1. HISOTRICAL BACKGROUND OF THE COMMUNITY AND SCHOOL

A. What is the history of the city or community?

Beth Yeshurun is located in Meyerland, a 6,000-acre (9 sq mi) community in southwest Houston, Texas, outside of the 610 Loop and inside Beltway 8. Meyerland is the center of Houston's Jewish community and is the home of Houston's Jewish Community Center, Congregation Beth Israel, Congregation Beth Yeshurun, and several smaller synagogues. The neighborhood is named after the Meyer family, who bought and owned 6,000 acres of land in southwest Houston. Beth Yeshurun Day School and Congregation Beth Yeshurun share more than just a name. The Congregation is committed to supporting the Day School because of the value they place on offering a Jewish Day School education to Houston Jewish families.

B. How was the area, community, or neighborhood developed?

Joseph F. Meyer Sr. originally acquired the land in sections beginning around 1885. The land was unused for many years, although part of it was leased to farmers and cattlemen. Joseph Meyer was confident that one day his holdings would be within the Houston city limits. After Joseph’s death in 1933, the land was divided among his three sons, George, Frank and Joseph Jr. It was not until 20 years after the father’s death that George Meyer decided to develop his share of the land. George Meyer developed 1,200 acres (5 km2) of the fields into the Meyerland subdivision in 1955. Vice President Richard Nixon was at the subdivision's ribbon-cutting ceremony. Meyerland was one of the first deed-restricted communities in the City of Houston.

C. Who were some of the individuals recognized as pioneers of the community?

Beth Yeshurun Day School, the first Jewish Day School in Texas, was founded in 1949 to fulfill the vision of the Congregation’s rabbi at the time, Rabbi William S. Malev, decades ago. And ever since then, the school and the congregation have shared the same campus. The congregation also financially subsidizes some of the operating costs of the school. Beth Yeshurun moved to its present location in 1962, the first Houston synagogue to relocate outside of the "old Jewish quarter." Congregants' residences, other synagogues, and Jewish businesses followed. Now centrally located among 80% of the Jewish community, Beth Yeshurun continues to be a progressive leader among Jewish institutions while maintaining stability of tradition and leadership. Rabbi William Malev led the Congregation for 27 years, followed by Rabbi Jack Segal for 23 years, and now Rabbi David Rosen since 1996. Cantor George Wagner served the Congregation for over 35 years, Hazzan David Propis for 18 years, and Hazzan Meir Finkelstein arrived in 2013.  Rabbi Steve Morgen and Rabbi Brian Strauss joined our clergy staff in 1999 and 2001, respectively.

D. Are there any important historical events related to the school to note?

The Beth Yeshurun Day School is the first Jewish Day School in Houston. The synagogue's foyer has a memorial to the Jews who died in the Holocaust. A 26 feet (7.9 m)-long ark with a Burning Bush-motifed stained-glass background serves as the focus of the synagogue's sanctuary. The synagogue includes a social hall. The walls of the social hall are decorated with needlepoint recreations of Reuven Rubin's series of biblical lithographs. Beth Yeshurun also houses the Louis and Mollie Kaplan Museum of Judaica, which includes ritual objects and books.

E. How many schools and facilities are contained in the district?

NA

F. When was the campus opened?

BYDS was born in 1949 when Rabbi William Malev convinced the Congregation of the necessity to have a Day School. Since then more than 2000 students have graduated from our Day School, becoming doctors, attorneys, business men and women, mothers and fathers, civic leaders, and leaders in the Jewish community, here in Houston and in other cities throughout the United States. BYDS is the oldest Jewish Day School in Texas and still one of the largest. Celebrating over 65 years of Jewish education in Houston, Texas, Beth Yeshurun Day School has left a lasting legacy of more than a thousand alumni worldwide raised with the highest standards of secular and Judaic education

G. Why was the campus given its specific name?

This congregation was founded in 1891 as Adath Yeshurun and merged in Congregation Beth El in 1946, taking its current name.

