in Israel, actively
engage with Israeli culture and will nurture enduring relationships with Israelis. Through developing
informed and nuanced opinions about Israel and engaging with others, our graduates will become formal and
informal teachers about Israel's past and present, and stakeholders in developing her future.
4
Appendix A
Enduring Understandings
•
•
•
•
Israel is both an ancient spiritual Jewish homeland as seen through the study of Torah and history
and a modern democratic state established through the vision, toil, and determination of Zionist
pioneers and immigrants.
Hebrew proficiency is essential to fully engage with Israeli culture and to deepen relationships with
the people of Israel and Jews around the world.
Feeling invested in the unfolding narrative of Israel and demonstrating responsibility for Israel’s
future is an essential part of a Jewish identity.
A sovereign Jewish state enables the Jewish People to embrace the challenge of upholding
transformative standards of justice and morality in a complicated democratic society.
5
Appendix A
Jewish Community High School
Vision Statement
The Jewish Community High School of the Bay (JCHS) is a co-educational day school providing a
rigorous, college preparatory curriculum in general and Judaic studies. We are committed to an extensive
enrichment program, including the arts and athletics. JCHS serves the San Francisco Bay Community and is
open to all Jewish students regardless of prior Jewish educational experience. JCHS is guided by the rhythms
of the Jewish calendar, culture and tradition and by an inextricable link to the land of Israel. Our goal is to
provide our students with the education necessary to gain acceptance into the finest colleges and universities
and to engage in life-long Jewish learning enabling our graduates to employ the skills and lessons taught
within our walls to their lives within both the Jewish and the wider community.
Israel Education Statement
Identification with the State of Israel plays a central role in the mission of the Jewish Community
High School of the Bay (JCHS) to shape a strong Jewish identity in its students both as students and later as
adults in community life. We seek to forge connections that are positive, lasting, and personal between each
student and Israel. JCHS supports the centrality of Israel for the Jewish people as it provides both religious
and cultural inspiration and recognizes it as the national homeland for the Jewish people. We want JCHS
graduates to understand the interconnection of the Jewish people in Israel and the Diaspora, and to develop a
sense of personal responsibility for the continuation and strengthening of Klal Yisrael (the Jewish
Peoplehood). We provide the means to create this understanding and ongoing relationship with Israel
through the academic study of Israeli history, both ancient and modern, politics, current events and culture,
Hebrew language and literature, as well as through experiential activities.
Enduring Understandings
•
•
•
•
Israel plays a central role for the Jewish people because it provides both religious and cultural
inspiration for Jewish identity and practice.
Israel is the national homeland of the Jewish people.
The future of the Jewish people depends on the reciprocal relationships among Jews in Israel and
diaspora.
Developing a sense of personal responsibility for klal yisrael both affirms and cultivates
responsibility to all humanity.
6
Appendix A
Kehillah Jewish High School
Vision Statement:
We recognize that as Jews, we are bound up with the roots and destiny of our people and that we
share in the ancient and ongoing story of our people’s relationship to land. Therefore, a critical and wellexamined relationship to the land, people and state of Israel is vital to a healthy Jewish identity. We see Israel
as a multi-dimensional, dynamic and constantly evolving idea and reality that provides a flexible and rich set
of entry points into Jewish identity. Our people’s diverse encounters with Israel find expression in art and
culture, so our study of Israel starts with art: poetry, song, visual art, dance, as well as with culture: language,
norms, values, beliefs. We see, in Israel education, a unique opportunity to engage students across
interdisciplinary and other educational boundaries.
Enduring Understandings
•
•
•
A relationship with Israel is critical to an individual’s Jewish identity.
A variety of relationships with Israel is both possible and beneficial.
The Jewish people’s relationship to the land of Israel is ancient and ongoing.
