On December 19, 2021, a group of ATT early childhood teachers spent their Sunday afternoon very productively by attending a special workshop given by Morah Chaya Shapiro, an early childhood teacher from Far Rockaway, NY. Her session contained specific strategies and tips on how to achieve the goal to keep students happy, engaged, successful, confident, valued and safe. According to Shapiro, building a connection with students allows teachers to achieve these characteristics of resiliency.

Following are Shapiro’s top 10 tips for building connections in the classroom:

Morning greetings

This is the first opportunity of the day to create a connection. Teachers can give students a choice of their favorite morning greeting. Is it an elbow bump, wave, or high five? This shows that the teacher cares about them as individuals.

For example, Morah Chaya wears a necklace with choices that students can point to when they say good morning.

Soliciting opinions

Asking students for their opinion builds rapport and is a good transition activity. Ask students which picture they like best (from a choice of four pictures). If you do this one on one, you will be more likely to hear the student’s real choice. Otherwise, young students conform to the choices of their peers. Remind students that it’s their answer, not their friend’s answer.

Choices

Choices help students develop problem solving skills and ensures they will follow through with something. This improves self-esteem and empowers them because they do have a choice. They are not making a decision out of fear and thus feel more connected.

For example, give some options like the following:

•  “You may give your friend a turn now or you can give him/her a turn in two minutes. What do you choose?”
• Let the child choose the toy with which he/she wants to play.
• And when problem solving: “What choice will you make?” Some have an award “paper watch” that says: “I made a good choice.”

Please notice this

When we take time to notice children (without judgement) and their behaviors, then those students feel connected to the day, the learning, and you as a teacher. Remember to say: “I noticed…” It gives you the opportunity to positively comment on ALL students, even the ones harder to compliment.

Partner activities create a sense of belonging

Assign/choose a different partner every day. Use a gimmick to make it exciting. For example, you can do this with two sticks that have the same color or a heart with the same letter of the A, B,Cs. You can create a “friend” day and have a paper that says, “I have a friend.”  You can ring a bell and say, “Look at your friend. Ask their favorite color, candy, etc.” Share a book as partners. Shuffle partners during lunch time.

Show and Tell

Children love showing things from home. You can have thematic show and tell activities – e.g. transportation show and tells, family show and tells, etc.

Knowing your students

You, the teacher, need to take time to think about your students’ strengths, interests, parents, siblings, fears, hobbies, home life, past experiences, etc. Exploring these areas are especially helpful when dealing with a challenging student.

Getting to the root of the problem

Create empathy by seeing your students in the 3D’s listed below:

• Deep breath – allows us to access our toolbox;
• Decide – what’s going on? Are they missing a skill?;
• Demonstrate – every time there is an incident among children, it is a teaching opportunity to demonstrate the correct behavior. Ask: “Did you like it when that happened?” Then discuss the root of the problem, talk to the child(ren), and determine the real issues so you can resolve them.

Classroom jobs

Every child should have a meaningful job that makes the child feel important, needed, and connected to the classroom. Jobs empower children to be responsible and ready to learn. Some larger jobs can be shared by multiple students. There should be a “substitute” job  (like a substitute teacher) in case a child is absent. Be sure to include a “get well helper” job to makes cards for those students  absent from school due to illness.

Breathing exercises

This gives students (and you, the teacher!) the tools to cope with challenging situations and builds resilience. This can be a job choice for students as well, reminding each other to breathe. You can have a basket with breathing exercises, calming lotion, bubbles to breathe in and out, a windmill from the dollar store, a soft pillow, etc. There are lots of examples at https://consciousdiscipline.com/

Bonus tip: “Just Because!”

Do some fun unannounced activities “just because.” Examples include: put on music and dance, finger plays, read a story, paint a picture, puppet show.

By the end of the session, the participants were looking forward to Monday morning to put some of the wonderful tips they had learned into action! 

The ATT and it’s REACH program are proud and grateful to announce we have been selected to receive multi-year grants from the Northwest Home for the Aged (NWHA) and Park Plaza. This $5 million multi-year gift, earmarked for operational use for all Jewish Schools in Chicago, is in addition to the funding ATT received from NWHA and Park Plaza in 2019 to support and sustain Jewish day school education across the Chicago Jewish community. 

Funding from the gift will be allocated in three ways:

1. Building well-resourced, highly effective support services departments in all of our Jewish day schools including hiring new resource staff. 

