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Virginia Beach, VA
October 30, 1998     Jewish News
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October 30, 1998
 

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12 Gary RoCus.) was I985 so I wasn't  years" the identity, the love of who I am and what I am is a direct result of my years there. " _ Oh sure, I would've Virginia in dewater that lain aware of. ship for my parents to , who and what we are The school gives the students opportunities that are not available in other schools ,- learning the Parshat hashivua (Parsha of the ish holiday) Although Thanks Morn and Dad and thanks HAT. : 1 Southeastern Virginia Jewish News October 30, 1998 € '":' As the 1997= /i - 98 year drew , to a close, we i  celebrated the . ,:;.: - . ..... graduation of 14 students who took with them an outstanding General Studies education and an under- standing of what it means to live Jewishly and to appreciate our precious heritage and traditions. The excitement'of a new year reverberates throughout the halls and classrooms of our building. There is a palpable energy that pervades the school. We are extremely pleased to announce that this year we have the largest number of students in the history of HAT. However, from the perspective of the Admissions office, there is an even more significant statistic: this year more new students enrolled at HAT than ever before. Clearly, the community recognizes both the quality and uniqueness of a Jewish Day School education. Who are these students? This year they represent students from different countries and cultures as well as diverse socioeconomic backgrounds. And in the spirit of the meaning of community, our school population represents Reform, Conservative, and Ortho- dox children. Diversity flourishes at our school. From the perspective of the students, working in the science lab with our new flex cam video camera makes science exploration take on new dimensions. Further, the classrooms are bustling with creative problem solving in an innovative math curriculum, and The 1997-98 year was a peri- od of substantialgrowth for Hebrew Academy of Tidewater in the area of development. Fol- lowing are some of the more sig- nificant accomplishments last year: Annual Campaign In the fiscal year 1997-98, Hebrew Academy planned and successfully executed Campaign '98. which elicited the participa- tion of members of the Tidewater Jewish community in both Southside and the Peninsula. Campaign '98 constitutes a viable model for the school's future fund raising efforts. Neighborhood Assistance Program The Hebrew Academy Schol- arship Foundation, Inc. is an offi- cial Neighborhood Assistance Program (NAP) project autho- rized by the Virginia Department _of Social Services to offer state tax credits. In the 1997-98 pro- ject year, the HAS Foundation received $218,000 in NAP con- tributions. .*Drawings by the challenge of a new reading program in grades kindergarten through third grade has height- ened children's excitement. At all grade levels students are busy learning skills and increasing their understanding of the world through reading both classical and contemporary literature. A visitor to our building would not be able to pass our newly refurbished computer lab with state of the art Pentium 266 com- puters without sensing the eager- ness of the students. Classes and individuals not only learn word processing skills, but also use the lab for spreadsheets, analyzing data, and creating graphs and charts that enhance learning in core subjects. The children com- municate through networks and telecommunications. Further, a stroll down the hall would likely give the viewer an opportunity to see teachers and students engaged in storing, retrieving and transmit- ring electronic information both in the lab and in all classrooms. While it's not Itzhak Perlman, it's music to our ears as the stu- dents practice Suzuki violin on the 78 new violins purchased during the. summer. Learning through the musical-rhythmic intelligence is just one of Howard Gardner's recognized intelligences that our students utilize. Teachers plan lessons with all eight intelligences in mind on a weekly basis. How would you like to have your child mentored by a profes- sional journalist or botanist? How about having your child learn to manufacture and market a new product? The School Wide Enrichment Program reached new Technology The Office of Development recognized that technology is today an indispensible aid in education. In partnership with the Tidewater Jewish Founda- tion, it established Techno-Link, a remarkable program utilizing the technological infrastructure at Hebrew Academy to establish on,going communication and exchange between the Tidewater Jewish community and its sister- city, Pardes Katz, in Israel. The Premiere on May 17, 1998, was attended by the Hun. Meyera Oberndorf, Mayor of Virginia Beach, and was covered by the CBS and NBC local affiliates. Planned Giving At the end of the last fiscal year, the Hebrew Academy of Tidewater Foundation, Inc. was fortunate to have received an endowment of over $1.5 million from the Sandier family. InSep- tember of this school year, Dr. Leon and Selma Leach estab- lished The Leach-Kantro Educa- tional Trust in the amount of heights as students delved into "level three" experiences with mentors from the community. Currently one group of children is learning the art of professional grant writing in order to raise funds to build a greenhouse  a pi-oject developed by another group of students. And if all this doesn't account for our enthusiasm, consider the Middle School students who began the year with a two day camping trip where students and teachers enjoyed nature, a ropes course, orienteering and cama- raderie. Middle Schoolers are involved in numerous extra curric- ular activities. They choose from Yearbook Staff, Newspaper, Gym- nastics, Hebrew Language Club, Soccer, Basketball, and Tennis. Hebrew Academy is a busy, vibrant institution. It is staffed by nurturing teachers; it is filled with bright inquisitive children; it is supported by devoted parents. Multiple Intelligences at HAT As a cutting edge educational institution, Hebrew Academy of Tidewater, over the past two past two years, began to incorporate the learning theories of Harvard University cognitive psychologist, Howard Gardner. Gardner, whose work is highly thought of in Israel as well as in progressive circles in the United States, is known as the progenitor of the Theory of Multiple" Intelli- gences. This theory has vastly expanded traditional notions of intelligence and, in the process, has pushed educators to literally redefine whaf intelligence actually is. The implications of the idea that individuals have diverse cog- nitive profiles is profound for edu- cation. Without going into the details of the Theory of Multiple- Intelligences in this context, suf- rice it to say that Gardner haS identified eight forms of intelli- gence, which are as follows: • Linguistic Intelligence • Logical-Mathematical Intelli- gence • Bodily-Kinesthetic Intelli- gence • Visual-Spatial Intelligence • Musical Intelligence • Interpersonal Intelligence • Intrapersonal Intelligence • Naturalist Intelligence For example, teachers, social workers, actors, and politicians tend to be strong in the area of Interpersonal Intelligence. lndi" viduals whose occupation is that of athlete, dancer, surgeon heavily utilize Bodily-Kinesthetic Intelli- gence. And so.forth. As an educational institution geared to nurturing the individual and maximizing each child'S potential, Hebrew AcademY is proud to incorporate the Theory of $300,000 for the ultimate benefit Mulnple lntelhgences of Hebrew Academy in memory . ' . " • . in its cur- nculum and approach oJ' their late on, Dr. Frederick E. mi" , ' " to acade"