Charles E. Smith Jewish Day School
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| Charles E. Smith Jewish Day School |
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| Motto | "...You shall teach them diligently to your children" (Deuteronomy 6:7) |
| Established | 1966 |
| Type | Private K-12 |
| Headmaster | Jonathan Cannon |
| Students | >1,500 (2006) |
| Grades | K-12 |
| Location | Rockville, Maryland ,USA |
| Campus | Suburban |
| Colors | Blue and Gold |
| Mascot | Lion |
| Yearbook | Dimensions |
| Newspaper | The Lion's Tale |
| Website | http://www.cesjds.org/ |
The Charles E. Smith Jewish Day School, often referred to as CESJDS or JDS, is a private, pluralistic Jewish K-12 school in Rockville, Maryland.
The school's namesake is Charles E. Smith, a renowned local Jewish philanthropist and real estate magnate. The school was founded in 1966. The head of school is Jonathan Cannon.
With over 1,500 students, the Charles E. Smith Jewish Day School is the largest private school in the D.C. area, according to the Washington Business Journal's 2007 Book of Lists.
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[edit] Campus
The school is separated into two distinct campuses; the Lower School campus houses kindergarten through sixth grade students, while the Upper School houses seventh through twelfth grade students. The two campuses are distinct, yet inter-related, and school functions take place regularly at both locations. The two campuses are approximately three miles from one another.
[edit] The Lower School
Two wings of the School exist side by side: K-2 and 3-6. Each encompasses its own spacious and adaptable facilities for individual and collaborative study and fun. At entry, you are greeted by the Beit Midrash, an oval, airy room, framed by inscribed stained glass panels, establishing a peaceful, central hub for tefilah. Children learn at movable communal tables, allowing for maximum flexibility and interaction. A sense of communal warmth infuses indoor and outdoor spaces, from the Great Books Reading Room to the Field of Dreams Playground.
State-of-the-art facilities include technology labs, fully equipped science classrooms and an expansive library with two designated working classrooms. The issue of safety is addressed throughout the building, from the secure reception area to the kindergarten-only play area--accessible only from inside the building.
Since 1976, the Lower School has undergone three major renovations. The school now occupies approximately 130,000 square feet on 11 acres and houses over 700 Lower School students.
[edit] The Upper School
A skylit central hallway unites the academic halls and brings the outside in. The “main street” feeling of the 25-foot wide "Cardo," a central hall bracketed by imposing arches, is modeled on the archways in the ancient Jewish Quarter of Byzantine Jerusalem. That street served residents and pilgrims. At CESJDS, this main thoroughfare is a lively meeting ground for Middle and High School students and teachers as they congregate and go their individual ways to classes and extracurricular activities during their busy days.
Throughout the building are pieces of Jewish history and acknowledgments of the foundation of pluralism on which CESJDS was established. The Beit Midrash was designed with diversity in mind, accommodating the different traditions of its students. Rounded stained glass windows circle a cupola based on Eastern European synagogue design--each panel representing an essential principle of Judaism, including Torah, Neshamah (Soul), Kavanah (Spriit), Tikkun Olam (Repairing the World) and Rachamim (Compassion). A woodworking motif--adapted to the space from one seen by seniors during their annual trip to Poland--frames the room and Jerusalem stone throughout brings a deep sense of tradition and a natural warmth to prayer and other communal gatherings here. Every doorpost in the school features a distinct mezuzah, designating each space in the building an intimate extension of home.
Adaptability and flexibility are hallmarks of the school, and are reflected in the way classrooms are organized--using tables instead of individual desks, which can be configured for group discussions, computer labs or hevruta-style learning. Each grade has a separate hallway so students can create their own informal communities within a community. An atrium off the central skylit hallway is a place for picnic-style lunches, as well as subject review labs and mentoring sessions.
Spaces for the arts and athletics are paramount. The Daniel Pearl Memorial Gym, lined with the trophies of all the school's winning teams over the years, holds 700 and encompasses full-court basketball play. Art spaces are fully equipped for exploration, and include a ceramics studio with five pottery wheels and state-of-the-art kiln, a professionally equipped photography studio and dark room and a recording studio.
