“Remember” With Your Mouth; “Don’t Forget” In Your Heart

This week we commemorated Yom HaShoah – the day set aside on the Jewish Calendar for remembering (and not forgetting) the horrible events of the Holocaust.  And we are urged Zachor! – Remember! – because it is understood that through remembrance we help ensure the other commonly used expression for this holiday, that events like the Holocaust are Never Again! – not just for the Jewish People, but for humanity.  We must Not Forget! what took place.

I’ve always struggled with the curious distinction Judaism makes between the command “to remember” and the command “to never forget”.   In Deuteronomy 25:17, we are commanded to “Remember what Amalek” did to the Israelites.  In Deuteronomy 25:19, we commanded to both wipe out Amalek’s descendents and to “not forget” Amalek’s atrocities.   Isn’t “remembering” and “not forgetting” the same thing?  Why does the Torah choose different words for expressing the same idea?

And then I came across this explanation from the Mishneh Torah

מִפִּי הַשְּׁמוּעָה לָמְדוּ זָכוֹר בַּפֶּה לֹא תִּשְׁכָּח בַּלֵּב
The Oral Tradition teaches, ‘Remember’ with your mouths; ‘Don’t Forget’ in your hearts. – Mishneh Torah, Kings & Wars 5:5

According to this text, the difference between “remembering” and “not forgetting” isn’t definitional, it is pedagogical.  And bearing witness to how our current students and alumni commemorated Yom HaShoah this week, in our school, in our community, and in Poland, reinforces once again the unique responsibility and opportunity Jewish day school represents in the lives of our students and families.

Our Grade 8s study the Holocaust as part of their curriculum, but it is not an exclusively academic pursuit.  As part of the program, they regularly engage with survivors and the children of survivors throughout the year.  That is infinitely more powerful than any one-time ceremony, but knowing that did not diminish the power of watching them participate in our community’s Yom HaShoah Commemoration on Monday night by helping facilitate the candle-lighting ceremony.  While there, I bumped into a parent with both alumni and current students.  She shared with me that her daughter, along with two other alumni in her grade, are currently on the March of the Living.  She also shared that those three, all of whom had leadership roles in their small Jewish day school while in Grade 8, are poised to have leadership roles in their large secular private school while in Grade 11.  She attributed both those developments – March of the Living and student leadership – to, yes, the home as primary educator, but also to the school where those ideas and actions are nourished, encouraged, and experienced.

And as much as I hate to use my own children as any kind of example (I almost NEVER do), I must say that on Tuesday, while our OJCS Grade 8s led our school’s Yom HaShoah Assembly, and our entire Middle School bussed to Israeli Embassy for our nation’s Yom HaShoah Commemoration, and then bussed back for a special interview with a local survivor, my older daughter was leading the first-ever Yom HaShoah Assembly at the public high school she attends.  That assembly’s existence is entirely due to my daughter’s having lobbied her school’s administration.  Her ability to advocate with her principal and her ability to facilitate an assembly are both directly attributable to what she gained by attending Jewish day school(s).

Remembering with our hearts is something that happens inside of us.  We learn, we experience, we reflect and we feel.  Not forgetting with our mouths puts action into the world.  We speak, we do, we lead and we make something happen.  Both are required to perfect the world.  The Talmud states, “Great is study for it leads to action” (Kiddushin 40b).  But is the reverse not true as well?  Is it not true that action leads to study?  And isn’t both at the same time the most ideal?  And isn’t that what Jewish Day School is about at its most aspirational?  That our students study and then put their learning into action to make the world a better place?  That our students have lots of opportunity to make the world a better place and are then inspired to learn more?

I know that one primary audience for this blog is (always) current parents in my current school, but there are others.  And I know that Jewish Day School will never be the preferred destination for all.  And I know that not all my current students began their journeys at the beginning, and not all will stay in Jewish day school through graduation.  And I know that there are all kinds reasons why that is true.  And I know that each time I come out swinging too hard, I run the risk of reading as preachy or judgy.

And yet.

I also know why I implore families to attend an OJCS Graduation long before their children reach Grade 8.  It is the same reason why I encourage families to read blogs and blogfolios of children in older grades.  It is the same reason why we invited alumni to speak to Grade 5 Families this year.

It is why I will forever share my heart and use my voice in the service of Jewish day school.  Weeks like this one and the ones to follow are why we should both remember and not forget the gifts that Jewish day schools give their students – gifts that give back to families, to schools, and to community.

As we are currently in the throes of admissions, where we have every reason to believe that we will see our school grow for a sixth consecutive year; where we move forward with our journey towards CAIS accreditation (joining only Elmwood and Ashbury from the Ottawa independent school community), where we stand poised this summer to execute the first phase of a (now) $2 million renovation to help make our physical facility as innovative and excellent as our program – let me close by thanking all the parents who entrust us with their precious children; our teachers who pour their passion into their sacred and holy work; our volunteers who give of their most valued commodity, time; our community led by our most important partner and donor the Jewish Federation of Ottawa; and our donors who give of their treasure in addition to their time and wisdom.  Special thanks to all those who have joined our Life & Legacy Circle, who have ensured their legacies through securing our school’s.

