Koleinu
‫קולנו‬
Rabbi Ari Segal
Head of School
M odern Orthodox educational
institutions must accommodate two
crucial, but superficially conflicting,
Torah values. On the one hand, an
unwavering commitment to Torah must
pervade our halls, a commitment that is
expressed in both actions and words and
which makes no compromises. On the
other hand, it is our duty to provide a high
level of Jewish education to all children,
observant or not, whose families want
them to have one. I emphasize that these
President Ira Mitzner
Head of School Rabbi Ari Segal
Editor Samantha Steinberg
Graphic Designer Emuna Carmel
www.berenacademy.org
R o b e rt M . B e re n A c a d e m y. 1 1 3 3 3 C l i f f wo o d D r. , H o u s t o n , Te x a s 7 7 0 3 5 . 7 1 3 - 7 2 3 - 7 1 7 0
Fall 2009 R o b e rt M . B e re n A c a d e m y
To r a h U ' M a d a ‫תורה ומדע‬
Diversity
is the one thing we all have
in common
are both values of paramount importance
and are both Torah values. However,
there is a tension between these two
values. The presence of non-observant
students in an Orthodox institution is
perceived by some as a dilution of the
institution’s religious character and is
therefore viewed as a compromise of its
commitment to Torah.
For this reason, several
Orthodox schools have, in the past
decade, adopted a policy to no longer
enroll non-Orthodox students. I have
been shocked and saddened by this
socio-religious trend, and I would like
to explain why RMBA sees the situation
quite differently. We do not see these
values as dissonant but rather as mutually
enhancing.
At RMBA we aim to educate
our students so that when they leave our
halls, they will form the backbone of a
strong Jewish community. Moreover, a
strong Jewish community needs two key
ingredients to succeed as a serious Jewish
community. First, we want all Jews to be
as Jewishly educated as possible and to
experience a positive interaction with
Orthodox Jews. Second, we want a
solid group of Orthodox Jews who are
proud, committed, knowledgeable, and
open-minded. Beren is committed to
cultivating both of these ingredients, all
in one place.
If we create a religiously
diverse environment in our school,
it will demonstrate to the Orthodox
and non-Orthodox students alike that
±
 Torah is everyone’s to study
– morasha kehilat ya’akov – “it is
the inheritance of the (whole)
community of Israel.” It will teach
derech eretz (goodwill and common
decency) between members of
different denominations and
between all human beings. It
will foster Ahavat Yisrael (Love
of our fellow Jews) in practice
not just in theory. Finally, it
will teach all of our students that
in Beren’s eyes, non-Orthodox
denominations represent a strengthens their commitment to
viewpoint that we respect. Even
if we disagree with some of their
philosophies, we value them as one
of many necessary instruments in
the Jewish symphony.
In this way our diversity
is not a compromise of our
commitment to Torah, but a
confirmation of it; it is our way of
teaching certain core Torah values
outside the classroom and not just
inside.
As a practical matter, I
understand how hard it is at times
Neima Pollak (2nd) and Avi Moses (2nd)
≤
to have children facing religious
challenges, such as spending time
at the house of a friend who does
not keep kosher or hosting a family
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Relcom A
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who is not Shabbat observant.
But we believe that children
can rise to these challenges. Of
course, this requires parents to
help their children by supporting
and encouraging a commitment
to the values they hold dear and
by supporting the mission and
expectations of the school. It also
their observance, creating strongly
committed leaders.
At the end of the day, all
of our students will have received
a first-rate Modern-Orthodox
education, grown in achdut (unity)
and mutual respect, and be well
on their way to becoming proud
and well-integrated Jewish adults.
They will come out stronger,
prouder, and better-suited to
serve the Jewish community of
tomorrow.
Fun Fact:
Zev was in Miami Boy's
Choir for 4 years!
e s
The Davidovics Family
W e were both excited and apprehensive
when we found out we would be moving to
Houston for a fellowship at Texas Children’s
Hospital. Having grown up in Teaneck and
Englewood, where there are many excellent
yeshiva day schools to send children, we were
not sure what we would find in Houston.
After touring RMBA during our pilot trip,
