Sabrina Bhojani

New school lunch pilot

Food insecurity by province or territory, using data from Statistics Canada’s Canadian Community Health Survey, 2017-18. (image from proof.utoronto.ca/food-insecurity)

Jewish Family Services Vancouver (JFS), Richmond Jewish Day School (RJDS) and Kehila Society of Richmond are piloting a new food program to enhance students’ access to healthy and nutritious food in a way that promotes privacy, availability and inclusiveness.

When RJDS needed support with their school lunch program after a contract with a former caterer ended, Kehila Society saw an opportunity to work with JFS and create a food program that benefits all families throughout the week, regardless of income.

With start-up funds provided by Jewish Federation of Greater Vancouver, once a week, JFS delivers hot meals to RJDS at no cost to the students or their families. These meals are healthy, plant-based, and available to all students. In addition, a community fridge and pantry program is in operation throughout the week. The start-up funds provided to the Kehila Society enabled the purchase of a fridge and pantry cupboard, which JFS, the Kehila Society and Richmond Food Bank keep stocked. Students and their families can access healthy snacks, dry goods, fresh produce and meals during school hours.

“The students at Richmond Jewish Day School have absolutely loved the weekly hot lunches sponsored through JFS and the Kehila Society,” said Sabrina Bhojani, principal of RJDS. “Our parents have also expressed their delight with this program, knowing that their children are receiving a warm, healthy and nutritious meal at school. The research is clear – good nutrition helps our children to focus, concentrate and self-regulate, which, in turn, results in improved learning and student performance.”

Proper nutrition plays a central part in learning, yet one in eight households in Canada struggle to access nutritious food, according to PROOF, a research program investigating household food insecurity – defined as “the inadequate or insecure access to food due to financial constraints” – across the country (proof.utoronto.ca). That amounts to “4.4 million people, including more than 1.2 million children living in food-insecure households.”

Healthy, universal school meal programs play an important role in giving children and families access to nutritious and safe food in a non-stigmatizing manner when they need the support.

“School meal programs can play a crucial role in ensuring that all children … can eat healthy and nutritious foods – which, in turn, supports their ability to learn,” said Lynne Fader, co-director of the Kehila Society. “School meal programs are uniquely placed to address under-nutrition, by promoting healthy diets. Serving a free school meal increases children’s intake of healthy foods, especially among children with lower socioeconomic status.”

“All students deserve access to healthy, safe, nutritious and easily accessible food,” said Ilana Labow, director of food security, JFS Vancouver. “We are inspired by this vision and are committed to helping uplift students’ lives through delicious, good food. We look forward to nourishing this program together and watching it thrive and grow.”

– Courtesy JFS Vancouver

Accessibility seems improved

(image from flickr / Province of British Columbia)

Last November, the American advocacy organization Respect Ability announced some good news. New research it had conducted in 2021 suggested that disability awareness and inclusion was improving in Jewish communities across North America and Israel. According to its most recent survey, more synagogues, Jewish community centres, schools and private institutions are designing programs that consider the needs of people with disabilities. And more individuals are able to find Jewish organizations that support individuals with invisible disabilities like autism and attention-deficit/hyperactivity disorders.

Respect Ability’s goal for the survey was to determine the health of disability rights in diverse Jewish communities, particularly in countries where there were laws against employment and housing discrimination. Its last survey had been in 2018, and researchers wanted to know whether accessibility and acceptance had improved in the past three years.

There were just over 2,000 respondents in total, primarily from Canada, the United States and Israel. The overall message was that inclusion and accommodation was expanding. Accessibility for wheelchairs and improved opportunities for individuals with sight or hearing challenges were on the rise, as were outreach efforts for individuals with disabilities in general.

What is more, the number of faith organizations hiring rabbis and staff who had disabilities and, therefore, understood firsthand the challenges of a physical or cognitive disability, had increased by more than 73%. More than half (57%) of the survey-takers also said that the organizations had made public commitments to support diversity.

But the survey also identified a key obstacle: many community leaders wanted to help expand opportunities for inclusion, but “didn’t know how.” Roughly one-fifth of all respondents said that expanding opportunities in their faith communities was limited by leaders’ lack of knowledge or experience in making settings more accessible. This meant, in some cases, that members with invisible disabilities like autism or ADHD didn’t have access to resources or were turned away from programs and activities.

Most of the responses to the survey came from Respect Ability’s home base: U.S. states like California and New York, where laws and advocacy initiatives are different from those in Canada. Only about 7% of the responses came from Canada, where disability rights are protected by the federal Charter of Rights and Freedoms. The survey also did not reveal how much, or if any, of the Canadian data came from the Vancouver area. So, are the survey’s findings reflective of diversity inclusion here?