The roller coaster of this holiday season has its ups and downs; may the trajectory of our school, thanks to so many, continue l’eilah u’leilah – higher and higher.

OJCS Celebrates Innovation Day

One of my great joys over the last six (!) years has been watching the evolution from “Science Fair” to “STEM” to “STEAM” to “Innovation Day”.  Each iteration has brought our school – and our students – closer to a high dream of fusing science benchmarks with STEAM (Science-Technology-Engineering-Art-Mathematics) standards with Makerspace skills all blended together with creativity, student voice and presentation rubrics to become this thing that we now call “Innovation Day”.

However, we might as well have called it #OJCSNorthStarsDay since a day like this reaches so close to so many of them…

…”We learn better together”?  We sure did today as, for many, collaboration was the key to innovation.

…”We own our own learning”?  Students had lots of opportunities for choice-making which inspired their creativity.

…”A floor, but no ceiling”?  The sky was the limit as to how high they chose to aspire.

…”Ruach”?  Did they have fun?  Check out the smiles below and tell me.

I want to be super clear and name that not only did I have virtually nothing to do with the planning and facilitation of this day, I also had virtually nothing to do with the documentation of this day as well.  It is my pleasure to use my blog to showcase the work of those who did.

The primary drivers of Innovation Day at OJCS were Josh Ray, who serves as our Makerspace Lead and Middle School Science Teacher, and our Lower School Science Teachers.  Everything that you are going to see below is the fruit of their labours – with photo collages captured by Staci Zemlak-Kenter, who dabbles in social while serving as our Development Director.   Together with Global Maker Day and the regularly scheduled lessons in our Makerspace, Innovation Day shows how OJCS serves as an incubator of innovation for it students (and teachers!).

So.  What was this day all about?

In a nutshell…this:

Grade 8 – Simple Machines Project

We often say that doing something with a machine requires less work. In this design challenge, you will be responsible for helping upgrade the gymnasium and physical education programming here at OJCS. Using your knowledge of simple machines, your task is to use the design thinking process to design, test, and build a simple machine prototype that enhances our physical education curriculum.

Your Goal: Working on your own or in a group, decide which simple machine game or project template you will use to build your project. After researching the six different types of simple machines, create a plan for your prototype. Determine what materials you will need and, the size and quantity of materials. Then, plan how you will proceed. All sections will be presented as part of a 5 section (Empathize, Define, Ideate, Prototype, Test) presentation to be displayed on a tri-fold board and presented in front of judges.

Grade 7 – Filtration Project

You are now working for the Clean Water Environmental Engineering Company and have been asked to design a new water filtration system for a small community with a polluted water supply. First, the company is going to look at different types of filter material to determine which ones work well. Then each group in the company will design a filtering system to clean up the polluted water.

Your Goal: In this hands-on project, you will investigate different filtering methods for removing pollutants from a dirty water mechanical mixture. You will design, build and test your own water filters.

Grade 6 – Electricity Project

Your Goal: In this project, you will build a series circuit that lights a bulb using a power source and conducting wires. Then predict what will happen to the brightness of your bulb if you add more bulbs or batteries to your series circuit, and test your prediction.

Grade 5

Grade 4 – Medieval Times & Pulleys/Gears

Grade 3

Grade 2

And our JK, SK & Grade 1s celebrated all things “Science” as well!

Did our students have an amazing day putting all their passion, talent, knowledge and creativity to good use?

I’d say “yes” – this was a great day of learning at OJCS!

Tips for Planning Your Seder Too Good to Passover

Why am I pushing out a blog post on preparing for Passover when we just came out of a very successful “Célébration de la semaine de la Francophonie 2023” and are headed into what will surely be a very successful Innovation Day next week [Spoiler Alert!  Next week’s blog topic.] with Passover yet still another week away?

Because this year I actually remembered that if anyone were to be truly be inspired by this post and wished to adequately prepare, that it would be helpful to give them enough time to actually do it!  I typically post too close to Passover itself to allow anyone to put any of these ideas into practice.  So, this year,  I am going to push it out with even-more lead time.

Each year, I issue a blog post in service of helping people take the process of planning for seder more seriously.  Why?  Because I believe (know) that like anything else, good planning leads to good outcomes.  And even if you are not the host, it still may be true that you are called upon to help.  No pressure!  I got you.

If this is your year to lead or co-lead – whether it is something you do annually, or if you are being pressed into service for the first or second time – let’s see what we can do.  And even if you still maintain a Zoom guestlist, the seder is still a wonderful opportunity for families to spend time doing something they still might not otherwise do—talk with one another!  The seder was originally designed to be an interactive, thought-provoking, and enjoyable talk-feast of an experience, so let’s see how we might increase the odds for making that true.