we were thrilled that our children
would have the opportunity
to attend a yeshiva with
excellent Judaic and
general studies, a dynamic
curriculum that stresses the
importance of Am Yisrael and
Eretz Yisrael, and a warm atmosphere. Before
we moved people would ask us if we could see
ourselves living in Houston long-term. We
would always say that there is a great school
there so it’s definitely a possibility.
Although we have left many things
behind in NJ, including snow boarding, we are
loving everything Houston has to offer. Our
children have already logged more hours in the
pool in two months than in their entire lives
up to this point! But more importantly, we
have experienced the warmth this school and
community has to offer. From the generosity
of our neighbors sharing their pools, to the
wonderful caring staff at RMBA, we have felt
instantly at home.
Zev, Elisheva, Gavriella (EC4) and Adi
(EC2) Davidovics moved from New Jersey
to Houston in 2009.
Jesse Buchine (12), Genna Barforough (11), David
Singer (11), Gabrielle Ronn (8), Chen Tsaig (11)
Don't Burst My Bubble
E very once in a while I find myself
daydreaming about what my children
will be like when they grow up, and I
am astounded at the endless possibilities
I conjure up. I have so many hopes and
dreams for each one of them, but I am
keenly aware that my dreams may or may
not reach fruition.
In the twenty first century, even our
youngest children now dream of ideas and
realities of their own; some that are grown
in our very backyards and others that are
sown from seeds planted by influences that
are very foreign to us. Internet, movies and
music expose them to, and often entice
them into, worlds that grown ups are not a
part of. The messages and morals delivered
through these mediums will either enhance,
compete with or potentially destroy the
vision we have for our children’s future.
The outside world has tremendous power
to shape our children’s dreams and to
determine what happens to our dreams for
their tomorrow.
At Robert M. Beren Academy,
we encourage each and every child to
constantly reach toward fulfilling his/her
dreams, but we work very hard to help
Dr. Shulamis Pollak
Director of Guidance
sculpt what those dreams will be. The
RMBA Guidance Department creates a
bubble within which healthy dreams can
flourish and where potentially devastating
influences are kept out. We do this by
teaching our students to make informed
and educated decisions and to fully
evaluate opportunities before engaging
with the unknown. Rather than shying
away from difficult topics, we address life’s
challenges head on through in-class and
parent programs on every grade level that
reflect the realities of the world we live in.
We believe in educating our children in an
open and honest manner, while equipping
them with the skills to say no to things that
will take them further from where they
want to go. Striking that delicate balance
is a full time undertaking.
The beauty of an RMBA education
is that all our discussions about the “real
world” take place against the backdrop of
the inherently protective wing of our Jewish
setting. Our students are surrounded each
day by fellow members of Am Yisrael
who share common Jewish values and
dreams and who care deeply about each
other’s growth. We use this bubble to
form a sacred partnership of protectors,
where our educators, our families and our
community work together to create a safe,
open and healthy space within which our
children can succeed.
Our protective bubble flexes to meet
the varying needs of our diverse student
population, and true beauty lies in
watching each of our students flourish in
the safe space that feels right for them.
It is not uncommon to see our students
themselves stretching the protective bubble
for a friend when it needs to expand and
fiercely protecting one another from
unhealthy influences.
Our children have a world of
opportunities at their fingertips and it is
our duty as their parents to give them an
education that will nurture their talents
and guide them toward fulfillment of their
potential. Knowing that my children will
dream their own dreams someday and
knowing that RMBA will prepare them,
protect them and ultimately guide them
in the right direction, I feel confident that
when they do fulfill their dreams, it will
be an accomplishment that will make both
myself and Am Yisrael proud.
≥
 Waiting
that America, the arch super power who
has experience, does not carry the torch
of responsibility to ensure freedom and