The last three years have been challenging for many, but particularly for organizations that rely on in-person community participation. The 2020 shutdown of schools, synagogues and community centres due to COVID forced many organizations in the Vancouver area to suspend programs that offered disability-inclusive services. Still, the Jewish Independent found that a number of organizations were able to develop creative ways to maintain their inclusive classes and programs.

Trying to inspire inclusion

In 2018, the Jewish Federation of Greater Vancouver launched its Inspiring Inclusion grant program to assist community organizations in designing or improving inclusive programs. The grant competition was created as part of its 2020 Strategic Priorities, and it offered up to $2,500 to organizations that developed a new program or idea that would expand disability inclusion.

Four one-year grants, which were awarded in 2020, went to Vancouver and Richmond applicants. Each offered a unique way for engagement, ranging from new educational strategies that catered to individual learning approaches to special equipment that helped expand creative participation in the classroom.

The Jewish Community Centre of Greater Vancouver’s Family Yoga Fundamentals program was designed to appeal to a variety of abilities and offered options for in-person family participation. It later gave rise to a virtual format that attendees could link up with from home. According to the JCC’s adult programs coordinator, Lisa Cohen Quay, Family Yoga Fundamentals integrates adaptable exercises that are non-stigmatizing and fit a variety of abilities. Quay said the program has also been shown to help with pandemic stress and loneliness.

Richmond Jewish Day School turned to music as a way to inspire inclusion. According to principal Sabrina Bhojani, the grant provided funding for specially adapted Orff percussion instruments, or xylophones that could be used by students with special needs. “Music education is an integral component of both our B.C. and Hebrew curriculum at RJDS,” Bhojani said. “Weaving music into [the] curriculum is a meaningful way to help our students develop their Jewish identity and better understand their culture.”

Congregation Beth Tikvah used the funding to help develop Kavod. According to Rabbi Susan Tendler, the program aims to ensure that the synagogue’s services and activities are open to everyone, “regardless of personal physical, financial, or accessibility limitations.” Kavod’s development is ongoing.

Congregation Beth Israel received a grant to create new Hebrew school programming. Beth Israel’s director of youth engagement, Rabbi David Bluman, said the funding helped make the Hebrew reading program more inclusive to children with learning challenges. “We always strive to be [as inclusive] as we can,” he said, adding that many of Beth Israel’s youth programs are adaptable to students’ abilities, such as the use of “shadow” companions who function as a “big brother or big sister” for a child during activities and lessons. The shadow program can be used for age levels. “We want our teens to be as independent as possible,” Bluman said.

B’nai mitzvah programs

Both Beth Israel and Temple Sholom tailor their b’nai mitzvah programs to meet the specific abilities of the child. Temple Sholom School’s principal, Jen Jaffe, said about 10% of the student body have varying needs.

“All b’nai mitzvah-aged children are given the opportunity to have a b’nai mitzvah, and the clergy works with each family to make sure expectations and goals are feasible and met. Each child is given the chance to shine regardless of any disabilities,” Jaffe said. The school also trains madrachim, or helper students, to support students with invisible disabilities.

Beth Israel is also known for its inclusive b’nai mitzvah program, which is led by ba’allat tefilla Debby Fenson. She said the program is designed to ensure that a child, irrespective of ability, can participate in the service: “I think that the expectation is that every child should be called up to [the bimah]. It’s not about how well they read the Torah, it’s about welcoming them into the community.”

Fenson said the community has celebrated more than one b’nai mitzvah in which a child’s medical challenges needed to be considered. In one case, the child, who was nonverbal, was aided by his mother in saying the Shema. “There was clear understanding on his part,” Fenson said. “His mother helped him in forming the words and saying along with him. He was welcomed into the community.”

Leadership by inclusion

Respect Ability’s survey of North American and Israeli Jewish communities highlighted two factors that are often important to creating inclusiveness: the top-down commitment to diversity and a leader’s personal experience. All of the above synagogues, schools and community services – as well as others – benefit from clear initiatives that attract families with accessibility needs and see inclusion as an expanding mission. In some cases, they also benefit from leadership that is open about their own health challenges as well.

Beth Israel Rabbi Jonathan Infeld said he is aware that his willingness to talk openly about his own challenges can help create a supportive environment for others. Infeld was born with a congenital heart defect.