Annually Revised Top Ten suggestions on how to make this year’s seder a more positive and meaningful experience:

1.  Tell the Story of the Exodus

The core mitzvah of Passover is telling the story.  Until the 9th century, there was no clear way of telling the story.  In fact, there was tremendous fluidity in how the story was told.  The printing press temporarily put an end to all creativity of how the story was told.  But we need not limit ourselves to the words printed in the Haggadah.  [This may be especially true if you have not been hosting Passover and don’t actually have haggadot.  During the COVID years, mine were with my Mom – so, we dusted off some vintage ones.  If you Google “online haggadot” you will find lots of options.]  This could be done by means of a skit, game, or informally going around the table and sharing each person’s version of the story.

If there are older members at the table, this might be a good time to hear their “story,” and perhaps their “exodus” from whichever land they may have come.  If your older members are still not able to be with you this year, you might wish to consider asking them to write or record their stories, which you could incorporate into your seder (depending on your level of observance).  There may still be lots of families who will be using technology to expand their seder tables to include virtual friends and families.

2.  Sing Songs

If your family enjoys singing, the seder is a fantastic time to break out those vocal cords!  In addition to the traditional array of Haggadah melodies, new English songs are written each year, often to the tunes of familiar melodies.  Or just spend some time on YouTube!  Alternatively, for the creative and adventurous souls, consider writing your own!

3.  Multiple Haggadot

For most families, I would recommend choosing one haggadah to use at the table.  This is helpful in maintaining consistency and ensuring that everyone is “on the same page.”  Nevertheless, it is also nice to have extra haggadot available for different commentaries and fresh interpretations.  But if you are mixing-and-matching, don’t let that inhibit you from moving forward – the core elements are essentially the same from one to the other.  Let the differences be opportunities for insight, not frustration.

4.  Karpas of Substance

One solution to the “when are we going to eat” dilemma, is to have a “karpas of substance.”  The karpas (green vegetable) is served towards the beginning of the seder, and in most homes is found in the form of celery or parsley.  In truth, karpas can be eaten over any vegetable over which we say the blessing, “borei pri ha’adamah,” which praises God for “creating the fruit from the ground.”  Therefore, it is often helpful to serve something more substantial to hold your guests over until the meal begins.  Some suggestions for this are: potatoes, salad, and artichokes.

In a year when Passover candle-lighting times are late or children’s patience runs short or you are trying to accommodate varying time zones, you should try to eat your gefilte fish before the seder.

5.  Assign Parts in Advance

In order to encourage participation in your seder, you may want to consider giving your partner, children and guests a little homework.  Ask them to bring something creative to discuss, sing, or read at the table.  This could be the year you go all in and come in costume – dress like an ancient Israelite or your favorite plague – don’t succumb to “Pediatric Judaism”, you are allowed to be silly and fun at all ages and stages.

6.  Know Your Audience

This may seem obvious, but the success of your seder will largely depend on your careful attention to the needs of the seder guests.  If you expect many young children at the seder, you ought to tailor the seder accordingly.  If you have people who have never been to a seder before, be prepared for lots of basic questions and explanations.  Do not underestimate your guests; if you take the seder seriously, they will likely respond positively.

7.  Fun Activities

Everyone wants to have a good time at the seder.  Each year, try something a little different to add some spice to the evening.  Consider creating a Passover game such as Pesach Family Feud, Jewpardy, or Who Wants to be an Egyptian Millionaire?!  (Again, depending on your observance level, you could also incorporate apps like Kahoot into your experience.)  Go around the table and ask fun questions with serious or silly answers.

8.  Questions for Discussion

Depending on the ages of your children, this one may be hard to calibrate, but because so often we are catering to the youngest at the table, it is easy to forget that an adult seder ought to raise questions that are pertinent to the themes found in the haggadah.  For example, when we read “ha lachma anya—this is the bread of affliction,” why do we say that “now we are slaves?”  To what aspects of our current lives are we enslaved?  How can we become free?  What does it mean/what are the implications of being enslaved in today’s society?  How has the experience having been “locked down” during COVID and/or “freedom” from COVID impacted our sense of things?  How might what is happening in the Ukraine colour our experience of Passover?  How might what is happening Israel colour our experience of Passover?

We read in the haggadah, “in each generation, one is required to see to oneself as if s/he was personally redeemed from Egypt.”  Why should this be the case?  How do we go about doing that?  If we really had such an experience, how would that affect our relationship with God?

Jon’s “Fifth Questions” for Passover 5783

Head of the Ottawa Jewish Day School: Why is this conversation about OJCS different than all other ones?

Jewish Day School Practitioner: How will I take the pedagogical brilliance of the Passover Seder and apply it to…Tu B’Shevat?  Math?  Science?  French?  How will I incorporate the lessons of the “Four Children” into our daily lesson planning?

Israel Advocate: How can I be inspired by the words, “Next Year in Jerusalem,” to inspire engagement with Israel when things in Israel are so very complicated this year?

American Expatriate in Canada: What can I learn from how my current home deals with the rise in anti-Semitism that would be of value to colleagues, family and friends in the States?  What can I learn from how my former home is dealing with the rise in anti-Semitism that would be of value to colleagues, family and friends in Canada?