7
Appendix A
Oakland Hebrew Day School
Vision Statement
Israel education at OHDS provides students with a foundation and context for further study, practice,
and connection to their Jewish heritage, identity, and destiny. A comprehensive K-8th grade curriculum that
includes Biblical and modern Israel history, diverse Israeli culture, Torah study, middot/values, Hebrew as an
ancient and contemporary language, and Jewish spiritual practices inspires knowledge and understanding of
Israel’s influence and leadership role in the personal and communal lives of Jews throughout the world.
Enduring Understandings
•
•
•
•
•
•
•
•
•
•
•
•
•
Knowledge of our past will help us make sense of the present and potentially have more influence
over our future.
The State of Israel has a diverse culture.
The Hebrew language is centrally connected to the heritage of the Jewish people.
A Jew must be involved with the Jewish world.
A Jew has responsibility for the Jewish world.
Israel is central to the Jewish world.
The study of Israel enriches our understanding of the Torah.
The study of Israel strengthens our understanding of the Jewish world.
The study of Israel is central to the understanding of our connection to our heritage.
There is an inherent, traditional connection between the Jewish people and Israel.
Jewish political sovereignty has engendered a set of responsibilities within the Jewish people.
The study of Jewish civilization reveals the ideals, beliefs and values of the Jewish people and
therefore has the potential to inform one's understanding of Israel.
Israel has influenced and impacted the lives of Jews around the world from ancient to modern
8
Appendix A
Shalom School
Vision Statement
Shalom is committed to the ideals of academic excellence, personal growth, social awareness, and
Jewish and American values. Our goals are to instill in children knowledge of Judaism and the world; to foster
positive feelings about themselves as individuals and as Jews; to develop a sense of commitment to the
diverse Jewish community and to society; and to prepare them for success in adulthood through the
acquisition of knowledge and academic skill.
Philosophy: the school seeks to create an awareness of Jewish peoplehood and to generate a sense of
the importance of the State of Israel. While emphasizing ties with the world Jewish community and with
Israel, the School seeks to develop and attitude of love and concern for our country and respect towards
others, differing approaches to religious expression, within the Jewish People and other faiths.
The creation of the State of Israel is one of the seminal events in Jewish history. Recognizing the
significance of the State and its national institutions, we seek to instill in our students an attachment to the
State of Israel and its people as well as a sense of responsibility for their welfare.
Enduring Understandings
•
•
•
•
•
•
•
•
•
Israel is central to Jewish peoplehood.
Israel is the homeland to every Jew.
Connections to Israel begin with Torah.
Modern Israel has an impact on modern life far beyond its size and population.
The creation of Israel is one of the seminal events in Jewish history.
Israel is a core component of Jewish identity.
The Jews of Israel and the Jews in the Diaspora maintain a symbiotic relationship.
The physical aspects/realities/attributes of Israel have a significant impact on daily life in Israel.
A comprehensive relationship with Israel requires an understanding of the contemporary reality of
the country in addition to its historical, religious, and cultural dimensions.
9
Appendix A
South Peninsula Hebrew Day School
Vision Statement
SPHDS endeavors to provide an awareness of, an attachment to, and a love for our Jewish historical,
political, religious, and linguistic homeland and its people. This love and commitment is deeply engrained in
the Jewish essential and cognitive connection to Israel extending from biblical times.
Our vision is to promote a visceral identification of our students, their families, and the extended
Jewish community with the Land of Israel and its people on a personal, integral, emotional, and intellectual
level. We recognize that all of the above cannot be achieved without the knowledge of and familiarity with
the historical, religious, and contemporary language of the Jewish people—Hebrew.
Students will understand that Israel is the historic and eternal homeland of the Jewish people.
Students will understand that the Hebrew language is the conduit for Jewish knowledge and the
understanding of Israel.
Students will understand that our connection to Israel and the Jewish People flourishes through our
never-ending study of sacred texts and commentaries.
Students will understand that the existence of the State of Israel is vital to the continual survival of
the Jewish people and its culture which nearly perished as a result of the greatest act of human
inhumanity—The Shoah.
