Rmba Fall Koleinu

‫קולנו‬

Koleinu

Summer 2008

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Ari Kellerman RMBA ‘01

Back in my day, if you hit the ball into the outfield, you were interfering with someone’s basketball game. Back in my day, you didn’t graduate until you had been out of school for a year. Back in my day, Rabbi Nimchinsky’s classroom had no windows. Back in my day, we ate lunch, davened, and played dodge ball in the same room – ok, so some things never change.

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n June of 2001, my class was the first to graduate from Robert M. Beren Academy at 11333 Cliffwood. I had been at the Academy since I was two years old. My President Mr. Robert Levy Head of School Rabbi Ari Segal Editor Mrs. Samantha Steinberg Text Editor Mrs. Abbi Perets Graphic Designer Mrs. Emuna Carmel www.berenacademy.org

My teachers at the Academy had been preparing me for life all along, and when I was confronted with a real life dilemma, my heart opened to the teachings I had learned. earliest memories are of Mrs. Blumberg’s preschool class. But after 17 years, it was time to leave familiar Houston. I was on my way to Derech Etz Chaim, a small yeshiva in Jerusalem, armed only with that which I had learned over the past 17 years. As I set off with two of my lifelong friends from the school, I knew we were prepared for our new lives. Let me tell you how I knew.

In 10th grade, I took advantage of an Academy program that placed students in a summer internship connected to their dream job. I decided to pursue my lifelong dream of owning a large chain of five-star hotels. Unfortunately, the school was not yet in the financial position to buy me my first one, so they set me up with an internship at a luxurious hotel near Memorial.

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n my first day, I was told that over the course of that summer I would have the opportunity to observe and experience all of the inner-workings of a first-class hotel. Every two weeks, I would work in a different department – two weeks at the front desk, two weeks in room service, two weeks with reservations, etc. By the

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the first time I had ever thought about it? After a few stunned moments, I decided to keep my yarmulke on my head and figure out why later. I was promptly asked to turn in my clip-on bowtie and leave the premises. As I walked out of the hotel, I fought back tears. Not tears of anger or sadness or of seeing my dreams float These – e away. e i h s were proud a B is wifestudying in th h h t i tears, tears w d e d is now ty. r u t c i p of courage. niversi rman – ’01, an I knew that Ari Keflrloem RMBA inam at Yeshiva U r g d o e r t p a I had done something gradu Rabbinic unlike anything I had done before. It was just a kippah but it symbolized end of the summer, I something. Even if it meant nothing to would truly understand how to that Maître de, it was symbolic for me run a successful hotel. I could master of my beliefs, my priorities, and my way this field and live my dream! of life. My first assignment: busboy at the hotel’s restaurant. I dutifully clipped on my green bowtie, tied my apron, and began setting tables. fter that, I spent a lot of time in high school asking “Why?” Why do I wash my hands before I eat bread? Why do I pray three times a day? Why do I t didn’t take long before the Maître pray at all? Why do I kiss the mezuzah de tapped me on the shoulder and when I walk through a door? I had been asked for a word. “You need to take trained to do so many things that I didn’t off that hat,” he told me. “It’s not part understand, and now I was curious. of our dress code.” I had never before Luckily, I had Rabbis and teachers been confronted with this issue. I had to point me in the right direction. I heard stories about Jews living in past had countless classes and discussions generations, in far-off places, who were with my teachers at the Academy who told to take off their kippot, but it had were so eager to teach me – not just certainly never happened to anyone I information, but lessons, skills, and how knew. It struck me at that moment that to think and ask. I realized that this was I was face to face with a much larger not something new; in fact it had always issue – how important was this hat on been the case. I had always had a group my head? And what’s more, why was this

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of educators trying to educate me. But, as with many students, I was not always open to being educated.