2. Hiring occupational therapists and speech and language pathologists for full-time work in our system

3. Working with all school staff to ensure that student needs are being met in the most inclusive classroom setting.

This gift builds on NWHA’s ethos of service to the Chicago Jewish community for more than 75 years and its mission of providing high quality housing for Jewish seniors. NWHA’s flagship facility is Park Plaza, an independent living community located on the far north side of Chicago.

The ATT honored NWHA with the Crain Maling Pillar of Education at its annual dinner in 2019.

“The Hebrew words l’dor v’dor are literally inscribed into the doors at Park Plaza,” says Alan Caplan, president of Northwest Home for the Aged. “From generation to generation; that’s what we believe in, as individuals and as part of the Jewish community, and that’s exactly what this gift is: a gift that gives from one generation to the next, and the next after that. We at NWHA/Park Plaza are thrilled to make these gifts to support Jewish education in and around our communities.”

The NWHA/Park Plaza grant will have a far-reaching impact on ATT’s REACH program. Rusi Sukenik, REACH’s director of student services noted, “This endowment enables us to provide support to schools and teachers to teach struggling learners in a manner that best fits the student and addresses the needs and learning styles and needs of each student.” Rabbi Mordechai Raizman, ATT’s Executive Director of Operations added, “An endowment of this magnitude impacts our day school community in a profound manner. It ensures that no parent will worry that their child is falling through the cracks. This grant gives everyone a chance to succeed. Programs such as REACH are very costly to sustain. This grant is visionary in its nature and will allow us to provide for children for many years to come.”

Jewish diversity, inclusion, and acceptance are the hallmarks of NWHA/Park Plaza. The community’s residents span the spectrum of Jewish observance and experience. Many are lifelong Chicagoans. Others have moved to Chicago to be close to adult children and to enjoy a secure, supportive, and fully modern and updated facility. Park Plaza provides a rich Jewish life that includes broad based programming as well as kosher meal service. Park Plaza recently completed a major renovation to allow it to continue to provide a high quality of life to its residents.

The cross-generational aspects of Park Plaza are obvious the moment one enters. “Local school kids, grandkids, great-grandkids … they’re here all the time,” said Elly Bauman, Executive Director of Park Plaza. “Kids are here to celebrate Shabbat and holidays, to visit relatives, and to volunteer. It’s part of what helps us fulfill our mission of providing Jewish seniors with a life that’s not just comfortable, but which has dignity and meaning.”

“It’s just really what Park Plaza and Northwest Home for the Aged are all about,” added Alan Caplan. “We put ‘l’dor v’dor’ front and center, the first thing you see when you enter the building, whether you’re a resident or a first-time visitor. It’s what grounds the Jewish community. 

Northwest Home for the Aged couldn’t be more pleased to put our primary principle into action with these gifts. They are investments in the future of our community.”

At the heart of teaching is the daily practice of public speaking. A masterful educator who also masters public speaking can have his or her students rapt attention. And a weak speaker, no matter how hard he or she prepares the lessons, will be less effective in the classroom.

That’s why we welcomed Rabbi Henoch Plotnik for our first professional development class of this school year, together with Walder Education, to offer public speaking tips to ATT rebbeim. Rabbi Plotnik is a rebbe at Yeshivas Kesser Yonah and a popular speaker in our community and U.S. cities.

The fast-paced class for rebbeim of all grades presented numerous strategies to give effective presentations in a public/classroom setting.

Rabbi Plotnik shared tips for engaging content and professionalism:

Maintain perspective – always remember who your audience is and plan accordingly.

Prepare – one can never prepare “too much.” Be clear on the language and be sensitive to every individual present. Have citations clearly available and never misquote pesukim or Chazal.

Be clear – Ask yourself, “Is the message clear?” Try to emphasize at least one powerful line.

Be effective – Try to make your content personal. Responsibly use the technique of name and place dropping. Above all, don’t fake it – your audience can tell.

Remember, the speech starts early – people notice your image and posture, even before you start speaking. Wait for order, dress appropriately, and be physically comfortable yourself.

Watch your words

• Avoid “um” and quaint expressions. Not everything is amazing and unbelievable.
• Keep introduction short and attention grabbing.
• Translate, translate, translate.
• Keep stories and parables relevant.
• Keep it short. 12-minute segments are most effective to maintain the audience attention span.
• End once and once only.
• Leave with a call to action to the audience!