for
democracy throughout the world.
The third brachah Shofarot,
reminds us of the revelation at Sinai, the

Shofar
so that peace will reign throughout the
Rabbi Shlomo Riskin world (Alenu, Al Ken NeKava). This axiom of
our religion, this prophecy of the ultimate
Founder and Chancellor, Ohr end game, is especially comforting in the
Torah Stone Colleges face of the dangerous global village in
& Graduate Programs. which we presently live, a global village in
Founding Chief Rabbi which the specter of nuclear proliferation
of Efrat, Israel threatens every freedom loving citizen;
if the sacred G-d is not “sanctified by
Guest Contributor righteousness”, then we are tragically left
with a Satanic God who is sated only by
613 commandments which G-d presented
to Israel and the seven commandments
of morality-centering around “thou shalt
not murder” - which G-d presented
to the world. Maimonides, the great
codifier of Jewish law insists that just as
G-d commanded Moses to bequeath
613 commandments to Israel, “similarly
did He command Moses to coerce
the nations of the world to accept the
seven laws of morality” (Laws of Kings
8,10). This is an immensely significant
message especially in our post-modern,
relativistic, “everything goes” society,
which denies any absolute law of concept
of morality; “situation ethics” dominates

O nce again this year, the first day of

Rosh Hashanah falls out on Shabbat and
the shofar will remain silent. There is one
positive result of this relatively rare Rosh
Hashanah experience: it gives everyone an
opportunity to concentrate much more
carefully upon the actual words of the
Mussaf Amidah. After all, when the shofar
sounds punctuate the unique blessings
of Malkhuyot (kingship), Zikhronot
(remembrances) and Shofarot, most of
the drama of the day revolves around
the piercing cries of the ram’s horn. In
the absence of the shofar, the words and
concepts of these blessings will naturally
assume center stage. And it is the content
of these three special blessings which are
the essence of Judaism - according to
both the early medieval theologian Rav
Yosef Albo (in The Ikkarim, Essential Judaism)
as well as the more contemporary Franz
Rosenzweig (in his Star of Redemption) - and
which likewise contain a critical message
for humanity especially today.
The first of these blessings,
Malkhuyot, tells us of the basic theological
message of our faith: our optimistic belief
that eventually the wicked of the earth
will return to the G-d of creation, that
world society will eventually be perfected
the sword, a tainted totalitarian trinity of
Nazi fascism, Stalinist Communism and
Islamic Fundamentalism.
our conventional wisdom, and the most
heinous crime can become transformed
into a sacred act “when seen from the
The second sacred blessing, perpetrators point of view.” (Hence a
Zikhronot,, opens: “You remember the homicidal suicide bomber
activities from the beginning of the world, who murders innocent
and you provide a function (the Hebrew
word poked is the root form of the word
tafkid,, function) for every creature
from earliest times.” There is a
ringing declaration of faith in the
process of history, the clear sense
that historical time is on the side
of humanity, and that individuals
and nations have a unique role to
play in the cumulative march of
history towards redemption. Israel
alone of the nations of the world
enjoys a special relationship with G-d, a
covenant which ensures it eternity and
defines its mission as the messenger
of ethical monotheism to all of
humanity.
And if Israel has
been divinely chosen to be
the medium of universal
blessing (“through you shall
all the families of the world be
blessed,” charges the Almighty
to Abraham at the dawn of his
election), it is difficult to imagine
Ashi Jones (4th)