Parent: How will my parenting change – how will my role as a parent change – with my first child heading off to university next year?  Where will she be when we say, “Next year in…” next year, and will it change how I parent?

What are some of your “Fifth Questions” this year?

9.  Share Family Traditions

Part of the beauty of Passover, is the number of fascinating traditions from around the world.  This year, in particular, is a great opportunity to begin a new tradition for your family.  One family I know likes to go around the table and ask everyone to participate in filling the cup of Elijah.  As each person pours from his/her cup into Elijah’s, s/he offers a wish/prayer for the upcoming year.  What are you going try this year?

10.  Preparation

The more thought and preparation given to the seder, the more successful the seder will be.  That may feel challenging or overwhelming this year, but however much time and attention you can put into your planning, you won’t regret it.  If you are an OJCS (or Jewish day school family), lean on your children – you paid all this money for a high-quality Jewish education, put them to work!  Most importantly, don’t forget to have fun.

Wishing you and your family a very early chag kasher v’sameach…

And for OJCS Parents…we hope you are looking forward to this year’s Model Seders and other Passover Activities before we hit the Passover Break!

La célébration de la semaine de la Francophonie 2023

While our teachers and parents are busy participating in this term’s parent-teacher conferences, I’m going to take a peek forward in anticipation of what should be a very exciting week at the Ottawa Jewish Community School.  Let me be the first to welcome you to the inaugural La célébration de la semaine de la Francophonie, featuring our second annual – but first with parents – Francofête.  [For a bit of background, you are welcome to revisit last year’s post about Francofête and how it builds upon past celebrations of French at OJCS.]

We are so pleased to let you know that next week (March 20-24) will be “La célébration de la semaine de la Francophonie 2023”!  The goals are simple – to spend a week marinating in French, celebrating the work of our students and teachers, highlighting the strides our French program has taken in the last few years, and elevating French beyond the boundaries of French class, into the broader OJCS culture.  The highlight will be the Francofête on Thursday, March 23rd at 6:30 PM in the OJCS Gym.

So…what to expect from “La célébration de la semaine de la Francophonie 2023”?

  • To set the ambience, we will have a customized French music playlist to greet our students each day upon entry and announcements and anthems en français.
  • On Monday, students will experience special activities and programs during their French classes.  This will include the dix mots de la francophonie (the ten words for this year’s francophonie).  What are they?  Glad you asked!  Learn along with our students:
    • Année-lumière
    • Avant-jour
    • Dare-dare
    • Déjà-vu
    • Hivernage
    • Lambiner
    • Plus-que-parfait
    • Rythmer
    • Synchrone
    • Tic-tac
  •  Students will also learn about l’Organisation Mondiale de la Francophonie dans le monde (World Organization of La Francophonie) and Canada’s role therein.
  • On Tuesday, we will hold a major dress rehearsal for the Francofête.
  • On Wednesday, we will take the last ninety minutes of the day for a school-wide “station-to-station” program with our Grades 7 & 8 students guiding our students to teacher-led activities featuring our very own pop-up OJCS French Café where they will enjoy authentic (kosher) French treats.
  • Thursday brings us the Francofête!  Parents will be welcome to join us at 6:30 PM and each of our grades will share songs, dances, knowledge and the joie d’apprendre that comes with French learning at OJCS.
  • We’ll finish the week with a special round of French Reading Buddies!

And many more surprises…

So there you go…voilà!

Parents at OJCS will hopefully look forward to lots of opportunities to peek in and/or to see pictures and videos during this year’s celebration and to join us for the Francofête.  We’ll look forward to building on this in future years as we continue to showcase French in our trilingual school.

Great appreciation to our entire French Faculty and to Madame Wanda in particular who has led this year’s celebration.  This should be a week filled with ruach – errr…joie de vivre! [French North Star Alert!]

A Ruach Week Trip Around the OJCS Student Blogfolio-Sphere

I can assure you that this regular reminder of our student blogfolios with its concomitant plea for your visitation is not a function of being out of ideas of what to say (or because I have been busy making costume changes all Ruach Week!).  It is also not a function of believing that blogging is the primary or most important thing that we do at OJCS – it is not.  But because blogs and blogfolios do makeup the spine of which much else is built around; and because they are outward facing – available for you and the general public to read, respond and engage with – I do want to make sure that I keep them top of mind.

For most of my professional life, I have had two children in (my) schools where they maintained blogfolios.  I subscribed to them, of course, but I am not going to pretend that I read each and every posting, and certainly not at the time of publication.  So this is not about shaming parents or relatives whose incredibly busy lives makes it difficult to read each and every post.  As the head of school where blogfolios are part of the currency, I try to set aside time to browse through and make comments – knowing that each comment give each student a little dose of recognition and a little boost of motivation.  But I am certainly not capable of reading each and every post from each and every student and teacher!