“Unfortunately, I have firsthand experience with health issues that I am happy to share with people about, certainly because I want to be transparent about who I am as a human being…. I would hope, had I been born with a whole heart and not a hole in it, that I would still have a whole heart,” he said, noting that when we’re forced to reflect on our own abilities and limitations, it can inspire empathy for others faced with similar challenges.

One area that was not addressed in the survey was accessible housing, which helps expand disability inclusion. Tikva Housing Society’s very first housing project in 2008 contained accessible units. The organization’s third inclusive property, Dogwood Gardens, opens this year in the West End. This will be the subject of a future story in the Jewish Independent.

Jan Lee is an award-winning editorial writer whose articles and op-eds have been published in B’nai B’rith Magazine, Voices of Conservative and Masorti Judaism and Baltimore Jewish Times, as well as a number of business, environmental and travel publications. Her blog can be found at multiculturaljew.polestarpassages.com.

Back to school, safely

Cautious optimism. That seems to be the consensus among Jewish school administrators as students and teachers prepare to return to classes in September.

One of the key lessons of the past year-and-a-half has been that things can change swiftly and the pandemic response requires resilience and adaptiveness.

“We’ve all learned that whatever is final is only final until it changes,” joked Russ Klein, King David High School’s head of school. Despite the circumstances, he said, the last academic year was a good one. He credits students, parents and teachers for working together, being flexible and making the best of the situation.

“It sounds strange to say, but, in terms of the context, we had a really good year,” he said. “People were incredibly positive, even with a few COVID cases here and there.”

The biggest challenges were wearing masks, cancelling extracurricular activities, including inter-school sports, and the cancellation of all school trips. Grade-specific cohorts were instituted, with staggered schedules to avoid interactions between groups.

As it stands now – unless changes are announced before classes starts Sept. 13 – cohorts will no longer be required. Klein hopes that some competitive sports will also be possible.

While hoping for a school year that is as normal as can be, Klein is also confident that the experience of last year has made the entire school community more sanguine about changes to routines.

Like Klein, Emily Greenberg, head of school at Vancouver Talmud Torah, gives kudos to students, parents and teachers.

“I would say the last year was all about being flexible and understanding that we couldn’t anticipate for sure how things were going to go,” she said. “It was really a team effort. We were really appreciative of our parents and staff and everybody as regulations shifted…. This was the ultimate team effort because it would not have gone as well as it had had we not all rolled up our sleeves and done the work we had to do to get through to where we are today.”

A big remaining question is how kids under 12, who have not yet been cleared for vaccinations, will be required to behave at school.

Some people use the term “new normal,” but Greenberg prefers “near-normal.”

“I am hopeful that our near-normal will be one that we can all live with and still appreciate the liberties that we are starting to gain back,” she said.

With about 500 students set to converge on the school this year, Greenberg is confident that students, parents and staff will step up again to do whatever it takes to learn safely.

“I think the most important piece is just understanding the team mentality,” she said. “The school can’t do it alone. No business can do it alone. Everybody has to play their role.”

Shalhevet Girls High School had a different experience than most. Because of its small student body – this year 11 students will be starting classes – there was no need to form cohorts. However, Ian Mills, incoming principal at Shalhevet, noted that the confluence of Jewish holidays coinciding with the start of the school year raises concerns about kids spreading the virus to siblings, parents and grandparents.

“We are going to encourage mask use, I think, no matter what happens,” said Mills. They will also continue to have the sanitization stations to which everyone has become accustomed and disinfecting protocols will also proceed.

“We’re just really excited,” he said of the new school year. “But, also, things can change. I’m not letting my guard off.”

Vancouver Hebrew Academy also benefited last year from its relatively smaller size, being able to accommodate more of its student body within the capacity limits that were set by the government. Outgoing head of school Rabbi Don Pacht told the Independent in a June interview, “I think schools have been doing a phenomenal job overall, but it’s easier when you only have two cohorts instead of eight cohorts.”

By the time of that interview, basically all of the VHA students had returned to the classroom. Unfortunately, the JI was unable to reach VHA’s new head of school, Rabbi Barak Cohen, for an update before we went to press.

Like all administrators, Sabrina Bhojani, the new principal at Richmond Jewish Day School, will be closely watching the edicts coming from the province’s ministry of education and public health officials.

“Until we have that information, we are hoping things are going to be normal,” she said. “Right now, it’s a waiting game and things are changing minute by minute.”

“I think people are hopeful,” she said. “There is always a little bit of anxiety as well. I think it’s mixed emotions [but] I think people are optimistic for a back-to-normal start.”