¥
children is called a ‘freedom fighter’).
Shofarot tells us that the seven
laws of morality which must be accepted by
the nations are not possibilities or options;
they are absolutes, since - especially in our
global village - the lives of all free humanity
hang in the balance of their acceptance.
Hence the Rosh Hashanah Mussaf Amidah
teaches that the nation of Israel must
and will teach fundamental morality, or
ethical monotheism, to all the nations
of the world. Only when this message is
accepted, when “this Torah comes forth
from Zion and the word of G-d from
Jerusalem”, only then will nation not lift
up sword against nation and humanity
not learn war anymore”, and “everyone
will sit under his/her vineyard and fig
tree and no one will have reason to fear”
(Micah 4).
On Sunday, the second day of
Rosh Hashanah, the piercing sounds of
the shofar will be added to these vital
concepts of the Amidah. We will hear the
truah-shevarim sounds, the three sighs
and nine sobs, which symbolize the world
as it is, a world not yet perfected, a world
which is often a tragic vale of tears. This
broken truah sound was also trumpeted
in times of war (Numbers 10:9), so that the
staccato sound of the shofar symbolizes
military battle. The additional firm and
exultant tekiyah sounds of the shofar
are taken from the fiftieth year of the
Jubilee, precursor of the ultimate period
of redemption and harbinger of festive
joy and universal peace (Leviticus 25:9),
Numbers 10:10).
Perhaps the message here is
that when the world is divided between
those who believe in a compassionate
G-d of peace and those who believe in
a terrorizing Satan of the sword - and
there is an imminent danger of the sword
gaining ascendancy - then there is no
recourse than to wage war in order to
secure a free world for humanity. The
ultimate promise of Rosh Hashanah is that
the tekiyah of redemption will overcome!
Shanah Tova!
Rabbi Riskin will be introducing Robert
M. Beren at the upcoming Scholarship
Gala on November 8th.
FUTURE ofTHE
High-tech IS HERE
Rachie Jacobson Gold
Development Coordinator
W
hat do Smart Boards, Special
Ed, and Hilchot Shabbat have in
common? They were all targeted to
receive technology grants at RMBA. Our
school is strongly committed to using
advanced technology in the classroom to
enhance the learning process. This year’s
RMBA students will benefit from an
even more dynamic learning experience
thanks to three exciting new technology
grants. RMBA received seven new
Smart Boards this year through generous
gifts from the Legacy Heritage Fund
Limited and Gruss Foundation along
with the Estate of Seymour Buchine,
Beverly and Howard Feldman, June and
Leonard Goldberg, Mervyn and Denise
Blieden, and David Fogelman. By
using the interactive
boards, teachers can
manipulate texts,
create 3D models, save
classroom notes and
much more. According
to Liat Perets (4th
grade), “Smart Boards
are fun to use and they
Lilly Gelman ( 7th)
help us learn.” What
better recommendation could there be?
Director of Special Education
Shelley Levine realizes the important
role that technology can play in the
Special Ed. department. Shelley is
committed to making sure all of our
students excel in reading. To make this
possible, she has enlisted the support of
the Hertzstein Foundation in purchasing
Kurzweil 3000, an optical character
recognition program. Kurzweil 3000 is a
reading, studying and writing program
that educators can use to meet the needs
of struggling readers. Kurzweil 3000
provides not only the tools students
need to improve their reading speed
and comprehension but also the
features that make it possible for them
to learn and study independently. The
program reads any uploaded text aloud
to students and helps them overcome
reading difficulties.
While studying and teaching
Hilchot Shabbat (Laws of Shabbat,)
Rabbi Kessler, Upper Elementary Judaics,
believes that in order to effectively teach
about Shabbat, the students must have
a basic understanding of what the 39
basic melachot (work prohibitions that
limit “creation” on Shabbat) are all
about. Today, when our baking flour
is bought in the store, very few people
understand what winnowing is or when
our clothing is bought in our favorite
department store, very
few people understand
what it means to thread
a heddle (or know what
a heddle is!). While he
can teach the laws of
Shabbat as is, he finds
that children appreciate
their Judaism so much
more when they can see
for themselves how the halacha (Jewish
law) was developed. To bring some of
these concepts to life, Rabbi Kessler
applied for and received an Education
Technology grant from the Avi Chai
Foundation. He plans to use the grant
money to film a video on location
on a dude ranch which illustrates for
young students the very basic first steps
involved in the creation of the modern
amenities and the early stages of work
involved in creating the final product.
This innovative idea is yet another way
we will be able to bring the Torah to life
at RMBA.
µ