When I am able to scroll through, what I enjoy seeing the most is the range of creativity and personalization that expresses itself through their aesthetic design, the features they choose to include (and leave out), and the voluntary writing.  This is what we mean when we talk about “owning our own learning” and having a “floor, but not a ceiling” for each student.  [North Star Alert!]

It is also a great example of finding ways to give our students the ability to create meaningful and authentic work.  But, it isn’t just about motivation – that we can imagine more easily.  When you look more closely, however, it is really about students doing their best work and reflecting about it.  Look at how much time they spend editing.  Look at how they share peer feedback, revise, collaborate, publish and reflect.

Even having come out of COVID-functioning, our classroom blogs and student blogfolios remain important virtual windows into the innovative and exciting work happening at OJCS.  In addition to encouraging families, friends and relatives to check it out, I also work hard to inspire other schools and thought-leaders who may visit my blog from time to time to visit our school’s blogosphere so as to forge connections between our work and other fellow-travelers because we really do “learn better together” [North Star Alert!]

So please go visit our landing page for OJCS Student Blogfolios.  [Please note that due to privacy controls that some OJCS students opt for avatars instead of utilizing their first names / last initials which is our standard setting.  That may explain some of the creative titles.]

Seriously go!  I’ll wait…

…

…

English, French and Hebrew; Language Arts, Science, Math, Social Studies, Jewish Studies and so much more…our students are doing some pretty fantastic things, eh?

I will continue to encourage you to not only check out all the blogs on The OJCS Blogosphere, but I strongly encourage you to offer a quality comment of your own – especially to our students.  Getting feedback and commentary from the universe is highly motivating and will help this snowball grow as it hurtles down the hill of innovative learning.

What Is The Impact of ChatGPT on Jewish Day School Education? [M. Night Shyamalan Spoiler Alert]

As an AI language model, ChatGPT has the potential to revolutionize the field of education, including Jewish day school education.  Jewish day schools are institutions that provide both general and Jewish education to Jewish students.  These schools aim to foster a strong Jewish identity, community, and religious practice among their students.  ChatGPT can have a significant impact on these schools in several ways.

One of the most significant ways ChatGPT can impact Jewish day school education is by providing personalized learning experiences.  With its ability to understand and analyze vast amounts of data, ChatGPT can create individualized learning plans for each student based on their strengths, weaknesses, and learning styles.  This will help teachers to design and deliver effective and engaging lessons that cater to each student’s unique needs.

Moreover, ChatGPT can help students learn Hebrew and Torah more efficiently.  Hebrew and Torah are fundamental aspects of Jewish education, and learning them requires a lot of practice and repetition.  ChatGPT can provide students with virtual flashcards, quizzes, and interactive exercises to help them learn these subjects more efficiently.

Another way ChatGPT can impact Jewish day school education is by providing students with instant feedback.  ChatGPT can evaluate student assignments, essays, and quizzes and provide immediate feedback to students, helping them to identify their mistakes and improve their performance.  This feature will help teachers to monitor students’ progress and provide feedback in real-time, saving them time and effort.

Lastly, ChatGPT can improve communication between teachers and students. With its natural language processing capabilities, ChatGPT can help students ask questions and receive answers in real-time. This feature will help students to clarify their doubts, and teachers to provide assistance promptly.

One of the main challenges that Jewish day schools face with AI is maintaining a balance between technology and human interaction. AI has the potential to enhance student learning by providing personalized instruction and adaptive assessments.  However, it cannot replace the importance of human interaction in the learning process.  Jewish day schools must be mindful of how they integrate AI into the curriculum and ensure that it does not detract from the importance of relationships between students and teachers.

Another challenge presented by AI is its impact on Jewish values.  As Jewish day schools incorporate more technology into the classroom, there is a risk of losing the emphasis on ethical behavior, communal responsibility, and human connection that are central to Jewish values.  Educators must find ways to integrate technology into the curriculum while still emphasizing these values.

In conclusion, ChatGPT has the potential to transform Jewish day school education by providing personalized learning experiences, helping students learn Hebrew and Torah more efficiently, providing instant feedback, and improving communication between teachers and students.  AI presents both opportunities and challenges for Jewish day schools.  While AI has the potential to transform education and enhance student learning, it also raises concerns about the impact on Jewish values, human interaction, and ethical considerations.  Jewish day schools must navigate these challenges and find ways to incorporate technology into the curriculum while still emphasizing the importance of relationships, ethical behavior, and communal responsibility.

If you are a frequent reader of my blog, you might have (you should have!) caught onto the big reveal…that I did not write any of the above.  But if you didn’t read closely, or are not as familiar with my voice…you may not have known at all.  I simply asked ChatGPT to write a 500-word blog post on, “What Is The Impact of ChatGPT on Jewish Day School Education?” and voilà.

Terrifying?  Exciting?  Confusing?

Yes.

Luckily, if you are a parent at OJCS, you can at least know that we are already working to better understand all the ways in which this is already impacting teaching and learning.  We have already blocked access from our local wifi so that students’ work can only be their own while done at school.  We have provided our teachers with free AI detectors which allows them to run submitted work to see if it was created by AI.  Our amazing librarian, Brigitte Ruel, has already cranked out a really helpful blog post with background and additional links that you should really check out.  She is also preparing a workshop for students.

