School Communication

Parents are encouraged to share insights, questions, or concerns directly with the classroom teacher, where appropriate. The teachers at Bader Hillel Academy welcome the opportunity to communicate with parents to ensure the success of each child. 

Parents are welcome to visit the classroom, email, call or set-up an appointment to meet with the teachers. Teachers and staff will return calls and emails as soon as possible, although teachers are unable to return calls during the instructional day. We ask that all parents stop in the office before visiting a classroom. 

Weekly eNewsletter and Email Updates
An eNewsletter is sent out at the end of each week to disseminate information to the families, staff and the community who subscribes to the mailing list. Content includes the current week’s events, upcoming events, reminders, and lunch menus. These important items are shared to offer recipients a snapshot for quick reference during busy work and school weeks.

Bader Hillel Academy uses ClassDojo, a school communication platform for teachers, students, and families to use daily, in an effort to build a close-knit sense of community. By sharing photos, videos, and messages focused on school events and classroom learning, teachers use the communication platform to foster and encourage engagement.

Bader Hillel Academy uses WhatsApp Messenger for communication amongst parents within specific grade levels. This communication tool helps to encourage attendance at school events, as well as build a strong sense of classroom community, ultimately leading to greater community cohesiveness for the school overall.

Parent/Teacher Conferences
Parent/Teacher conferences are held in the late fall, and early spring. Sign-up will be online, an email will be sent out with instructions. We strongly encourage parents to participate in the conferences. These are essential in building the partnership between home and school and to assure open communication. Parents unable to attend conferences are encouraged to reschedule at an alternate time. 

Additional conferences can and will be scheduled throughout the school year when deemed necessary by either the parent or teacher.

Report Cards
Report cards are distributed three times throughout the school year. Parents receive a fall, winter and end-of-year report card. All financial arrangements must be concluded including return of textbooks and library books in order for report cards to be given out.

We want our students to become life-long learners and resilient people who support and lead in their communities. To support this goal, Bader Hillel Academy focuses on more than academic skills. There is also an emphasis in the school culture and academic structure in regards to resiliency. Students earn an effort grade each term based on a rubric that measures how each student: takes on challenges, learns from mistakes, accepts feedback, practices learning strategies, perseveres, asks questions and takes risks.

The Eleven Skills and Attitudes That Can Increase Resilience

  1. Being connected to others. Relationships that can provide support and caring are one of the primary factors in resilience. Having a number of these relationships, both within and outside of the family/school, that offer love, encouragement and reassurance can build and support resilience, e.g., developing new friendships.
  2. Being flexible.By definition it is a key component of resilience and one of the primary factors in emotional adjustment and maturity. This requires that an individual be flexible in his thinking and his actions, e.g., trying something new.
  3. Being able to make realistic plans and take action to carry them out.Being able to see what is, rather than what you would like is part of this skill. Being proactive instead of reactive, assertive rather than aggressive or passive are all components of this skill, e.g., taking a Red Cross course in CPR and First Aid.
  4. Being able to communicate well with others and problem-solve both individually and with others.This includes basic communication, listening and problem-solving skills, e.g., working as a team member within your community/classroom.
  5. Being able to manage strong feelings.This requires being able to take action without being impulsive and responding out of emotion and being able to put emotions to the side when clear thinking and action are required. Being able to use thinking as a way of managing one’s emotions is a key component of this skill, e.g., when you are angry or hurt, thinking before acting.
  6. Being self-confident.Having a positive self-image is critical if a person is to be able to confront and manage fear and anxiety in his/her life, e.g., helping someone else, developing a competence in a specific skill.
  7. Being able to find purpose and meaning.Being able to make sense out of what is happening and to find meaning in it is critical if one is to be able to manage the feelings that are aroused in a crisis. Spiritual and religious practices are often a component of this factor, e.g., acting on your values.
  8. Being able to see the big picture. This factor is often closely aligned with #7 and #5. Optimists in general are better able to see the bigger picture than pessimists. They are more likely to see good and bad events occurring in their life being temporary rather than permanent. They are also more likely to see events having a specific impact on certain areas of their life rather than having a pervasive impact on their entire life or their future. And last of all, they are less likely to blame themselves or someone else for hard times. Optimists avoid the blame game, e.g., hold yourself and others accountable without the emotional dose of blame.
  9. Being able to appreciate and use humor appropriately.Laughter may have healing powers, e.g., if you’re not feeling well; watch a funny movie.
  10. Being able to take care of yourself.Understand and choosing healthy foods, opportunities or practices of regular exercise, e.g., diet, exercise, financial “health.”
  11. Being able to care for others physically and emotionally. Volunteer activities that involve caring for others can often build resilience, e.g., volunteer in a shelter or food bank.

“Resilience is really the story of the Jewish people. Through our long and tortuous history, we continue to bounce back, to move forward. But resilience doesn’t just mean bouncing back; it means growing greater.” – Sherri Mandell