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n 11th grade, one of my Rabbis told me a D’var Torah I’ll never forget. In the first paragraph of Shema, it says – ‫לְ ָב ֶב ָך‬-‫וְהָיוּ ַהדְּ ָברִים ָה ֵאלֶּה ֲא ׁ ֶשר ַאנֹכִי ְמ ַצו ּ ְ ָך הַיּוֹם עַל‬ “And these words which I have commanded you today shall be on your heart.” Why should they be on your heart, and not in your heart? Should it not read ‫ ְבּלְ ָב ֶב ָך‬instead of ‫לְ ָב ֶב ָך‬-‫ ?עַל‬What the wording means to say is that we are not always ready to let things into our hearts. We can learn something over and over again and choose not accept it, or we do not see its relevance, or perhaps we ignore it altogether. But one day, something might click and allow these words into our hearts. So until then we must keep them on our hearts, ready to fall inside once our hearts open up for them. After my hotel experience, something clicked for me. My teachers had been preparing me for life all along, and when I was confronted with a real live dilemma, my heart opened to the teachings I had learned. I became aware of all that had been sitting on my heart for so long. And I was well prepared for whatever would come next.

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fter high school I spent two years in yeshiva, and received my Bachelors degree in Psychology from Yeshiva University. I am now finishing my Masters degree in Jewish Education and studying in the Rabbinic program, still at YU. Last year, I was fortunate enough to dance at my wedding with Rabbis and teachers from every stage of my life. It is amazing that for so many years those teachers had been placing things on my heart, patiently waiting for it to open.

Rabbi Ari Segal Head of School

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was sitting at a bus stop as the sun was setting over the Jerusalem skyline when I realized I hadn’t said mincha (the afternoon prayer). I quickly walked out of the stop and towards a small shul I knew had ongoing minyanim. I could not help but notice one young man staring at me. At the end of the service he walked up to me, stuck out his hand and said “Shalom Aleichem! What is your name?” I introduced myself and we had a nice conversation. He asked me what I was doing in Israel. When I explained that I was the Head of a modern Orthodox day school in Houston, Texas, he asked me how much time we spent on “secular studies.” I informed him that we spend half our day in these classes. He looked genuinely pained and said “But Rabbi, doesn’t that mean you have less time for Torah Study? Isn’t time limited and if you spend more time on secular studies, aren’t you are taking time away from Torah study?”

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oshe’s query is actually a fair challenge - if we are going to be serious modern Orthodox Jews, this is a question that we should be prepared to answer. Isn’t the core of who we are as a Jewish Day School supposed to be the Jewish part? As a modern Orthodox educational institution, we struggle to find the balance between two seemingly competing values. On one side of the balance is the need to experience and express - in words and in action - a full commitment to our Judaism. On the other side is our deep commitment and dedication to general studies. We should be very proud of this vision of Orthodox Judaism. Our

Finding a balance approach is not ‘black and white’ - it is nuanced and requires countless hours of learning, conversations, reading and personal experience to understand and appreciate. As a result, I could not explain this in a short conversation to my new friend Moshe while we waited for Mincha to begin.

was using a formula to explain the laws of mikvah and another was using modern economic theory to explain a piece of Talmud. This is undoubtedly a result of the inspiring leadership of Rav Ahron Lichtenstein, who is one of the Gedolei Ha’Dor (great sages of our generation) in terms of his Torah knowledge. What

The key to finding this balance is realizing that, in our world-view, these are complementary, not competing, values. General studies are part of the training that one needs to lead an actualized Torah life.

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o I told him about a tiyul I had taken a week earlier to Yeshivat Har Etzion, one of the premier hesder yeshivot (intensive Torah learning combined with Army service) in the country. While I was awed to see the level of Torah scholarship and commitment to Torah study – the equal of any of the great Yeshivot today – I was more impressed during my lunch-time conversation with some of these young men. Not only are they fully committed to the State of Israel through their service in the Army, but many of these young men will earn advanced degrees in the arts and sciences by the time they are finished with their academic careers. Some plan on attending Ivy League colleges in the United States and others will attend some of the finest universities in Israel. They were thoughtful, articulate young men who were equally fluent in Jewish thought and Advanced Calculus. One of them

makes Rav Aharon unique is not only his vast Torah knowledge but his PhD in English Literature from Harvard and his encyclopedic knowledge of general philosophy. What really makes him special and a model for our religious outlook is the way he weaves all of them together in a seamless fashion to create an idea that is far more than the sum of its parts and invigorates anyone who encounters him.

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y new friend nodded politely and smiled when I was finished. While I am not sure I convinced this young man to send his children to Yeshiva University, I do think he understood and respected where I was coming from. The encounter made me stop for a little while and try to articulate the balance we

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try to have between general studies and Judaic studies.