Team Work and Education:
A Perfect Pairing
T
""
hough we may not all agree with
President Obama’s political views,
all educators can certainly endorse
the following quote from his recent
speech when addressing Congress and
the nation regarding our children’s
education: “Responsibility for our
children’s education must begin at
home.” Research shows that parent
involvement leads to student success in
character development, behavior and
academic achievement. Children thrive
in an environment where the same
educational values and expectations are
shared among the adults in their lives.
Therefore, a cooperative partnership
between home and school is essential.
It is clear that parents are
the experts regarding their child, and
teachers are the educational experts.
Developing mutual trust for these areas
of expertise will contribute to the moral
development of the students and culture
of the school.
Success also depends upon
partners being aware of their expectations
of each other. School staff expect
parents to play a key role at home in
efforts to increase their child’s success at
school. Monitoring time spent watching
television and playing video games,
finding 15 minutes to read with your
elementary child every day, designating
a special place and time for homework,
and holding your child responsible for
completing assignments on time and
to the best of his/her ability supports
the work done at school. Consistency
∂
Parent involvement
leads to student
success in character
development,
behavior and academic
achievement.
in all of these efforts improves student
achievement.
When parents support and
reinforce the school’s policies, procedures
and discipline plan, attend school events,
read classroom and school newsletters,
volunteer when possible and participate
in PTO, it reflects their commitment to
their school and their children ultimately
reap the rewards. It demonstrates to your
child that s/he can trust her/his teacher
and school because you do. This positive
relationship makes a child feel like the
important people in his life are working
together. The educators and staff at
RMBA take their roles in partnering
with parents very seriously. The school’s
responsibilities include maintaining a
Helene Lubel
Lower School Principal
- General Studies
Eden (3rd) and Hadas
Amiel at a parent-
child evening
safe and nurturing environment with
discipline procedures in place that will
create an atmosphere of learning. It
can be expected that school staff use the
mission in order to focus on the needs
of the children, to treat all children
and parents with respect, to share with
parents the learning standards and how
learning will be assessed, and to inform
parents on a regular basis of their child’s
progress.
Robert M. Beren Academy is
honored to share the responsibility for
student learning and success, and the
best way of accomplishing this is to
create a productive partnership that will
enable our students, your children, to
flourish.