[edit] Mission Statement
The Charles E. Smith Jewish Day School of Greater Washington is an independent, community day school, serving students from kindergarten through twelfth grade. The School is dedicated to creating an environment in which students can grow to their fullest potential as responsible and dedicated members of the Jewish people, and of American society. Based on six basic Jewish precepts, the Mission of our School is to teach its students:
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- Torah L’Shmah - תורה לשמה
- ...to become lifelong learners inspired by a love of “learning for the sake of learning” through a rigorous comprehensive academic program of General and Judaic studies which places a priority on critical, independent and creative thought and expression
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- Ahavat Torah - אהבת תורה
- ...to understand and appreciate the wisdom, spiritual depth and ethical guidance of Judaism.
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- K’dushah - קדושה
- ...to understand and appreciate the perception of God’s presence in the awe and wonder of our world, and how we can sanctify our lives through the practice and experience of the Mitzvot.
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- Ahavat Yisrael - אהבת ישראל
- ...to form an inextricable bond with the Jewish people - past, present and future - to foster a sense of commitment to the State of Israel, and to appreciate and master the Hebrew language as the language of the Jewish people.
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- V’ahavta L’Rayakha - ואהבת לרעך
- ...to create a caring, moral community based upon the concepts of B’tzelem Elokim (each individual is created in the image of God) and Derekh Eretz (ethical decency) in which members respect each other’s uniqueness and preciousness and are responsible for each other and the community.
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- Tikun Olam - תקון עולם
- ...to be passionate about preserving God’s world and making it a more compassionate, just and peaceful place through individual and collective commitment to programs of social action and public policy.
[edit] History
CESJDS is now the largest (Jewish) community day school in the country, educating over 1,500 students in the Lower and Upper Schools combined.
In the early 1960s, a group of dedicated lay and educational leaders in the Washington Jewish community recognized a growing need for a Conservative Judaism day school. “With more nerve than common sense,” pioneers including Rabbi Zvi Porath, Joseph Mendelson, Rabbi Jacob Rosenberg, Caryl Holiber, Paul Berger and others founded the first Solomon Schechter Day School in the Washington area. Those who devoted their vision, support and spirit to this endeavor believed that the school would represent the “merging of the modern world with the great traditions of the Jewish people.”
The school began with two faculty members teaching “seven Jewish souls” in space borrowed from what is now Ohr Kodesh Congregation. The 1965 annual budget for teachers' salaries, a part-time secretary who worked at her kitchen table, books, school supplies and even jump ropes totalled $17,000.
By 1971, a second facility had been added at Temple Shalom to accommodate an enrollment of 170 students and a faculty of 25. As the school's popularity continued to grow, additional sites were added. Leadership envisioned expanding the school beyond its original kindergarten-6th-grade model. After an in-depth evaluation to measure the viability of a kindergarten-12th-grade community school, additional grades were established.
Charles E. Smith believed that the survival of Judaism depends on educating Jewish youth, and he worked tirelessly to raise funds to establish a Jewish day school to further that vision. By 1977, with a student body of close to 500, the school had moved to 1901 E. Jefferson Street in Rockville, the current location of its Lower School. Three years later, the School was named for Charles E. Smith in recognition of his extraordinary contributions and continued fundraising activities on behalf of the school. Support from the United Jewish Appeal (now the Jewish Federation of Washington) was - and continues to be - also essential to the renewed expansion and vitality of CESJDS.
By 1991 four wings had been added to make room for a student body nearly 1,000 strong. In 1997, the Board of Directors endorsed Operation Excellence, a two-phased project to expand and improve the school. The intent of this campaign was to ensure that the school's physical facilities remained superior, its long-term financial health be secured, and that CESJDS would have the space to enroll the growing numbers of students seeking admission. The plan included the creation of more classroom space and the addition of state-of-the-art science labs, technology centers, language labs, a Beit Midrash and libraries. Gymnasiums, kitchens and cafeterias, music rooms, theatre and sports fields were also extensively refurbished. In 1999, an Upper School campus was established at 11710 Hunters Lane, followed shortly thereafter by a renovation of the Lower School campus on East Jefferson Street.
Looking ahead, the school's leadership further developed programs and philosophies that would deepen CESJDS' commitment to excellence. They knew that the school could only maintain its international reputation for academic quality by hiring teachers who represented the best and the brightest in secular and Jewish studies. An emphasis on attracting and training an unsurpassed faculty was firmly established. CESJDS also put into place at this time an increasing focus on intensive professional development programs and created a strategic plan to achieve its educational goals. Leadership also renewed its dedication to Jewish pluralism and tolerance, characteristics that had already made CESJDS an outstanding model for Jewish community schools around the world. The kind of commitment that has allowed us to evolve into an international melting pot, composed of children and teens from Israel, Iran, Russia, Eastern Europe, Mexico, South America and Central America, as well as the U.S.
