We have identified two variations on this theme. One is the creation of a federation-based community-wide endowment campaign in support of increased scholarship assistance for day school families. A second variation is a community-wide capital campaign whereby multiple day schools work together, under the aegis of the federation, to raise funds cooperatively, avoid multiple "asks," and forge a coordinated approach to the major donors within a particular community. There are numerous communities that have engaged in one of these two options.

Through PEJE's work in delivering coaching/expertise to new and existing day schools, we have learned how valuable such expertise can be for the strengthening and growing of day schools across the continent. Federation leaders have begun to recognize this potential and have also realized that they possess within their organizations valuable resources in the form of expertise. Day schools, in turn, have expanded their view of federations, recognizing them as providers of knowledge and not only of funds. This knowledge is usually in areas that are vital to a federation's own success: fundraising, marketing, public relations, and lay leadership/board development. Early examples of this have been quite powerful, though they have tended to be limited to a one-shot conference, without an ongoing program of coaching and guidance.

Most recently, we have seen examples of the deepest kind of engagement by federation with the day school community, often in collaboration with the community's central agency for Jewish education. In Los Angeles, the federation has deployed one of its senior executives to the Bureau of Jewish Education to focus on the ongoing delivery of operational expertise to the thirty-six day schools in the greater Los Angeles area. The federation and Central Agency for Jewish Education in Florida's Miami-Dade County are creating a similar position. This new paradigm acknowledges that day schools are not only in need of such expertise, but that they are also open to accessing it directly from the federation. These new developments underscore the growing recognition by federations of the centrality of the day school as a community-building institution, vital to the fabric of contemporary and future Jewish life.

Given the unfolding of these models, we at PEJE wish to project a vision of a Jewish community whose increasingly interconnected parts work in tandem to bond families to Jewish life and to create the renaissance in Jewish living and learning that we all seek. The coordinated impact is powerful. In addition to federations, day schools, and central agencies working together, we can and should add synagogues, JCCs, early childhood centers, youth groups, and adult learning programs as partner institutions which must be included in a grand plan and a long-term view. No institution can be allowed to see itself as an island.