Three new heads of school

Left to right are new heads of school Ian Mills (Shalhevet Girls High School), Sabrina Bhojani (Richmond Jewish Day School) and Rabbi Barak Cohen (Vancouver Hebrew Academy). (photos from interviewees)

Three new principals will be joining the Metro Vancouver network of Jewish day schools this fall. Richmond Jewish Day School, Shalhevet Girls High School and Vancouver Hebrew Academy will all be under the helm of new administrators who bring decades of varied experience to the community.

Ian Mills, who has served as Shalhevet’s social studies teacher for the past six years, is taking over from Meira Federgrun, who has led the school for the past four years. RJDS’s new principal, Sabrina Bhojani, steps into the shoes of outgoing principal Ronit Amihude, who was at the helm for three years. And Rabbi Barak Cohen will be VHA’s new head of school this fall, replacing Rabbi Don Pacht, who served as the school’s head for 17 years.

* * *

Mills, who was born and raised in Dundas, Ont., received his bachelor of arts from McMaster University and his bachelor in education from the University of British Columbia. This past spring, he was accepted into a two-year master’s program at Simon Fraser University.

He also has a broad teaching background, having served as a substitute teacher in Melbourne, Australia, as well as at King David High School. Even when he was studying at UBC, Mills said teaching wasn’t far from his life. He supported himself as a ski and snowboard instructor at Grouse Mountain, garnering both awards and promotions for his work.

“I want students to be true to themselves and recognize what is special about who they are and what they bring to the table,” Mills told the Independent. “Sometimes in education, the grade you receive on a project or test becomes the measuring stick of who you are as a student. Instead, I want students to realize that skill sets come in a wide variety of forms.”

He said the recent updates to the provincial curriculum will help teachers lend support to students’ individual strengths, including “interpersonal skills, social/personal responsibility, leadership, and a host of other ways people are valued – I applaud the fact teachers now have more opportunity to foster these aspects of students.”

* * *

Bhojani, who was born in Ontario, grew up in Metro Vancouver and considers it her home. She received a bachelor of science and a bachelor of education from UBC, as well as a master’s in educational leadership and training from SFU. She served as faculty in the teacher education programs of both SFU and UBC, and worked for the B.C. Ministry of Education, where she developed curriculum and testing methodologies. As a school-based educator for the B.C. Agriculture in the Classroom Foundation, she taught teachers about the importance of agricultural and food knowledge.

“I believe learning about agriculture is an essential component of being a global citizen in the 21st century,” Bhojani said.

She has also worked as an educational consultant for Canadian School Bahrain, a nonprofit whose mandate is to empower children with confidence and the “moral values of integrity, responsibility, respect and courage,” in addition to academic excellence.

“Character education is an important part in developing the whole child and is essential in helping all members of the school community to learn, understand and practise behaviours that reflect universal ethical values,” said Bhojani. “It is essentially what guides us to do the right thing, even when it’s difficult to do so. I believe this is true of all faith-based education, and these kinds of enriching values certainly apply to Jewish education today and tomorrow.”

* * *

Cohen was born in Davenport, Iowa, and studied at Ohr Somayach and the Mir Yeshiva in Jerusalem while completing his smichah (rabbinic ordination). He holds a bachelor’s in behavioural science and a master’s in educational leadership from Bellevue University in Nebraska.

Cohen is no stranger to British Columbia’s Jewish community. He served as rabbi for Aish Hatorah in Victoria before taking a rabbinical position in St. Ives, a suburb of Sydney, Australia. As rabbi for the local Masada College, he launched an enriched Jewish studies program called Torah Stream that became fundamental to teaching elementary school children Hebrew and giving them the building blocks and confidence to study Torah.

“The curriculum was based on standard religious studies programs and outcomes found in religious schools worldwide, and accompanied Masada College’s outstanding general studies offering,” Cohen explained. The program meant that congregants no longer had to bus their elementary school-aged children an hour each way to Sydney to attend Hebrew classes. Cohen was later appointed head of Masada’s elementary school.

“I would define my outlook in Jewish education as one of looking at our incredible history of Jewish scholarship and recognizing that we don’t need to reinvent the wheel,” Cohen told the Independent. “At the same time, there’s always room to better our practice.”

For Cohen, that means “finding ways to more fully engage our students in the depth and breadth of Jewish wisdom, translating that wisdom into 21st-century know-how and building strong foundations in meaningful and relevant knowledge and practice.”

Jan Lee’s articles, op-eds and blog posts have been published in B’nai B’rith Magazine, Voices of Conservative and Masorti Judaism, Times of Israel and Baltimore Jewish Times, as well as a number of business, environmental and travel publications. Her blog can be found at multiculturaljew.polestarpassages.com.