Getting Closer
A Rosh Hashanah message
T his past summer, our family took
a road trip to Florida. In Walt Disney
World, we encountered another in the
long progression of “parental firsts”
– not quite as exciting as first word, less
poignant than the first day of school,
and even slightly less scary than the
first day of driver’s ed – but we found
our eldest daughter Noa’s first upside-
down roller coaster ride momentous
nonetheless. For those of you who are
not fans of thrill rides, let me share with
you the experience. From afar, the Rock
‘n’ Roller Coaster seems exciting. You
think it’s worth the ninety minute wait
to be rocketed upside down at speeds
reaching eighty miles per hour. However,
as you get closer, there is a little voice in
your head that begins to question your
sanity; your enthusiasm wanes, but you
have to push on; your pride is on the
line. The moment that you tighten your
harness and feel that first rush of speed,
you remember how much you love the
feeling – and your first question when
the ride ends ninety seconds later is,
“Can we go again?”
This fluctuation reminds me of the
pesukim that we read when we perform
Tashlich, the custom of visiting a body
of water during the Days of Awe to
symbolically throw away our sins, a
practice that spurs us to do true Teshuvah,
repentance. We quote several verses from
the book of Michah, beginning “Who
is like You...” If you read these verses
carefully, you may notice that there is a
shift in how the prophet refers to God
– first talking TO God in second person
(Who is like You), then ABOUT God in
third person (He shall have pity on us),
and finally returning to second (Tashlich
– You shall throw our sins in the depths).
Surely Michah, who wrote such eloquent
poetry, would know that authors should
not switch back and forth between two
styles. But those who have a special talent
for finding the nuances in the language
of Tanach have noted that we can learn
an important lesson about our emotional
connection to God from these verses.
When we first come to repent, we, full
of hubris, approach God almost casually,
thinking that God surely will listen to us
and that we deserve His forgiveness; we
say directly to Him, “Who is like You.”
However, the more that we engage in
prayer and realize the magnitude of our
sins, we know that we cannot casually
expect God to accept our pleas. Like
someone about to board
a roller coaster who
sees the twists and
turns up close, our
Atara Segal
Judaic and Mathematics
Teacher
confidence falters and we feel far from
God. No longer do we assume an
audience with the Almighty and instead
we ask each other, as Michah continues,
“Surely He cannot hold on to His anger
forever and will forgive us.” As we spend
more time trying to connect to Him,
we finally realize that yes, it’s true, we
don’t deserve forgiveness. We can in no
way logically relate to the infinitude of
God with our limitations. But we realize
that God doesn’t expect us to succeed
at comprehending Him. Just the very
fact that we are eager for a relationship,
despite our flaws, is enough for Him to
reach out to us and draw us close to Him.
At that point, giddy with the relief and
energy of someone walking off a roller
coaster on shaky feet, we are again able to
turn to God with a new understanding
of both our limitations and our fortune
in having a connection with God and
say with the closeness that direct speech
entails, as Michah concludes, “Throw
into the sea all of their sins.” May we all
work towards a close relationship with
God over this Rosh Hashanah and may
we be blessed with a Shanah Tova.
∑
 Securing
Our
(Torah)
Masks
Rabbi Avi Pollak
Upper School Principal
- Judaic Studies
T his summer I learned a crucial
lesson about Jewish education from my
flight attendant. Anyone who has flown
on a commercial airline knows exactly
the line that I am referring to. During the
flight attendant’s pre-flight instruction
monologue, the attendant shares the
famous oxygen mask instructions:
“If you are traveling with a child
or someone who needs assistance, secure
your own oxygen mask first, and then
offer assistance to your companion.”
Flight attendants remind us
of this important guideline because we
instinctively attempt to help those around
us before we help ourselves, especially
when those around us are defenseless
and in great need of assistance. This
instinctive reaction is noble, but can
∏ ∏
Seniors: Rebecca Yoshor, Shosh Yaffee, Allison Bootin, Hannah Klein
ultimately be disastrous! If during the
stressful, oxygen-depleted moments,
when the masks drop, I fumble faintly
and ultimately fail to successfully secure
the mask on my companion, we are both
in big trouble. But if I take a few seconds
to secure my own mask, I will be better
able to focus on successfully helping
my companion and potentially save
us both. Putting on my mask converts
a dangerous environment into one in
which I can breathe and focus. Focusing
on my own well-being may seem selfish
and self centered but ultimately, it is the
key to empowering me to save those
around me.
I recently had the opportunity
to hear Mr. Richard Joel, President of
Yeshiva University, address a gathering
of young men and women from a variety
of backgrounds. One young man who
had decided to attend a secular college
challenged President Joel by claiming
that as an observant Jew in a secular
campus, he could have great influence on
those around him, perhaps more than a
student in Yeshiva University or another
Jewish program or yeshiva. President
Joel responded that this is precisely why
we put our own oxygen masks on before
helping others. It is crucial that we build
a strong foundation of Jewish learning
and knowledge, connect with mentors
and like minded peers, and fortify our
own commitment to Torah and Mitzvot
and only then, turn with open arms to
those around us.
We have all seen many schools
and yeshivot who have trained their
students to strive for either irresponsible
extreme; either tightly securing their
own Torah masks and ignoring the
suffocating masses around them, or
recklessly securing the masks of everyone
around before putting on their own.
The fine Jewish education
at RMBA aims to strike this careful
balance. While being dedicated to
training our students to be attentive to
the welfare of the Jewish community
and world around them and to engage
in the enriching elements of society, we
are first dedicated to instilling in them
a commitment to learning Torah and
keeping mitzvot, to developing a love
for Judaism and God and to living a life
filled with chesed. We encourage them
to help, influence and share their passion
with those around them, but to first
realize that it is only once their passion
has become conviction, when they have
truly absorbed the lessons and values of
Torah through their classes, Shabbatonim,
programs and relationships with faculty
and peers - that they will be able to make
the most profound difference. In the
halls of Beren Academy, our students are
learning how to secure their own Torah
masks, in order to be truly ready to give
to others.