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he key to finding this balance is realizing that, in our world-view, these are complementary, not competing, values. General studies are part of the training that one needs to lead an actualized Torah life. Including general studies as part of our curriculum does not take away time from studying Gemara. Math, literature, social and physical sciences, and the arts are key elements to understanding and appreciating Torah studies. The integration of general and Judaic studies happens in a number of ways. For example, learning about the functioning of the eye is a crucial element of ahavat Hashem, love of G-d. As Maimonides instructs us, our wonder of the world G-d has created leads us to appreciate

and love Him more. Moreover, the rigor and complexity of serious study fosters abstract thinking skills that serve our students well in the general academic world as well as the world of Torah study, enabling them to attend some of the finest universities and yeshivot in the world.

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n the end, we must have an unqualified commitment to academic excellence but it must take place in an atmosphere that is infused with values and a sense of religious purposefulness. We cannot see a strict demarcation between our Jewish and general studies; each class is informed by and speaks to both arenas. Admittedly it is hard work - almost double that of their peers - but it is a noble goal, one that richly rewards those who pursue it.

A Life of Torah Learning Rav Aharoni Carmel

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Director of Montessori - Judaic Studies

e are often told that our children will do as we do, and not as we say. If that’s true, then the students here at RMBA will spend their lives demonstrating their commitment to Torah. Over the course of the last school year, we held nine parent-child learning evenings as part of our Debate Midrash program. Parents and students from fifth through twelfth grade dedicated an hour of their free time to sit and study Torah. By participating in the program, Beren parents made it clear to their children that Torah learning is a way of life, not just something we do in school. Students gained faith in their own teaching and learning abilities, and Torah learning

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was a family-wide bonding experience. Topics covered included repentance, the Akeida (the binding of Isaac), the Menorah, the place of trees in Jewish tradition, humility, the Torah’s approach to eating meat, and more. At the end of each learning session, parents and students competed in gameshow style quizzes, answering questions such as, “How many acres are forested in Israel?” and “How many different editions of Megilat Esther are in the Library of Congress?” The series was a spectacular success, drawing in 143 students and their parents over the course of the nine evenings.

The Educational Importance of Drama Mrs. Helene Lubel Director of Montessori - General Studies

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s I proudly watched the typically shy student enter the stage and joyfully and dramatically perform his role, my heart was filled with delight. Later in the show, I felt much the same way observing the confident young girl enter and have her chance to show off and shine. Hopefully, you had an opportunity to join me in watching our students in Montessori perform their end of the year musicals, Lemonade and Go Fish. Parents and friends were impressed and commented that it was like a Broadway show and that the children must have spent numerous hours in preparation, but that is not the reality. The children memorized their parts at home, sang the songs as they cleaned and did their job responsibilities at the end of the day, and only two weeks before the performance did they begin rehearsals, which did not exceed one hour per day. Why were the children able to accomplish such a major task in such a short period of time? I believe it comes from their natural need to express themselves.

less likely to have difficulty speaking in public, more persuasive in communication, and able to relate well to others. Performing also helps the child to develop a positive, confident self image. Preparing for the performance requires the child to develop self control, discipline, patience, time management, and a willingness to contribute and cooperate with others. This is all accomplished without the child’s conscious knowledge that this is all actually taking place.

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here are also academic advantages of allowing children to participate in drama. The children become active learners and it can reinforce school curriculum. It taps into their kinesthetic, empathetic, and their intellectual understanding of a topic. Studies have shown that drama also produces a deeper understanding and significant improvement in retention. It is important that we instill in our children an appreciation for the arts, but also to offer rama and music, as well as the other them rich opportunities to actively participate arts, are a vital component of the Montessori in this work. Dr. Ernest Boyer from The and Traditional curriculum here at Beren Carnegie Foundation for the Advancement Academy. Reuven Feurestein, an Israeli psychologist and director of the International Noah Berry plays Humpty of Teaching said it well, “The arts are essential parts of the human experience, they are not Center for the Development of Learning Dumpty in the Spring a frill. We recommend that all students Potential explains, “The arts provide the Montessori Musical study the arts to discover how human beings means to know one’s culture at a very deep communicate not only with words, but through music, dance, level. They provide rich multi-sensory experiences that engage and the visual arts.” the whole mind-body-emotional system.” There are a multitude Our children at Robert M. Beren Academy are blessed to have of positive reasons why a child should be offered the experience occasions, both in general studies and Hebrew/Judaic studies, to perform. One that is clearly observable is communication. It to put good theory into fun and beneficial practice. is said that a child who is given opportunities to perform will be