[edit] Academics
[edit] Lower School Curriculum
Lower School students spend 60 percent of their day in General Studies and 40 percent in Judaic studies; opportunities for integration and creativity exist throughout this dual curriculum. In addition to the core curriculum, the school year is filled with the joy of holiday celebrations, visiting artists days, field trips and important school “life cycle” events. The curriculum is rich in hands-on, experiential learning. One of the central goals of our program is not only to teach basic skills but to inspire our children to be active and engaged learners, to feed their natural curiosity and give them the tools to be independent and self confident learners.
[edit] Judaic Studies
Lower School students are introduced to Judaics and Hebrew through a combination of classroom instruction and experiences that highlight the joy of Jewish learning. The study of Hebrew begins with Tal Am, a curriculum based on creating a visual and oral environment for learning. By the end of their first grade, children are comfortable reading out of the siddur (prayer book). In the third grade, students begin to study Ivrit b'Ivrit, in which every class in Judaics is taught in Hebrew.
Inspiring a spiritual connection to Judaism is central in the elementary grades. A sense of celebration surrounds tefilah. Children explore their ideas about God by exploring their own sense of connectedness to the world around them and their place in it. Students take part in tefilah every day throughout the grades and a communal tefilah becomes central in the older grades.
The school believes that a connection to the state of Israel is integral to establishing a strong Jewish identity. By the fifth grade, we begin to introduce the history and culture of Israel through classroom discussion, reading material and projects.
Pluralism and egalitarianism are expressed in the respectful way CESJDS approachs study and prayer. The value the traditions of each family's practice and educate children to honor their individual backgrounds.
[edit] Rejection By Students
The JDS upper school is recognized as the one Jewish Day School that has the largest student body not willing to engage in prayer/Judaic activities. This is a fact that they administration chooses to downplay and discourages.
The students of the school have taken a disliking to Minyan (daily morning prayer) and some high school students skipped it. The administration responded by grading students in Minyan. This was responded with anger from the student body, Quote the Lions tail: "They Claim that they are Puristic, but you make us go to Minyan. Instead of grading us, and therefore, many seniors getting Cs in Minyan, make it optional, for those who choose to go, can.
[edit] Upper School Curriculum
The Upper School offers its students not just a nine period day, but a unique experience: a superior academic education, a solid preparation for college, a healthy sense of themselves and their Jewish identity, a strong sense of values and the opportunity to make lifelong friendships. For more than 700 middle and high school students, CESJDS is a “home away from home," a supportive, nurturing environment, where they are confident and comfortable enough to take risks, make mistakes and learn and grow.
The Upper School's academic focus is based on Torah Lishmah, teaching students to “become lifelong learners, inspired by a love of learning for the sake of learning.” The school places a priority on critical, independent and creative thought and expression in the classroom and have high expectations for our students--expectations that they consistently meet.
A challenging academic program is paralleled by the teaching of an appreciation for the spiritual and ethical guidance offered by Judaism. The school remains committed to creating a caring, moral community, "V’ahavta L’rayakcha” where each individual is respected for his uniqueness. Students, faculty, and teachers value diversity and emphasize that despite differences in individual views and observances, we all share common beliefs and traditions.
Central to students' experience at CESJDS is “Kol Yisrael Arevim Zeh Ba Zeh," “all of Israel is responsible for one another and for the community.” The commitment to community service is paramount and our students fulfill and consistently exceed this requirement, continuing to give back to the community long after they leave the Upper School.
The experience in the Upper School at CESJDS can best be summed up by one of its graduates: “There couldn’t be any other school that offers such a strong academic program with a pluralistic perspective and strongly encourages intellectual exploration, discussion and debate. I have never been in a place filled with so much kindness, warmth and caring as CESJDS. I have never met so many genuine friends--students and adults--or felt so contented, happy and alive. I have never come across a place that would better fit the description of second home.”
[edit] Middle School
The Middle School aims to support early adolescents’ developmental needs as we challenge and stretch their minds and spirits. The school environment encourages young adults to learn and live within a communal context as directed by Hillel: “If I am not for myself, who am I?" "If I am only for myself, what am I?" and "If not now when?” As students begin to explore their own interests, strengths and identities, they also seek greater independence. The Middle School approach is designed to help students learn that increased independence calls for increased responsibility for self and respect for others.