2. CAMPUS GOVERNANCE

A. Review the campus organizational chart (create/provide a diagram of the organizational chart)

NA (see below)

B. What is the chain of command in the school?

C. How is the campus site-based committee selected and how does it function?

NA3. ENROLLMENT/GROWTH/ACHEIVEMENT

A. What is the district enrollment? (disaggregate by ethnicity, socio-economics, grade level, etc).

NA

B. What is the school enrollment? (disaggregate by ethnicity, socio-economics, grade level, etc).

C. What are the strong and weak areas of student performance on state exams?

ISEE

CategoryPercentage of

Students in the lower stanine

Percentage of students in the middle stanine

Percentage of students in the upper stanine

Verbal Reasoning 23 68 9Reading

Comprehension 22 64 14

Quantitative Reasoning 13 55 32

Math 32 27 41

ERB HORIZONTAL STUDIES BASED ON INDEPENDENT NORMS(DATA COLLECTED THAT EXAMINES THE 5TH GRADE)

Verbal Reasoning Vocabulary ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2015 0 77 23 0 85 15 0 77 23 8 69 23 0 77 23 15 38 46 8 54 382014 17 64 19 21 62 27 12 80 28 12 49 39 11 59 30 9 52 39 7 56 372013 28 53 19 16 74 10 16 67 17 16 48 36 26 55 19 23 51 26 19 55 262012 10 63 27 21 68 10 10 64 26 21 48 31 5 43 53 16 58 27 37 32 322011 18 74 7 22 63 15 18 56 26 11 74 15 19 52 30 4 75 22 15 63 222010 16 62 23 34 56 10 24 59 19 25 55 20 23 49 29 11 62 28 20 60 21

ERB HORIZONTAL STUDIES BASED ON INDEPENDENT NORMS(DATA COLLECTED THAT EXAMINES THE 4TH GRADE)

Verbal Reasoning Vocabulary ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2015 18 51 31 23 63 14 12 69 20 9 52 41 9 68 23 26 43 31 24 51 262014 22 50 28 11 72 17 5 72 23 5 61 33 5 72 22 11 50 39 0 44 562013 24 47 29 8 68 24 16 58 26 8 55 37 16 68 16 16 58 26 11 63 262012 14 34 52 3 38 59 24 55 21 17 48 34 10 59 31 21 62 17 31 59 102011 36 59 5 46 50 5 37 59 5 28 55 19 18 64 18 28 59 14 34 51 162010

ERB HORIZONTAL STUDIES BASED ON INDEPENDENT NORMS(DATA COLLECTED THAT EXAMINES THE 3RD GRADE)

Verbal Reasoning Auditory Comprehension

ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2015 23 54 23 17 40 44 16 66 17 10 50 40 13 55 31 26 57 17 13 54 342014 22 64 14 44 36 19 36 42 22 22 33 44 14 64 22 28 50 22 25 47 282013 29 38 33 25 75 0 25 58 17 4 71 25 21 58 21 17 58 25 25 38 382012 16 73 11 46 50 4 27 65 8 19 59 22 30 46 24 22 70 11 23 60 172011 19 66 16 19 59 22 28 63 9 9 56 34 25 47 28 31 47 22 22 53 252010 29 55 17 ** ** ** 33 59 8 8 84 8 16 67 16 34 51 16 30 61 8

*Lower , * Middle, * U UpperNorm % *L 23 *M 54 *U 23

ERB VERTICAL STUDIES BASED ON INDEPENDENT NORMS(DATA COLLECTIONS FOLLOWING THE SAME GROUP OF STUDENTS OVER A 3

YEAR PERIOD)

Verbal Reasoning Vocabulary ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2015 -5th 0 77 23 0 85 15 0 77 23 8 69 23 0 77 23 15 38 46 8 54 382014- 4th 22 50 28 11 72 17 5 72 23 5 61 33 5 72 22 11 50 39 0 44 562013- 3rd 29 38 33 ** ** ** 25 58 17 4 71 25 21 58 21 17 58 25 25 38 38

Verbal Reasoning Vocabulary ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2014 - 5th 17 64 19 21 62 27 12 80 28 12 49 39 11 59 30 9 52 39 7 56 372013 - 4th 24 47 29 8 68 24 16 58 26 8 55 37 16 68 16 16 58 26 11 63 262012 - 3rd 16 73 11 46 50 4 27 65 8 19 59 22 30 46 24 22 70 11 23 60 17

Verbal Reasoning Vocabulary ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2013 - 5th 28 53 19 16 74 10 16 67 17 16 48 36 26 55 19 23 51 26 19 55 262012 - 4th 14 34 52 3 38 59 24 55 21 17 48 34 10 59 31 21 62 17 31 59 102011 - 3rd 19 66 16 19 59 22 28 63 9 9 56 34 25 47 28 31 47 22 22 53 25