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A M.A.D Busy Year Shoshana Yaffee – class of 2010

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n the fall of 2007, just before the start of the school year, Marissa Katz and I decided to start our own club at Beren Academy. We knew that we wanted to make a difference. And with that, M.A.D. (Making A Difference) was formed as a community service club, presenting many opportunities for students to engage in chesed (kindness) projects. The organization is a mix of volunteer events and fundraisers for charity. Our first year of M.A.D. included various fund raising events as well as volunteer projects. M.A.D. began the year by organizing an all-day babysitting program on Erev Rosh Hashana to allow parents to prepare for the chag (holiday), with proceeds of over $700 benefitting less fortunate families

in Houston. Our October theme was “Feeding the Hungry,” and it was a very busy month. We spent time volunteering at the Houston Food Bank and brought that energy back to school to run a monthlong canned food drive. By the end of the month, we collected an astonishing 800 cans that were picked up by the End Hunger Network. Additonally, the student leadership class, led by M.A.D., took a trip to the End Hunger Network and prepared meals for Meals on Wheels. We closed the month with a bake sale which earned $325 for Tables-to-Tables, an organization in Israel that feeds the poor.

Over the winter we spent time at Nite Owls, a group for mentally challenged adults, and at the Medallion, an assisted living home. Later, we designed artwork and held a silent auction to benefit the people of Sderot, Israel which was undergoing daily rocket attacks. Another art sale raised $800 to help families here in Houston buy what they needed for Pesach. Towards the end of the year, we organized a “Gotcha” game for middle and highschool students, which raised over $600 to purchase Build-A-Bears for sick children. Looking back on the year, I am very proud of what we accomplished. We truly made a difference, not only by volunteering and raising money for tzedakah, but also by showing the school and the community how they could become involved. The way we combined fun with mitzvot is the secret of M.A.D.’s great success. Look for more exciting news from us this year!

The Brave Program: Packing a Powerful Punch Dr. Shulamis Pollak

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Director of Guidance

his year, RMBA took part in an exciting and innovative Yeshiva University initiative to bring the BRAVE program to modern orthodox day schools across the country. BRAVE, which stands for Believing in the Rights and Value of Everyone, is a nationally acclaimed program aimed at reducing bullying in schools.

RMBA Students Present at Yeshiva University’s Model U.N. Mr. Jeffrey Plastrik

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n February 3-5, 2008, five RMBA high school students participated in the Yeshiva University Model United Nations in Stamford Connecticut. The model U.N, known as YUNMUN, drew over five hundred students from seventy different Jewish day schools in the United States and Canada. RMBA students, Jacqueline Guttman, Avi Levy, Yoni Adler, Daniella Singer, and Rachel Weinstock, spent two months preparing for and then three days acting as delegates

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from the United Arab Emirates. During the conference, our students attended committee meetings where they debated international issues such as the ArabIsraeli Conflict, the World Hunger Crisis, and Global Warming. Committees then passed or rejected resolutions on the key issues. Students also enjoyed socializing with Jewish students in evening events that included a mega-Super Bowl party. The decision to represent a small Arab Kingdom was driven by the desire to

become delegates to the committees debating Middle Eastern issues. The conference brought students a chance to become part of an interactive educational event where they learn what it’s like to negotiate with others that do not share your same goals. The conference is an excellent opportunity for RMBA students to informally meet YU students and participate in student leadership.

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MBA received excellent reviews for its participation and has recently been rewarded for its effort by having its delegation size increased to six students in the coming school year. The next YUNMUN is scheduled for February 8-10, 2009 in Stamford Connecticut. Students interested in attending the event should contact Mr. Plastrik early in the fall semester.

To kick off our program, we arranged for the Main Street Theater to bring the production, Zero Tolerance to our middle school. We enjoyed a creative, humorous, and poignant show in which the audience gets an open and intimate look into the minds and hearts of students, from two different ends of the social spectrum, who are struggling to fit in. Following the play, students met for breakout discussion groups led by faculty moderators. A few weeks after the play, 5th, 6th and 7th graders participated in the first BRAVE session. Students became lawyers and witnesses in a courtroom drama where a baseball team was being put on trial for a case of bullying on the field. Students learned the definition of bullying, and decided for themselves when one is to be held accountable for an action or inaction that leads to bullying. They came to the understanding that, at least in theory, all bystanders, no matter what the situation, can do something to help a fellow human being to feel valued.