Miscellaneous strategies

• Use voice inflection and animation.
• Be careful with media and handouts – make sure that the technology works if you are using technology.
• Know the room – make sure you will be audible.
• Keep things simple, not actuarial.
• Pay attention to previous speakers so you do not repeat messages.
• Remember – the speech/presentation ends after you sit down.

The presentation was a model of what public speaking should be. Everyone who attended was entertained and enlightened. More importantly, rebbeim left excited to try the skills in their classrooms.

This class is among dozens of professional development classes the ATT offers to Judaic and general studies teachers each semester.

Now that we’re completing this unusual year, it’s important to reflect on the challenges and successes and celebrate what our schools managed to accomplish.

We anticipate saying good riddance to many of the pandemic protocols next year, but much of what teachers and administrators learned this year will continue into the future.

As students and teachers adapted to learning during a pandemic this school year, some students struggled more than others. At the same time, others who struggled with traditional learning started to thrive and learn beyond their typical in-person classroom learning. 

Moving forward in education after COVID

It’s time to look forward to what happens next. 

At Janice Levitan’s recent professional development class, ATT teachers discussed interesting findings to help them plan for future teaching and learning. She explored the use of Google Classroom and other online resources that teachers used successfully during the past year. She also offered suggestions on how they  can be used in today’s new learning environment. 

Google Classroom was a key tool in this year’s new learning environment. Whether students were in school or at home, Google Classroom ensured they always had access to their assignments and work. Those schools that adopted Google Classroom will likely continue using it in future learning.

Key benefits to Google classroom include: 

• Students in school and at home can see all the work and materials. 
• A teacher can post videos, Docs, Slides, Sheets and Forms and can choose to differentiate work with ease and privacy.
• Teachers can view work in progress and make comments in real time. 
• Grade books exist to track student progress. 
• Paperless assignments are cost effective and environmentally friendly.

Google features for better education 

Using Google Docs in the classroom allows for open-ended questions that are easily modified for student needs. Questions can be scaffolded and assignments are able to be tailored to student needs. Teachers can also provide different prompts or rubrics for different students. 

Google Slides is great for interactive work and fill-in-the-blank assignments. Teachers are able to differentiate learning while using Google Slides. Simple worksheets can become interactive ones and add-ons like Peardeck and Nearpod can help teachers explain content. 

Teachers can use Google Forms to take quick assessments of learning. Forms is self-grading, gives immediate feedback and is a great tool for quizzes. Like many Google classroom tools, it’s very user-friendly. 

Using Google Sheets is an effective tool to look at data. When you create a Google Form, you’ll be able to see all the data collected in a Google Sheet. 

Teachers and students can keep track of assignments with Google Calendar. It can also be used to schedule appointments with students and parents. 

Virtual learning tools 

Several virtual learning tools help teachers with review and instruction especially for absent and at-home learners. These include:

• Loom records quick videos of your screen. Teachers can walk students through an exercise or show them how to use virtual learning software. 
• EdPuzzle  a teaching tool used to place interactive content into pre-existing videos from a variety of sources, such as TED, YouTube or into teacher-made videos 
• Kahoot! is a game-based learning platform that can be used as educational technology in schools and other educational institutions. Its learning games, “kahoots,” are user-generated multiple-choice quizzes that can be accessed via a web browser or the Kahoot app.

Ways for students to share work include: 

• Loom
• Flipgrid is a website that allows teachers to create “grids” to facilitate video discussions. Each grid is like a message board where teachers can pose questions and students can post video responses that appear in a tiled grid display.
• Screencastify, a free screen recorder for Google Chrome. No download required. This allows teachers to record, edit and share videos in seconds. Screencastify is the number one free screen recorder for Chrome. 
• Padlet  is a digital tool that can help teachers and students in class and beyond by offering a single place for a notice board. 
• Kahoot! 

Other online educational resources that will continue to prove useful for student learning:

• TeacherMade allows quick creation of online worksheets and more.
• LiveWorksheets is an interactive worksheets maker for all languages and subjects. Teachermade and LiveWorksheets are very similar, so teachers can decide which one suits them best. 
• Khan Academy provides individualized instruction for students and is most well-known for math support.
• Go Formative allows for testing and evaluation of student work.
• Anchor  is a website to create, distribute and host podcasts.
• Vocaroo is the simplest audio recorder on the web.