Like all technology, there are both good and bad, appropriate and inappropriate, passive and active, and meaningful and less-meaningful uses.  They are tools and our job as educators is to determine if and how they are useful to furthering a student’s learning journey.  It is also our job to prepare students (and parents) for the world in which they live and will keep learning in, and thus we have a responsibility to teach them how to navigate technology – even AI – in alignment with our Jewish values.

Whether you are just finding out about this now, or have already been worrying about what it means, know that we are already working hard and have more work ahead of us.  We’ll look forward to sharing more – in our own original words and voices – in the not-too-distant future.

Let’s Talk About the Future…Again: The “Sneak Peek” Town Hall 2023

As discussed, connected to our larger theme this year of “Getting Our Mojo Back”, last night we held the third of our three critical conversations this year, that both hearkened back to give everyone equal footing and dreamed forward to give everyone an equal stake.  Last night’s “town hall” was dedicated to the school’s learning journey over the last few years and to share a “sneak peek” about where our journey is headed into our next chapter.  Thank you to the many parents who joined us!

What I’d like to do here, is provide a kind of annotated guide to the slides that were presented – layering in a bit of my own commentary.  Parent voice is critical to our ability to dream big dreams, since you, our parents, are our most important stakeholder community and partner.  Please add your voice to the conversation in whichever way is comfortable for you – comment on this blog, shoot me a private email, or make an appointment to come in.

This takes the village.

The initial set of slides were intended to level-set; to ensure that whenever a family joined their journey to the school’s, that we share a common view and a common language about where we have been and where we are headed.  One of our “North Stars” is about “owning our learning”.  Another way of framing that is to say that we “own our own stories” – and the degree to which parents are able to share in our larger narrative is a sign of health.

Let’s start with our “what”…

It is always nice to be reminded of our “why”…

And along with our “what” and our “why”…comes our “how”…

And nice reminder about our “who”…

And a important reminder of “why now”…

What about our “where” you may ask?  We’ll get there…

We then pivoted to highlight the big takeaways from our two prior “Critical Conversations”.  You can revisit the “Let’s Talk About the ‘J’ in OJCS…Again” Town Hall here; you can visit the “Let’s Talk About French…Again. L’assemblée de Français 2022” here.

Moving forward, we leaned into two big-ticket items that are already generating excitement in their “soft launches” with so much more to come…

Up first…The OJCS Makerspace!

And this is just the beginning…

Next up?  “Mitzvah Trips”!

What other big dreams to we have?

Oh…and that “where” we mentioned earlier?  Here are the first glimpses of what will be coming to OJCS as soon as next school year:

Stay tuned for a full set of drawings and renderings…and timetable.

And, finally, again, a reminder of what this is all about…

Need to be even more excited about the future of OJCS as enrollment for 2023-2024 has opened up?  (And “thank you” to all the families who have already applied/enrolled!)  We have two important events on the calendar:

  • SK Information Night, February 16th @ 7:00 PM
  • Middle School Information Night, March 2nd @ 7:00 PM

For more information about either, or to simply schedule a tour, please contact our Admissions Director, Jenn Greenberg, at [email protected].

Celebrating Jewish Disability Awareness & Inclusion Month (JDAIM)

February is Jewish Disability Awareness & Inclusion Month (JDAIM) and OJCS is again excited to celebrate, especially in our first post-COVID year, which will allow for a wider range of expression.

“Inclusion” is not simply an issue to discuss once a year, of course, and as part of our formal discussions of how we would celebrate JDAIM this year , we began where our Director of Special Education, Sharon Reichstein, always encourages us to – with a shift in our mindset about what “special needs” really is and what it means:

For teachers, it’s important to always be thinking with a lens of inclusion in order to support and meet the needs of all learners (Shift the Spec Ed Mindset!!)  It’s important for our students to be open, understanding, and inclusive to ALL members of our community.

There is a bit of a delicate dance we do with issues like “inclusion”.  To the degree that we state that “everyone has special needs,” you run the risk of only focusing on who you presently serve and you forget to look to see who you do not / cannot and to explore why.  To the degree that we state “every month is about inclusion,” you run the risk of missing a critical annual opportunity to reflect, to learn, to grow and to change.  We want to acknowledge the daily, weekly, and yearly work that we do to incrementally become better able to meet the needs of current students and to increase the circle of inclusivity.  But we also want to use JDAIM each year as a measuring stick and an inspiration – to have our thinking challenged, our minds opened and our hearts stirred.  We are blessed to be part of an interconnected Jewish community with partners to lovingly push and support us on our journey.