Mazal Tov
to the Class of 2009 for being
accepted to the following
Universities and Yeshivot:
Barnard College
Baruch College
Binghamton University
Boston University
Brooklyn College
Goucher College
Hofstra University
Hunter College
New York University
Queens College
Rice University
Rutgers University
Stern College
Texas A&M Galveston
Trinity University
University of Houston (Honors)
University of Maryland (Honors)
University of Pennsylvania
University of Toronto
Yeshiva University
Derech Etz Chaim
Midreshet Yeud
Midreshet Lindenbaum
Machon Maayan
Midreshet Devorah
MMY
Sha’alvim for Women
The Israel Experience at Bar Ilan
Tafnit Bnei Akiva
Tiferet
Yeshivat Hesder Petach Tikveh
May you continue to follow
in the paths of your dreams
and aspirations and may
you meet with much
success.
°‫ישר כח וכל הכבוד לכל הבוגרים‬
Dr. Eliezer Jones
Director of Student Life
A Retreat of Reflection
“T ell me, I’ll forget. Show me, I’ll remember. Involve me, I’ll learn.” This
quote from an anonymous writer is the core of the Student Life department,
which is charged with being engaging and involving each and every high school
student in every aspect of the school and Jewish life. Judaism is not an archaic
set of laws, rituals or rites. It is a living breathing gift from Hashem and to truly
appreciate it you must experience it.
This past year’s experiences gave us some great memories: Rabbi Segal
and Yair Schiff rocking out in the big Ulam; an elderly woman whose house we
cleaned after Hurricane Ike; my original interpretation of the giving tree poem;
live video casting of the Yaffee Tournament; and our American Idol auditions.
However, as the whole is only complete with the culmination of all of its parts,
the importance of my first year at RMBA was only made clear to me at the end of
the school year when we had an inspirational, and first ever, Shabbat retreat.
The Shabbaton highlighted everything we worked so hard to build: a
strong sense of school pride, solid camaraderie among the students, and above all,
a huge excitement for Judaism.
Durring the Shabbaton our students demonstrated amazing spirituality
and a deep commitment to Jewish life. After a year of Tefilla workshops, fantastic
in-school Judaic programs and the new Jewish Engagement Track, it was a
powerful experience to spend the weekend focusing on Shabbat and Jewish Pride.
The success of the Shabbaton was magnified by the powerful camaraderie between
our students illustrated by mutual respect, friendship and inclusion which is a
testament to the atmosphere of caring and respect created at the school on a daily
basis by the students, faculty, and families.
The former Laker’s (my old home team) coach Pat Riley once said,
“Excellence is the gradual result of always striving to do better,” and that is my
plan for the coming year. We have planned more events, onegs, Shabbatonim,
activities and programs all with the goal of achieving our mission of excellence
and engagement. May this year be filled with growing love and excitement for
Judaism and be a year of blessing for everyone.
π
 Catch
the
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S p o r t s w e a r
Ruthie Palla (3rd)

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A.