When the pandemic restrictions are officially over in schools, there is still a benefit to using these tools because they allow for individualized instruction and differentiation that is often challenging to execute in the classroom. Additionally, these resources provide a central location for materials and a calendar to keep track. 

These resources also allow for hybrid learning and enhance creativity in both teachers and students alike. Learning about these new strategies and tools can help teachers as they navigate the constantly changing learning environment. 

A Virtual Trip to Bar Ilan University for ATT Teachers

ATT teachers were treated to an incredible three-part series over the past few weeks entitled “Digital Tools for Bloom’s Taxonomy.” The program was part of a partnership with the Lookstein Center of Bar Ilan University in Israel. 

These three workshops addressed practical and engaging methods to help students become better learners. The series covered six digital tools, each matched with a category in the taxonomy. For each tool, participants explored specially created examples and learned how to create their own lessons using the tool.

1. Knowledge and Comprehension 

The first class focused on Knowledge and Comprehension through levels in the taxonomy that help students understand and remember. Teachers saw how the tools Edpuzzle and Quizlet can help teachers with classroom implementation.  

EdPuzzle is a free assessment-centered tool that allows teachers and students to easily create interactive online videos by embedding either open-ended or multiple-choice questions, audio notes, audio tracks, or comments on a video. Student responses are shared with the teacher.

Quizlet is a free website providing learning tools for students, including flashcards, with study and game modes. A teacher starts by creating his/her own flashcard study sets with terms and definitions. There is a wealth of ready-made quizlet card sets that are public domain for sharing. Flashcards can be made using English or Hebrew fonts. Quizlet has a free version for studying and a paid version for student tracking and assessment.

2. Application, Analysis and Evaluation 

The second class focused on Application, Analysis, and Evaluation, the levels in the taxonomy that help students apply and analyze what they have learned. This lesson showcased the tools Padlet and Flipgrid. 

Padlet is a free online tool that is best described as an online notice or bulletin board. Padlet can be used by students and teachers to post content or notes on a common page. The notes posted by teachers and students can contain links, videos, images and document files. Padlet can be an interactive addition to any classroom and is a great brainstorming tool that allows for communication between teachers and students or between peers. 

Padlet’s free version for all users allows teachers to create up to three Padlet boards at a time. Padlet also offers Backpack for Schools, a bulk pricing plan, that gives schools more privacy options, extra security, student portfolios, and more.

Flipgrid is a website that allows teachers to create “grids” to facilitate online video discussions. Each grid is like a message board where teachers can pose questions, called “topics,” and their students can post video or written responses that appear in a tiled grid display. Flipgrid develops a sense of community for students. A library of created videos can be accessed, or teachers can create their own videos.

3. Creation

The final class focused on Creation, which is the level in the taxonomy that helps students produce digital projects and products. The many facets of the Google Apps Suite were featured during this session. Google Apps are very useful for student collaboration as well as active participation in content. Speakers presented strategies to use with Google Docs, Google forms and Google slides. 

Participants learned how to work with one shared document and how to share a unique document with each student. Examples included using Google docs or Google slides to teach text, invite comments and display comprehension. 

The group also discussed ways to use a Google form as an exit ticket, which can be a sample reflective exercise to bring closure to the class. The Google Suite can be used with Hebrew documents as well. Specific advantages of Google Classroom were explored as well as rules for digital collaboration.

The teachers left each class with new tools to assist them in designing materials that will ensure student learning.

Parents and teachers working with students whose behavior challenges are impeding learning can breathe a little easier knowing there is an effective strategy to help. 

According to Mrs. Rusi Sukenik and Mrs. Ellah Orevi-Greenberg of REACH, changing one’s behavior is possible. They agree that it’s difficult and challenging to achieve, but when following the ABC steps (The Antecedent Behavior Consequence Model), it is attainable.

Change is possible – The ABC’s of behavior 

In a recent interactive workshop, Mrs. Sukenik and Mrs. Orevi-Greenberg discussed the step-by-step process of identifying a behavior of concern and how to modify it. The first step is to recognize the antecedent to the behavior, the trigger that sets off the problematic behavior. This requires that teachers describe the behavior using observable, nonjudgmental language rather than subjective language. 