In the Middle School's dual curriculum, students are enrolled in both heterogeneously grouped courses as well as some leveled courses. This flexible approach gives students the important opportunity to learn how to learn from and with a wide variety of peers, while also recognizing more individualized needs for support and challenge. Students learn that with effort comes achievement and with achievement comes readiness for future academic and co-curricular challenges.
[edit] High School
Designed to prepare students for high achievement in college and in life, the dual-curriculum academic program for the High School is challenging. Students take from seven to nine academic courses within a rotating block schedule; a regular school day has six one-hour periods, and each class meets twice every three days. In order to ensure a solid foundation in both Judaic and General Studies, the school requires three Judaic and four General Studies core courses and two electives each year. Since all students take Hebrew, electives include Romance language courses as well as courses in the arts. The ninth course may be another core course, an elective, or a Study Hall.
Most departments offer three levels of High School courses: College Prep, Honors and Scholars. College Prep classes are rigorous and demanding, yet paced to promote the success of every student in our School. Honors classes offer students who are talented and interested in a particular discipline the opportunity to delve more deeply into the subject and to learn more sophisticated, discipline-oriented skills (e.g., literary criticism or mathematical reasoning). Scholars' classes offer gifted and dedicated students an intense academic experience. The depth of analysis, logic and clarity of expression acquired and exhibited by students in these classes is outstanding; they are expected to be independent learners and to share in the responsibility for teaching the class. Although CESJDS does not offer AP courses because the school remains philosophically opposed to “teaching to a test,” students often take AP tests and do very well on them.
[edit] "Early" Graduation
The Upper School curriculum is designed through a unique method whereby all High School seniors graduate after the fall semester, as opposed to continuing through the spring and graduating in May or June, as is the practice at most local schools. Students complete their High School studies in late January and graduate in early February, after which they are given the choice to go on two school-sponsored trips that mix education and tourism. The first trip is a week-long visit to Eastern Europe, during which recent graduates tour Auschwitz, Prague, and other former centers of Jewish life destroyed by the Holocaust. The second trip is a three-month, whirlwind tour of Israel, guided by the Alexander Muss High School in Israel.
[edit] Co-curricular Activities
From socially responsible to just plain fun, the Upper School’s many co-curricular activities give students a chance to delve more deeply into established interests, and discover abilities they may not know they had.
[edit] Performing Arts
- After School Band
- Art ClubǏ
- Ceramics Club
- Lion’s Tale - School Newspaper
- Media/Video Club
- Theater Tech Club
- Video/Photo Club
Middle School
- A Cappella Choir
- Collage Literary Magazine
- Musical Performance
- Middle School Knesset
High School
- A Cappella Choir
- Loa Ha’ari - Hebrew literary magazine
- Melting Pot - Romance Language Magazine
- Reflections - Literary Magazine
- Spontaneous Combustion: Improv Comedy Troupe (currently inactive)
- Women’s Choir
Theater Performances
- Fall Play
- Winter Musical
- Spring Workshops
[edit] Literary Awards
REFLECTIONS - received a Gold Medalist rating from the Columbia Scholastic Press Association for its 2005 edition, the highest medalist rating CSPA offers; its Superior rank in the 2005 NCTE Program which Recognizes Excellence in Student Literary Magazines (out of 486 schools in the state of Maryland, Reflections was rated second in the entire State)
COLLAGE - Gold Medalist rating from the Columbia Scholastic Press Association, the highest medalist rating CSPA offers; First Place with Special Merit from the American Scholastic Press Association, the highest medalist rating ASPA offers.
MELTING POT - First Place with Special Merit from American Scholastic Press Association 12/2005.
LION'S TALE - earned a Gold Medal Certificate from Columbia Scholastic Press Association for the papers published between November 1, 2004 and November 1, 2005, an overall award for the paper.Ú
[edit] Athletics
Fall sports:
- Cross Country
- Golf
- Boys' Soccer
- Girls' Soccer
- Girls' Tennis
- Girls' Volleyball
- Ultimate Frisbee (intramural)
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Winter sports:
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Spring sports:
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Teams are usually divided into Varsity and Junior Varsity divisions. Many sports, such as Tennis and Volleyball, have boys' and girls' divisions. Almost all teams practice daily and compete with teams from other schools, primarily other schools within the Montgomery County private school community.