Here are just a few examples of how we are gearing up to make JDAIM a special month at OJCS…

…Sharon Reichstein, along with our Student Life Lead Lianna Krantzberg , rolled out a set of “choice boards” for both Lower & Middle Schools, as well as a Padlet to our entire faculty that includes all the links and ideas that have been collected, thus far.  As they put it, “While we spend time each day fostering kind and inclusive communities in our classrooms, it is our hope that you can add a spotlight to JDAIM in your classrooms throughout the month of February- pick and choose from the choice boards, the Padlet activities and/or create your own.”

…Brigitte Ruel, our Librarian, has a post on books that focus on “inclusivity”.

…we will again participate in Jewish Ottawa Inclusion Network (JOIN)’s “Youth Leadership Award Challenge” with an eye towards not only goosing individual participation but group and class participation as well.

…teachers are invited to work with our School Social Worker, Quinn Rivier-Gatt, to lead a workshop with their students on inclusion, kindness, and diversity.

Classroom blogs and student blogfolios will be a great place to find examples of how OJCS lives JDAIM this year.

It bears mentioning that our ability to meet existing needs is supported thanks to generous supplemental grants from Federation that provide flexible furniture, assistive technology, and diagnostic software to benefit learners of all kind.

This Jewish Disability Awareness & Inclusion Month, let us be reminded that to truly believe that each is made in God’s image requires that we apply the filter of inclusivity whenever possible.  The work of becoming more inclusive has no beginning and has no ending. Inclusivity is both a process and a journey, one that OJCS has proudly been on for a while and one that we intend to keep walking with our community into the future.

Ken y’hi ratzon.

Want to see the first images from our $1.5 million school renovation?

Please be sure to join us for our third and final Critical Conversation, “The ‘Future’ of OJCS” on Thursday, February 9th at 7:00 PM.

The Transparency Files: CAT4 Results Part 3 (of 3)

Welcome to “Part III” of our analysis of this year’s CAT4 results!

In Part I, we provided a lot of background context and shared out the simple results of how we did this year.  In Part II, we began sharing comparative data, focusing on snapshots of the same cohort (the same group of children) from 2019 to 2021 (with bonus data from 2018’s Grade 3).  Remember, based on which grades have taken the CAT4 when, we were only able to compare at the cohort level from 2019’s Grades 3-5 to 2021’s Grades 5-7 to 2022’s Grades 6-8.  [Remember, that we did not take them at all in 2020 due to COVID.]  In the future, that part of the analysis will only grow more robust and meaningful.  We also provided targeted analysis based on cohort data.

Here, in Part III, we will finish sharing comparative data, this time focusing on snapshots of the same grade (different groups of children).  We are able, now, to only provide data on Grades 5-8 (from 2019, 2021, & 2022, with bonus data from 2018’s Grade 6), but in future years we’ll be able to expand this analysis downwards.

Here is a little analysis that applies to all four snapshots:

  • Remember that any score that is two grades above ending in “.9” represents the max score, like getting a “6.9” for Grade 5.
  • We are no longer comparing the same children over time, as when it comes to analyzing a cohort, therefore we aren’t looking for the same kinds of trajectories or patterns in the data.  You could make a case – and I might below – that this part of the data analysis isn’t as particularly meaningful, but we go into it open to the idea that there may be patterns or outliers that jump out and warrant a thoughtful response.
  • As we have mentioned, the jump between 2019 and 2021 might have been the place one would have expected to see a “COVID Gap” (but we largely did NOT) and between 2021 and 2022 one might expect to see a “COVID Catch-Up”.

Here are the grade snapshots:

What do these grade snapshots reveal?

  • Again, keeping in mind that we are not tracing the trajectory of the same students, outliers like “Spelling” and “Computation & Estimation” for Grade 7 in 2021 help us understand that whatever is happening there is more a function of the cohort than the grade, which means that the remedy or intervention, if needed, has less to do with the curriculum or the program in Grade 7 and more to do with better meeting the needs of that that particular cohort of children.  [And you can see how that played out and with what results by cross-checking with the cohort data in Part II.]  To be clear we aren’t suggesting that the only explanation for their outlier status is about them that it is the children’s fault!  The deeper dive into the data helps clarify that this is not a “Grade 7” issue, it doesn’t absolve us from better understanding or applying a remedy.
  • You can see a little of the reverse by looking at “Computation & Estimation” in Grade 6.  Now, in this case we are only dealing with being at grade-level or above, but you can see that Grade 2021’s relatively higher score (7.7) is an outlier.  If the goal was to have each Grade 6 score nearly a grade-and-a-half above – which is certainly doesn’t have to be – you would look at the data and say this is a Grade 6 issue and we’d be looking at how students come out of Grade 5 and what we do in the beginning of Grade 6.  Again, this is not about intervening to address a deficit, but I use it to point out how we can use the data to better understand outliers and patterns.
  • To the degree that this data set is meaningful, the trajectory that feels the most achievable considering we are dealing with different children is what you see in Grade 5 “Computation & Estimation” – small increases each year based on having identified an issue an applying an intervention.
  • The bottom line is essentially the same as having viewed it through the cohort lens: almost each grade in almost every year in almost each area is scoring significantly above its grade-level equivalencies.