The consequences then reinforce the behavior itself. Positive behavior results in a positive response from others. In order for this to be effective, the response needs to be universal and appropriate – otherwise the child is receiving mixed messages regarding the desired particular behavior.

Following are some possible functions of behavior: 

• the child wants something
• the child wants to escape/protest a situation
• the child wants attention
• the child has sensory issues (the child likes/does not like a particular feeling)

Understanding these is useful in helping teachers consider options of how to change antecedents and consequences. 

Awareness of our responses to our children’s behavior is paramount to successfully helping them change a disruptive behavior. 

Understanding the A, B, C’s of Behavior can be an important and valuable tool to a teacher’s strategy toolbox.

Data collection tools and methods to change a student’s problematic behavior

When it comes to helping a student overcome a challenging behavior, collecting data to first understand that behavior is a key step in the end goal of improvement.

Data collection is important because it helps us understand the problem. It also helps everyone supporting the student get on the same page for approaches to improving student behavior.

Data indicates whether interventions are really helping the students. Data should be collected: 

• Before – to define the problem
• During – to monitor our intervention
• After – analyze and determine the next steps

Quantitative and qualitative data 

There are many data-collection tools ideal for students that are both quantitative and qualitative. Quantitative data includes any data that can be counted such as a number or concrete amount. This includes:

1. Frequency – how often do we see the behavior
2. Duration – how long does the behavior last
3. Intensity – what’s the level of the behavior
4. Latency – how long did the behavior take to start

Qualitative data is non-statistical data gathered through interviews, observations and document analysis. This is usually collected in the form of words.

Choosing which type of data to collect 

You can know which data to collect by determining what you want to find out.

Of course, the data is only as good as the fidelity with which it was collected. Therefore, everyone involved should have clarity about the data collection process form the start

Putting it all together – monitoring and improving student behaviors 

This workshop was the third in a series of workshops studying student behaviors with the end goal of providing approaches for improvement. Educators were shown how to put all the knowledge learned in the previous classes together to create actual change in the classroom using a targeted behavioral intervention plan.

The stages of developing, implementing, and evaluating a behavior plan consist of the following: 

An intervention plan requires a team and should never be developed in isolation. This decreases the probability of adult bias in interpretation of student behavior. The goal is to focus on student strengths so the student can be successful.

Consider thinking about the areas that are challenging for the student (lagging skills) to figure out what he/she can do to be successful. Then, identify behavioral targets so one can expect reasonable change. Use positive language so that a student will be more open to replacing the behavioral problems with positive replacement behaviors. It’s also important not to create token awards that become the end goal.

Identifying concerns, collecting objective data and developing a plan are the necessary steps toward positive behavior change. Ideally a plan is implemented for four to six weeks with fidelity across the school setting. Part of this plan includes communicating with the team, getting feedback and noting developments. 

Over time, the team must evaluate, revise the plan, make the demands a bit harder until the plan is no longer needed for these behaviors since the student has mastered the skills. If there is no improvement, then it’s time to rethink the plan.

Progress monitoring tools are needed for four to six weeks of plan implementation, and evaluation and revision techniques are used to ensure reasonable change and positive student outcomes. 

Though it may seem like a daunting task, changing a student’s behavior is possible.

Once again ATT adjusted its mirror, pivoted and surpassed the many challenges to hold its usual annual Teachers Conference Day (TCD) for 600+ teachers.

With Rabbi Avrohom Moller and Mrs. Chani Friedman at the helm and a dedicated committee of school representatives, this year’s virtual professional development exceeded everyone’s expectations. 

With 49 sessions and 41 noted international, national and local presenters, there was something for every interest and grade level, pre-nursery – high school, focusing on the current topics of today’s educational environment.

The virtual conference removed several challenges, in-person social distancing and masking, the weather and parking. It proved to be the perfect vehicle for presenter-participant engagement and small group and large group discussion. Gauging from the feedback that ATT received (see testimonials below), the conference was a smashing success.

Participants were thrilled to stay home on what proved to be a Chicago winter storm, and gifts of hot cocoa bombs from the ATT were a welcome bonus.

Because the event was virtual, the ATT was able to draw from renowned leaders in general and Jewish education around the world.