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Learning through
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$12 Youth and Adult

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incorporate their academic instruction
A. Art Director into a visual format, strengthening the
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available
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rt education teaches students to
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respect others’ ways of thinking, working,
and expressing themselves, especially
when it differs from one’s own way of
doing things. The children learn to make
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Colors:
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arts, students stimulate their natural
creativity and learn to develop it to meet
the needs of a complex and competitive
Buy any cap and shirt together and receive society.
a $3 discount The Art Program at RMBA
is unique in that the syllabus includes
Call or Email to order crossover work with English, Social
ssteinberg@berenacademy.org Studies, History, Math, Science, and
713-723-7170 x 224 Judaics. Students are encouraged to
Judaics in particular reinforces the
beauty of our religion, culture, mitzvot
and customs.
This year we will explore many
new areas, including textbook-based Art
History lessons, and a new high school
Judaic elective class in which students
will study the sacred vessels of the
Mishkan (Tabernacle). We will continue
our AP Art program and introduce two
more portfolio options to the program:
2D graphic art and 3D art.
As always, we aim to see
renewed and continued growth in
our students. May the new year bring
forth their inner voice and talent from
potential to fruition.

±∞
 "
A l u m n i H i g h l i g h t s

Dov Rosen Tzvi U

Class of 2004 rkowit
Class o
f2
z
003 RMBA gave me
W hen my family moved to
Houston, I was nearly twelve years old
every opportunity
to become the best
and - as the son of the newly arrived
Conservative Rabbi - I would probably
person I can be.
The school was

"
not have been a good bet to attend the
then-Hebrew Academy in my family’s like my family
first year as part of this community. But
my parents chose to enroll me there; I’m and really helped
glad they did. shaped who I am
My years at Beren were among
(Tzvi Urkowitz)
the most significant and transformative
in my life. It was at the Academy that I
learned how to daven; it was there that I Curr
first picked up a volume of Talmud, and Jewish Eently studyin
g
it was there that I spent time listening to, - both a ducation as w for his MA in
t
with his eshiva Univ ell as for Smi
Y
arguing about, and slowly absorbing so wife, M er ch
ichelle, sity. Tzvi lives a
many of the ideas that have formed the in Man
hattan.
cornerstones of my life. I can’t separate
who I am now from the context of my
years there – none of us who shared that
time together can. And I know that I
Hebrew Academy Reunion
am not alone in thinking back to the
Academy at those times when life brings Attendees included: Micha Liberman,
us face to face with a difficult decision or Rachel Kaplan Sassoon, Lucy Lahana
turning point. Graubard, Shayna Dwer, Adam Levine, Jason Mintz, Salomon Lahana, David Berkovitz,
Beren Academy is a part of me, Gwen Rutledge Benjaminov, Michelle Hadar, Nissim Levy, Yaron Pacht
and a part of so many people who passed
through; my teachers there will forever
be my teachers, and my friends there
Mazal
will always be my friends.
Tov

Mazal Tov to Andrea Schulman Siegel (‘97) on receiving her PhD from
Emory University
Mazal Tov to Ari Lipsky MD (‘90) on earning his PhD from the UCLA
Public School of Health, Department of Epidemiology
Mazal Tov to Ari (‘98) and Tova Abramowitz on their marriage
Mazal Tov to David (‘00) and Inessa Komer on the birth of baby girl,
Emnuah Shifra. David and Inessa are now living in
Nofei-Prat, Israel
4),
h Dov (RMBA '0 Please send all alumni news to rjacobson@berenacademy.org
Rabbi Rosen witat Georgetown Univ.
a Law student

±±
 ‫שירבו זכויותנו כרימון‬
May your merits increase like the seeds of a pomegranate
P l e a s e j o i n u s

Scholarship Gala Honoring

Robert M. Beren
Sunday,
November 8, 2009
InterContinental Houston Hotel
Silent Auction & Dinner
Koleinu
‫קולנו‬
For more information:
rjacobson@berenacademy.org A Robert M. Beren
Academy Publication
All proceeds go to the Scholarship Fund
F a l l 2 0 0 9

Proud Beneficiary of:

Robert M. Beren Academy

11333 C l i f f w o o d D r.
H o u s t o n , Te x a s 7 7 0 3 5
w w w. b e r e n a c a d e m y. o r g