Current Parents: CAT4 reports will be coming home this week.  Any parent for whom we believe a contextual phone call is a value add has, or will, be contacted by a teacher.

The bottom line is that our graduates – year after year – successfully place into the high school programs of their choice.  Each one had a different ceiling – they are all different – but working with them, their families and their teachers, we successfully transitioned them all to the schools (private and public) and programs (IB, Gifted, French Immersion, Arts, etc.) that they qualified for.

And now again this year, with all the qualifications and caveats, and still fresh out of the most challenging set of educational circumstances any generation of students and teachers have faced, our CAT4 scores continue to demonstrate excellence.  Excellence within the grades and between them.

Not a bad place to be as we open the 2023-2024 enrollment season…

If you want to see how all the dots connect from our first Critical Conversation (Jewish Studies), our second Critical Conversation (French), our CAT4 results, and so much more…please be sure to join us for our third and final Critical Conversation, “The ‘Future’ of OJCS” on Thursday, February 9th at 7:00 PM.

The Transparency Files: CAT4 Results Part 2 (of 3)

Welcome to “Part II” of our analysis of this year’s CAT4 results!

In last week’s post, we provided a lot of background context and shared out the simple results of how we did this year.  Here, in our second post, we are now able to begin sharing comparative data, focusing on snapshots of the same cohort (the same group of children) from 2019 to 2021 (with bonus data from 2018’s Grade 3).  In other words, for now based on which grades have taken the CAT4 when, we can only compare at the cohort level from 2019’s Grades 3-5 to 2021’s Grades 5-7 to 2022’s Grades 6-8.  [Remember, that we did not take them at all in 2020 due to COVID.]  In the future, this part of the analysis will only grow more robust and meaningful.

Here is a little analysis that will apply to all three snapshots:

  • Remember that any score that is two grades above ending in “.9” represents the max score, like getting a “6.9” for Grade 5.
  • Bear in mind, that the metric we are normally looking at when it comes to comparing a cohort over time is whether or not we see at least one full year’s growth (on average) each year – here we are factoring an expected two full year’s growth between 2019 and 2021.  As we discussed last year, that might have been the place one would have expected to see a “COVID Gap” (but we largely did NOT) and between 2021 and 2022 one might expect to see a “COVID Catch-Up”.

Here are the cohort snapshots:

What does this snapshot of current Grade 6s reveal?

  • They consistently function a full grade if not not more above the expected grade level.
  • That even with COVID we consistently see at least a year’s worth of growth each year across almost all the topics.
  • Technically, there is only six month’s worth of growth “Mathematics” (6.9 to 7.5) from 2021 to 2022, but that is already significantly above grade level.
  • The one domain, Computation & Estimation, where they are barely below grade level (6.0), we can now properly contextualize by noting that they grew from 4.4 in 2021 to 6.0 in 2022 – more than a year’s worth of growth in a year (the year we would expect a bit of “COVID Catch-Up”.  This means, that they should be more than on track to match all the rest of their scores being significantly above grade level when they take the text in 2023.

All in all…excellent news and trajectory for our current Grade 6s.

What does this snapshot of current Grade 7s reveal?

Not much!  This cohort has maxed out their scores in almost every domain in almost each year!  And in the few places they did not, they were still above grade level – like “Spelling” (4.9) and “Computation & Estimation” (5.5) in 2019 – and grew at least a full grade level each year so that by now, in Grade 7, it is max scores all across the board!  That is pretty awesome to see.

What does this snapshot of current Grade 8s reveal?

This class had a bit of stranger trajectory, but essentially ends where we would like.  “Spelling” took a strange path, beginning way above grade level, plateauing with a dip where we should have seen two years worth of growth, and now fully rebounding to grade level.  “Computation” had a more normal curve, but went from being consistently a year below grade level before completely catching up and now being well above.

To sum up this post, we have a lot to be proud of in the standardized test scores of these particular cohorts over time.  The two areas (Spelling and Computation & Estimation) that were worthy of prioritization the last couple of years (this year’s Grades 6 & 8) were indeed prioritized.   We began providing professional growth opportunities for language arts teachers in our school on Structured Word Inquiry as part of larger conversation about the “Science of Reading”.  [Please check out our Director of Special Needs, Sharon Reichstein’s recent post on this issue, which I’ll also have more to say about in Part III.]  With regard to Computation & Estimation, we discussed it during last year’s November PD Day which focused on “Data-Driven Decision Making” and it has continued to be a point of emphasis.  The results indicate that these efforts have borne fruit.

The Math and Language Arts Teachers in Grades 3-8 have now begun meeting to go through CAT4 results in greater detail, with an eye towards what kinds of interventions are needed now – in this year – to fill any gaps (both for individual students and for cohorts); and how might we adapt our long-term planning to ensure we are best meeting needs.

Stay tuned next week for the concluding “Part III” when we will look at the same grade (different students) over time, see what additional wisdom is to be gleaned from that slice of analysis, and conclude this series of posts with some final summarizing thoughts.