ATT’s Teachers Conference Day is an opportunity for teachers to get a glimpse of new ideas and methodologies in teaching, both in Jewish and general studies. Teachers are also able to collaborate with colleagues from throughout the ATT system in the workshops and small teacher-facilitated discussions. While this program is just one of many professional development opportunities for educators that the ATT offers throughout the year, the sheer number of attendees and speakers makes it the most exciting. Chicago is the only city in North America with a system-wide umbrella organization like the ATT for all the local Jewish day schools, which makes this PD day an exciting program that is unique to our city.

Courses were on topics as diverse as the speakers and teachers themselves, including topics like:

• Emotional regulation and challenging behaviors
• Central auditory processing disorders
• Student engagement and motivation
• Content specific skills and critical thinking
• Technology tips and tools
• Strategies for dealing with the effects of the pandemic
• Kinesthetic strategies for literacy and math
• Nurturing resilience in students

Speakers and partners had this to say:

Thank you so much for the opportunity to present to your teachers this morning. I have received so many lovely emails of thanks and appreciation from your teachers.
^ Suzy Koontz, Math and Movement, Movement and Literacy, New York

Many thanks for having me in your line up for speakers at this very professionally run teacher training course. I was pleasantly surprised at how smoothly it all went, thank you.
^ Rabbi Jonathan Rietti, New York

Thank you very greatly for the honor of being part of this valuable and exemplary program.
^ Rabbi Dr. Dovid Fox, Los Angeles

I really enjoyed being a presenter and had a wonderful audience who was engaged, respectful and asked great questions. Thank you for allowing me to be a part of such a wonderful day.
^ Stephanie Dickstein, LCSW, Elizabeth Mayer School, School District 73.5

I want to thank you for the opportunity to teach this morning and to congratulate you on a very well-organized event. I hope you get great feedback on the entire day.
^ Nina J. Henry, LCPC, CADC, JCFS Chicago

Thank you for inviting me to speak at the educational conference today.  I enjoyed speaking to my group of teachers, and it was an honor to share and learn with them.  I hope the rest of the day was a success.
^ Melissa Fisanich | English Teacher
Charles E. Smith Jewish Day School – Annette M. & Theodore N. Lerner Family Upper School Campus

Thanks again for the opportunity, and for putting everything together for another successful ATT conference. Even the pandemic didn’t stop you guys!
^ Daniel Alkhovsky, Co-Director Walder Science

Thank you so much for the opportunity to present yesterday. Both my own session and the joint session I did with my brother were learning experiences for us.
^ Danielle Bloom, New Jersey

Participants had this to say:

כל הכבוד  ! Wow- as someone who signed up and participated- the process was seamless. And the sessions were good and thought provoking. And imagine if we were not virtual and we would have had to go out in this weather ? HKBH takes care
^Arona Lichtman, Arie Crown Hebrew Day School

R’ Rietti was excellent! By far the best one I’ve been a part of in a while! (His sessions were) all very good. Thank you.
^ CR Feldman, Cheder Lubavitch Hebrew Day School

Every year I learn.  Every year I grow.  Every year I’m inspired. Every year I am very thankful.  This year was truly outstanding.  Every word and every moment was filled with knowledge, guidance, practical tools and inspiration! 
Surely every benefit to every student, every teacher and every school that will come from these classes is a zechus for all of you who made this learning possible.
^ Ronya Friedman, JDBY

Thank you for planning today!! It was really fun and useful. I liked all my presenters!
^ Marsha Arons, ICJA

The teachers here were Mrs. Levin, Mrs. Chaya Eichenstein, Mrs Faith Neuman, Mrs Devorah Goldstein, Mrs PIller and Mrs Mannes and myself.  We all watched the same sessions together– Mrs Hebel, Rabbi Raizman and Rabbi Rietti. We had positive feedback even from some of our most critical teachers!  Thank you very much for a robust, well run program.
^ Sara Neuman, BYHS

The session with Rabbi Rietti was absolutely amazing! Thank you. 
^ Sara Atlas, JDBY

Thank you so much! Everything was so organized. BH there was a lot to learn. All my presenters were excellent!!
The best part was the Bracha of not having to leave our houses today. Chasdei Hashem!!!
^ Sarah Leah Grinblatt, Arie Crown

I stayed by R Jonathon Rietti for all three sessions because I was so enamored with his discussions.
^ Rivkie Levitin, JDBY

I’m not a “tech” person – at all. You couldn’t have made the registration process more clear & more easy to follow. Also, I could have listened to Rabbi Rietti all day long! Not only was his content so educational & well-organized, but R. Rietti’s whole demeanor made his presentation most enjoyable.
^ Ahuvah Klein, Arie Crown