Students will understand that the Jewish People’s connection to Israel transcends history, and is an
eternal bond between the people and its land which can never be broken. It is the heart and soul of
the Jewish nation.
Students will understand that the 8th grade trip is the culmination and the embodiment of much that
students have been taught academically, emotionally, and intellectually here at SPHDS.
Enduring Understandings
•
•
•
•
•
•
•
•
We identify with Eretz Israel as the unequivocal Jewish homeland.
We relate to Eretz Israel through sacred texts, Jewish holidays, Hebrew, and Jewish history.
Hebrew is the conduit for Jewish knowledge and the understanding of Eretz Israel and Medinat
(State of) Israel.
Jerusalem is the eternal Jewish capital, regardless of time, politics, or place of residence.
We look up to Jerusalem for inspiration.
We have a commitment to care about the well-being of Israel, regardless of political differences.
The return of Jews to their homeland has not been welcomed by neighboring Arabs and has aroused
conflicts.
The existence of the State of Israel is vital to the continued survival of the Jewish people and its
culture, which nearly perished as the result of the Shoah.
10
Appendix A
Tehiyah Day School
Vision Statement
The mission of Tehiyah Day School is to inspire curiosity, a strong sense of community, and a vibrant
connection to Judaism. At Tehiyah, we live the curriculum!
We are guided in the pursuit of our mission by core Jewish values that include the following:
Kehillah (Community): We promote a strong sense of community and ruach (spirit). Our families,
teachers and administrators work together to create an environment that is warm, safe, nurturing, inclusive
and welcoming. A significant aspect of our community is the diversity of religious observances; we honor all
points of entry into the Jewish experience. People with secular beliefs and those with a more traditional
outlook can find connections at Tehiyah.
L'midah (Lifelong Learning): We nurture the unique potential of all students and instill in them a
capacity for creative thinking and an intellectual curiosity.
Menschlichkeit (Being a Good Person): We strive to raise "mensches," creating a culture of derekh
eretz (thoughtful conduct), kavod (treating each other with respect), chesed (kindness), and rachamanut
(compassion).
Ruach (Connection to Judaism): We inspire our students to develop a personal connection to
Jewish life and to understand and appreciate the wisdom, spiritual depth and ethical guidance of Judaism.
Tikkun Olam (Social Responsibility): We prepare our students for responsible citizenship in the
broader community, encouraging them through individual and collective action to make the world around
them a more compassionate, just, and peaceful place.
Yisrael (The Land of Israel): We foster an inextricable commitment to, and love for, the State of
Israel, its culture, language, history, and land. We support Israel in a thoughtful way without lockstep support
of any particular governmental position or political party. We support Israel by taking an unequivocal stand
on its right to sovereignty, and by fostering many and varied connections to Israeli culture.
To enable our students to live the curriculum at Tehiyah, we have developed the following
educational priorities:





Ensuring that students internalize what they study through project-based education and
multiple pathways to learning. (L'midah)
Providing a place to grow intellectually, emotionally, socially, and spiritually, and a lifelong
educational foundation for the whole person. (Menschlichkeit)
Creating a safe, nurturing and pluralistic Jewish environment while at the same time
challenging our students' intellects. (Ruach)
Enabling each child to develop Jewish literacy including joy and pride in Jewish identity and
respect for differences in the breadth, beauty, diversity, and resilience of Jewish
observances. As a Jewish community day school not affiliated with any single movement,
Tehiyah Day School creates a contemporary Jewish experience in an environment that
provides equal learning opportunities for all students. (Ruach)
Teaching Hebrew and thus providing our children with the means to form a strong
connection to their heritage. (Ruach)
11
Appendix A







Bringing to life what our students learn in Judaic Studies and in Hebrew. To this end, our
eighth-grade class is given the opportunity to participate in a class trip to Israel. (Yisrael)
Helping students become responsible, compassionate members of our community and of the
world. (Kehillah, Tikkun Olam)
Fostering and promoting academic excellence and creative expression in both general and
Judaic Studies. (L'midah)
“Kol Yisrael areyvim zeh ba-zeh (All Jews are responsible One for the Other).”