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he second BRAVE session focused on the practical side of bystander responsibility. Students were taught a handful of tactics to respond to bullying situations and were asked to think of the benefits and costs of the various responses. They then were assigned comic strips in which a bullying scenario was laid out and were asked to choose a

BRAVE strategy upon which to build a happy ending to the story. Each group then acted out their proposed endings, in full costume, and the grade as a whole discussed the costs and benefits of the strategies chosen.

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he final piece of the BRAVE student program is the monthly Quality Circle. Classes meet with a trained faculty facilitator on a regular basis and discuss the progress that their grade is making. They bring up scenarios that they have witnessed and discuss strategies that worked and didn’t work to help the situation. Facilitators raise issues that they are aware of, and the students spend time talking about how and where they can make a difference. To empower parents and faculty to implement BRAVE strategies with our students, Dr. Rona Novick, founder of the BRAVE program, came to RMBA for an adult education evening. She explained the basic BRAVE principles and encouraged faculty and parents to proactively start to develop leadership strategies in the students and to enable them to make empathic and informed choices. We look forward in the coming years to reaping the benefits of a school where children not only care about one another, but are also well informed as to how to show that care in ways that make a difference.

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Mrs.Yocheved Stock

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Camp Director

or the first time ever, the Camp Moshava Headquarters has officially granted Camp Moshava Day Camp status to a pioneering national program right here in Houston. Camp Moshava, affiliated with B’nei Akiva of North America, provides campers with a strong Torah and Zionist background, as well as offering exciting activities including sports, drama, art, and creative writing. Our day camp program, housed at RMBA and open to the entire Houston Jewish community, is divided into two age groups: Machane Aleph is for campers from 18 months through kindergarten, and Machane Bet is for 1st grade thru 6th grade boys and girls, with separate swim programs. This past summer offered a fantastic program of inspiring Tefillah (prayer), engaging Shiurim (classes), games, and stories designed to empower our campers and teach them about their heritage. Head Counselors Yair Schiff and Abby Smolensky led a talented team of high school and college counselors who brought an enormous amount of energy and excitement to the program. The counselors were joined by professional staff members Bonnie Blumberg, Machane Aleph director; Yocheved Stock, Machane Bet director; Michael Stribling, Basketball Camp Coach and Sports Director; Debra Kira, Drama Director; Cathy Tucker, Assistant Art Director; and Marcy Wolf, Camp Administrator. Each day, campers and counselors participated in Mifkad, a traditional B’nei Akiva ceremony in which the group stands in the shape of a “chet” or “u” and talk about what will happen that day. Together, they cheer and sing the B’nei Akiva anthem and “Hatikva.” We’re looking forward to many more fantastic summers with Camp Moshava. Call the school office at 713-723-7170 or contact Yocheved Stock at ystock@sbcglobal. net for further information.

“The values and morals that I learned from a young age at Robert M. Beren Academy have served me well. They exist as guidelines for my life.” – Abbi Smolensky – RMBA ‘07

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Mrs. Debra Kira Teacher

RMBA’s Very Own Cinderella Story O ur high school students wowed their peers, parents, and the community at large last February with a fantastic presentation of Cinderella. The performance, which was housed at the I.W. Marks Theater of the Jewish Community Center, was truly a labor of love and the product of hard work and devotion by the students and their parents. Countless hours were spent preparing for this year’s show and the students always gave 110% of themselves, learning valuable lessons in confidence, collaboration, and attentiveness. Their teamwork, creativity, talent, devotion, and belief carried the show. The cast included Kenny Abitbol, Adam Adler, Franny Alexander, Anna Blum, Allison Bootin, Jesse Buchine, Danielle Kisluk, Avi Levy, Chaya Miriam Nimchinsky, Chen Tsaig, and Rebecca Yoshor. Scenery was created by Talia Saghian, Sali Blum, Tamar Gomez, and Hannah Weisner.