I really enjoyed the sessions that I attended today. Although hopefully next year we will be back to normal, I hope that we can still consider presentations on Zoom. For next year perhaps we can find someone who can discuss teaching Hebrew.
^ Shelley Stopek, ICJA

Thank you for all your hard work!  All three sessions were excellent and practical! 
^ Rusie Cziment, Arie Crown

Thank YOU! I just wanted to thank you for an amazing ATT teachers day. I enjoyed all the sessions and gained a lot both practically and spiritually.
^ Susie Rosen, Arie Crown

This was a great format for me personally.  I really enjoyed all the sessions!  The hot cocoa bomb was an added plus!! This took a lot of work to make it happen!
^ Yosepha Krohn, JDBY, BYHS

Mr. Alkhovsky’s math session was great!  I gave him Excellent in all categories and then wrote this.  “He shared research and then let us experience it for ourselves.  The games were great as is, but also have the ability to adapt to our students needs.  LOVED IT!”
^ Stephanie Pederson, ICJA

I have not heard systematic feedback from faculty yet, but the 2 sessions I went to (Danielle Bloom and Shani Taragin) were outstanding. Shani generously stayed around and answered questions through most of session 3. Both sessions pertained to ongoing work and discussions our Tanach department is having.
^ Dr. Jeremy Kahan, ICJA

I don’t know about anyone else but I enjoyed my presenters this morning.
^ Hedy Wechsler, JDBY

Today was an amazing ATT Teacher Conference Day. More than 600 day school teachers were in attendance! Of course, unlike other years, these presentations took place over zoom, but the content and the breadth of topics were fantastic.
^ Rabbi Leonard A. Matanky, Dean, ICJA

First of all, thank you for all your work to make today’s classes as successful as possible. I very much enjoyed both classes. I am hearing from other Rebbeim that Rabbi Rietti’s class was amazing.
^ Rabbi Avrohom Landsman, Yeshivas Tiferes Tzvi

I really enjoyed all the sessions I was in. 
^ Meira Schur, Arie Crown

I cannot adequately express my gratitude for YOUR incredible labor of love in doing EVERYTHING to make yesterday the successful conference day that it was! It was an honor to be on the committee and to moderate. The classes that I attended were well presented and meaningful. I am sure that the entire menu of classes that you put together were all equally so.
^ Chaya Minkus, Arie Crown

I wanted to share with you how much we appreciated the ATT in-service day, especially Rabbi J. Rietti’s speeches.  I attended his first session, along with a number of moros/teachers who were attending the classes in the JDBY building.  His presentation was so engaging and his content was extremely relevant.  The feedback from the teachers post-session was incredibly positive and many of the teachers who had signed up for other classes for sessions two and three, decided to attend Rabbi Rietti’s sessions instead.  Throughout his presentation there was silence in the room, with all teachers riveted to his every word.  At the end of each session, there was overwhelming positive feedback! I noticed that he gave many teaching strategies, but also put a big focus on how we, as adults, can be resilient and not get lost in anxiety during these trying times.  This is EXACTLY what our teachers needed to hear!  We are finding that many teachers are currently dealing with so much in their personal lives, that it can be hard for them to be emotionally present with their students.  I speak on behalf of many of the moros and teachers here in JDBY, telling you how phenomenal Rabbi Rietti’s speeches were, and how much they were appreciated.
^ Mrs. Breitman, JDBY

Thank you for a wonderful program and such a variety of workshops and lectures. Teachers felt they gained and learned. Also thanks for the attendance report.
^Tamar Friedman

Thank you for an outstanding conference day.  The variety of topics were excellent, touching upon such relevant and important topics with experienced and outstanding speakers.  It was difficult to choose just 3.  I look forward to the recordings to be able to access some more great classes.
Thank you as well for the attendance sheet.  All of my Limudei Kodesh teachers participated for all three courses and were actually looking forward to the classes they chose.  Many voiced difficulty in deciding which interesting course to take.  The attendance sheet will help me follow up on the classes they took. Thank you again.
^Leah Rivka

Thank you! I wanted to let you know, every teacher really enjoyed their sessions. The entire day was well organized and the speakers were fantastic!
^Shoshana Safirstein, Director of Early Childhood, ACHDS