Israel is central to the Jewish people, its history, culture, and religion; a connection to Israel,
likewise, is a sure path to the development of a strong and life-long positive Jewish identity.
Our students’ connections with the Jewish people (Klal Yisrael) will be enhanced by a strong
grasp of the richness and complexity of contemporary Israeli life and by a thorough
grounding in its traditions and realities.
Through this understanding, the Tehiyah community will actively cultivate in its members a
sense of responsibility for supporting the worldwide Jewish community and Israel as its
heart.
Enduring Understandings
•
•
•
•
•
•
•
•
All Jews (K’lal Yisrael) are responsible one for the other.
Israel is central to the Jewish people, its history, culture, and religion.
Knowledge of the Hebrew language is indispensable to understanding its history, culture, and
religion.
A connection to Israel is a sure path to the development of a strong and life-long positive Jewish
identity.
Contemporary Israeli life is rich and complex, grounded in its traditions and realities.
Understanding contemporary Israeli life involves a thorough grounding in its traditions and realities.
Understanding contemporary Israel leads to a sense of responsibility for, and active participation in,
the worldwide Jewish community.
We, as Jews, must consider our responsibility for supporting the worldwide Jewish community and
Israel as its heart.
12
Appendix A
Ronald C. Wornick Jewish Day School
Vision statement
Our Israel education program seeks to instill in our students an enduring sense of attachment and
commitment to Klal Yisrael and the State of Israel. The school educates the students to recognize Israel as a
viable flourishing homeland for all Jewish people, and to develop their personal attachment to and
identification with Israel.
•
•
•
•
•
•
•
Israel is the homeland of the Jews no matter where they live.
The Jewish people’s connection with Israel is both constant and dynamic over time.
Jews can be committed to the State of Israel while at the same time critical of its government.
It is essential to have a mutual connection between the state of Israel and world Jewry
Israel is essential component of a Jewish identity
A connection to Eretz Israel is a pre-condition for the existence of the Jewish people
Israel’s survival is dependent upon the concern and engagement of Jews world wide
13
Appendix A
Yavneh Day School
Vision Statement
The Jewish identity that a Yavneh student develops is grounded in ritual, sacred texts, joyous
experiences of Jewish life, an understanding of the diversity of Jewish peoplehood, and a connection to Israel
and the Hebrew language.
Yavneh emphasizes that Israel is a connecting point for Jews around the world and that it embodies
the values to incorporate all Jews into a common peoplehood. Yavneh students develop personal
relationships with students in Israel and have an understanding about the similarities and differences
between each other. Yavneh teaches that Israel is the spiritual and cultural glue that holds the Jewish people
together. Yavneh students learn Hebrew as the language of the Jewish people throughout time, and as a
transmitter of culture.
A Yavneh graduate will be conversant in the history, politics and culture of the modern state of Israel
and understand its complexities. The graduate will know that life in Israel is not homogenous or single
minded – that it is a beautifully woven tapestry with the colors and textures of many kinds of people from
different backgrounds. A Yavneh graduate understands that Israel and the Diaspora must both exist if Jewish
life is to continue.
Enduring Understandings
•
•
•
•
•
Israel provides a focal point for Jews all over the world and serves as spiritual and cultural glue for
the Jewish people.
A working knowledge of Hebrew provides access to a deeper understanding of Jewish and Israeli
culture.
The State of Israel is enriched by a diverse citizenship comprised of people from different
backgrounds.
Israel and the Diaspora must both exist if Jewish life is to continue.
The Jewish people have an enduring relationship to the physical Land of Israel and its unique
environment.
14
Appendix B: Sample Curriculum Maps
Appendix C: Teacher Survey Data Tables
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