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A.P. Art Added to Curriculum

his fall, RMBA will be the first Jewish Day School in Houston to offer an Advanced Placement Art program for high school students. Mrs. Yocheved Stock, RMBA’s new art teacher, graduate from the top-rated Fashion Institute of Technology in Manhattan, is eager to launch into the program’s rigorous syllabus, which she designed. “The College Board sets the national standard for all A.P. courses, so the course syllabus had to have their ‘stamp of approval’ before the school could designate it as an A.P. course,” says Mrs. Stock. As with the eleven other A.P. offerings at RMBA, A.P. Art is an

Mrs. Ellen Buchine intense program, geared toward students who are interested either in architecture, fashion, interior design, or graphics.” Mrs. Stock envisions a student body well versed in art, art history, and design. “Art is one way the neshama (Jewish soul) expresses itself,” she says. “It is important for our students to see that their creativity is not mutually exclusive of a connection with G-d, but, rather, an enhancement,” says Head of School Rabbi Ari Segal. “Ahavat Hashem (love of G-d) has many paths, and art is surely one of them.” Read the full story at http://www. berenacademy.org

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Becoming Part of RMBA

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Syma Levy Parent

Carol Liberman Teacher

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Our Lower School

very year, the eighth grade starts the school year with a tremendous amount of anticipation. Throughout the year, the students learn, work, fundraise, and plan with a single goal in mind: the Washington, D.C. trip. The learning starts in the classroom, where students focus on American history. But other lessons are taught along the way, as students manage selling schedules, tally their earnings, and brainstorm new ways to defray the

costs of their trip. This year, students toured the Jewish Soldiers’ Museum, which traced Jews fighting for this country’s defense from its inception, in addition to spending time at the major monuments and the various Smithsonian museums. Beyond the walls of the museums, the students experienced white water rafting and duck pin bowling. The days were filled with meetings with our Congressman, kosher food outings in Silver Spring, and learning with

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RMBA Rabbis. The video of the trip’s pictures was a highlight of the eighth grade graduation ceremony and attests to the fantastic energy the students enjoyed on the trip. The Washington trip is always a muchanticipated event, and this year’s eighth grade has the good fortune to travel just after the election, which will surely make the trip one to remember.

Kindergarten Gradua20tion – the class of 20

When our two daughters attended a Jewish school at a Reform temple we were awakened to the intrinsic value a Jewish education can offer our children. However, we were not entirely satisfied with the Jewish curriculum supplied by this school. We felt not enough emphasis was given to Torah education, Jewish customs and traditions, observances of the holidays, and Hebrew. We clearly understood that this of lack a sound Jewish education could lead to assimilation, which is not an option in our family. Only an effective Jewish school would provide the traditional religious education which we required for our children. We explored some of

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Syma Levy with her son Arthur

Eighth Grade Learns

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the alternatives of Jewish education in Houston for our son Arthur, and we concluded that Robert M. Beren Academy is the best Jewish school in Houston to meet our goals for Arthur’s education. Arthur was coming out from preschool/kindergarten education at the United Orthodox Synagogue Goldberg Montessori School and we were extremely satisfied with the quality of both the general education curricula as well as the

of Jewish education. We were especially impressed with Arthur’s understanding of Judaism and his first steps toward his knowledge Torah, prayers and Hebrew. RMBA was a natural continuation to his years at UOS Montessori and Arthur now attends Robert M. Beren Academy. We do not keep a Kosher home and we are not Shomer Shabbat but we emphasize a strong Jewish background and the importance of Jewish education. Our daughters have reinforced their Judaism with what they see at home, the observance of Shabbat meal every Friday night and holidays. The strict observance of all the rules of the Friday Shabbat dinner are followed because of Arthur's demands. His davening, traditional in intonation, cadence, and pronunciation is an example for our other children and for my husband and me. My entire family are at awe with Arthur’s knowledge of Judaism, Torah, praying and Hebrew. The decision to be part of RMBA has proved to be both beneficial and successful.

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"‫ם קמ‬ ‫תהלי‬

‫ֲאז ַ ְמּ ָרה לֵאלֹ ַהי ְבּעוֹ ִדי‬

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MBA students stand out for their individuality. Like instruments in an orchestra, each childʼs uniqueness is celebrated. Together we are a symphony of Jewish tradition building Am Yisrael.

Robert M. Beren Academy...

Educating our next generation of passionate, committed and knowledgeable Jewish children. Orchestrating Judaics and contemporary arts and sciences for 40 years.

Robert M. Beren Academy 11333 C l i f f w o o d D r. H o u s t o n , Te x a s 7 7 0 3 5