Verbal Reasoning Vocabulary ReadingComprehension

WritingMechanics

Writing Concepts and Skills

QuantitativeReasoning

Mathematics1 and 2

*L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U *L *M *U

2012 -5th 10 63 27 21 68 10 10 64 26 21 48 31 5 43 53 16 58 27 37 32 322011- 4th 36 59 5 46 50 5 37 59 5 28 55 19 18 64 18 28 59 14 34 51 162010- 3rd 29 55 17 ** ** ** 33 59 8 8 84 8 16 67 16 34 51 16 30 61 8

*Lower , * Middle, * U UpperNorm % *L 23 *M 54 *U 23

4. POLITICAL AND GEOGRAPHIC CHARACTERISTICS OF THE SCHOOL ATTENDENCE AREA

A. What are the socio-economic levels of the families?

NA

B. How active are families in various school activities?

Beth Yeshurun Day School and its PTO offer many opportunities to volunteer in the school. Besides daily lunch service, we have opportunities throughout the year where parents and legal guardians can assist in planning, setting up, and working events as their schedules allow. There are ongoing volunteer opportunities:Serve daily hot lunch: Three volunteers needed to serve Pre-K through 5th grade lunch on

Mondays through Thursdays at 11 am, and two volunteers needed on Fridays at 11:20 am. Service lasts 90 minutes.

Other PTO volunteer opportunities:• Assemble Rosh Hashanah Seder Plates for EC: Six volunteers needed on Monday,

September 22 at 8:30 am • Assemble Rosh Hashanah Seder Plates for ES: Six volunteers needed on Tuesday,

September 23 at 7:45 am  Future volunteer opportunities:

• Read a book in an Early Childhood classroom (Coming Fall 2014)• Help with Grand Friends’ Day (Coming Fall 2014)• Help with Young Authors’ Day (Coming Fall 2014)• Help with the Annual Gala (Coming Fall 2014)

Help with The Market (Coming Fall 2014)

C. How is the PTO/PTA organized?

D. Are there any significant geographical characteristics that might impact students or families?

No, most students live in the area and there are no significant geographical characteristics that could impact students or families except from flooding when there is a lot of rain.

5. PROFESSIONAL STAFF

A. What are the levels of education, years of experience, and demographic characteristics of professional staff at the district level?

The Early Childhood principal Ms. Sherman completed her master’s degree in Administration with a focus on School Leadership from Grand Canyon University and has a bachelor’s of science degree in Human Development and Family Sciences from the University of Texas at Austin. Her two children attend Beth Yeshurun Day School. Our elementary school principal, Cindy, earned her bachelor’s degree at the University of Denver, and she earned her M.A. in School Leadership at the University of Dallas. Dr. Ahlstrom our head of school came to BYDS from the Tucson Hebrew Academy in Tucson, Arizona, where he was the assistant head of school. Dr. Ahlstrom holds a PhD in Education Leadership, Policy, and Administration.

B. What are the levels of education, years of experience, and demographic characteristics of professional staff at the campus level?

Most teachers have their teacher certification from a credited university, however the Judaic and Spanish teachers do not have teaching certifications. There are teachers from all around the U.S.A and from places as far as South Africa, Sweden, Chili, and Mexico. Although teachers practice different religions, the majority of teacher are Jewish.

C. How do these groups compare?

Overall these groups represent similar educational backgrounds.

6. OTHER ELEMENTS DEEMED APPROPRIATE TO DESCRIBE THE DEMOGRAPHIC OF THE SCHOOL

7. At the end of the study, you should be able:

A. To discuss potential areas for improvement

While there has been a lot of growth, a plan moving forward could look like this:

Create a professional development chart that includes all content areas and social/emotional areas deemed important. Teacher names can be checked off once they have attended.

o Centers/differentiated instructiono Social/emotional developmento ESLo Assessment guiding instructiono Different types of assessment o Thematic units across grades

Teachers will visit other grade level planning periods to observe how they plan and touch base on what they are doing in terms of content (1x a month). While planning usually lasts 30 minutes, the other 20 minutes could consist of 10 minute for each grade to talk about what they have been doing that is successful and what they are struggling with,

o First meeting could be k-1, 2-3, 4-5o Second meeting could be PreK-K, 1-2, 3-4/5o Third meeting could be a review or observation of others teaching

Discuss thematic units Teacher mentors. Letting teachers take a leadership role by asking who would like to be

a mentor. Assigning one mentor to each teacher (especially new ones) would be helpful and also boost moral

Tandem Teaching B. To identify key stakeholders in the school and community, and discuss leadership strategies you might use as a leader of the school, with your university supervisor or small group.

Weekly meetings with grade levels Presentations at board meetings 1x a month Curriculum organization 2x a month (Tuesdays)