The Transparency Files: CAT*4 Results Part 1 (of 3)

[Note from Jon: If you have either read this post annually or simply want to jump to the results without my excessive background and contextualizing, just scroll straight to the graph.  Spoiler alert: we did great!]

Each year I fret about how to best facilitate an appropriate conversation about why our school engages in standardized testing (which for us, like many independent schools in Canada, is the CAT*4, but may soon become the CAT*5), what the results mean (and what they don’t mean), how it impacts the way in which we think about “curriculum” and, ultimately, what the connection is between a student’s individual results and our school’s personalized learning plan for that student.  It is not news that education is a field in which pendulums tend to wildly swing back and forth as new research is brought to light.  We are always living in that moment and it has always been my preference to aim towards pragmatism.  Everything new isn’t always better and, yet, sometimes it is.  Sometimes you know right away and sometimes it takes years.

The last few years, I have taken a blog post that I used to push out in one giant sea of words, and broke it into two, and now three parts, because even I don’t want to read a 3,000 word post.  But, truthfully, it still doesn’t seem enough.  I continue to worry that I have not done a thorough enough job providing background, research and context to justify a public-facing sharing of standardized test scores.  Probably because I haven’t.

And yet.

With the forthcoming launch of Annual Grades 9 & 12 Alumni Surveys and the opening of the admissions season for the 2025-2026 school year, it feels fair and appropriate to be as transparent as we can about how well we are (or aren’t) succeeding academically against an external set of benchmarks, regardless of what is happening in the wider world.  That’s what “transparency” as both a value and a verb looks like.  We commit to sharing the data and our analysis regardless of outcome.  We also do it because we know that for the overwhelming majority of our parents, excellence in secular academics is a non-negotiable, and that in a competitive marketplace with both well-regarded public schools and secular private schools, our parents deserve to see the school’s value proposition validated beyond anecdotes.

Now for the annual litany of caveats and preemptive statements…

We have not yet shared out individual reports to our parents.  First our teachers have to have a chance to review the data to identify which test results fully resemble their children well enough to simply pass on, and which results require contextualization in private conversation.  Those contextualizing conversations will take place in the next few weeks and, thereafter, we should be able to return all results at Parent-Teacher Conferences.

There are  two big ideas to keep in mind:

  • The goal is to track data across all grades to allow us to see if…
    • The same grade scores as well or better each year.
    • The same cohort grows at least a year’s worth of growth.
  • It is super important to have the proper understanding and perspective of what a “grade equivalent score” really is.

Grade-equivalent scores attempt to show at what grade level and month your child is functioning.  However, grade-equivalent scores are not able to show this.  Let me use an example to illustrate this.  In reading comprehension, your son in Grade 5 scored a 7.3 grade equivalent on his Grade 5 test. The 7 represents the grade level while the 3 represents the month. 7.3 would represent the seventh grade, third month, which is December.  The reason it is the third month is because September is zero, October is one, etc.  It is not true though that your son is functioning at the seventh grade level since he was never tested on seventh grade material.  He was only tested on fifth grade material.  He performed like a seventh grader on fifth grade material.  That’s why the grade-equivalent scores should not be used to decide at what grade level a student is functioning.

Let me finish this section by being very clear: We do not believe that standardized test scores represent the only, nor surely the best, evidence for academic success.  Our goal continues to be providing each student with a “floor, but no ceiling” representing each student’s maximum success.  Our best outcome is still producing students who become lifelong learners.

But I also don’t want to undersell the objective evidence that shows that the work we are doing here does in fact lead to tangible success.  That’s the headline, but let’s look more closely at the story.  (You may wish to zoom in a bit on whatever device you are reading this on…)

A few tips on how to read this:

  • Historically we would take this at the “.2” of each grade-level year, but the last two years we have taken it at the “.1”.  [This may have a slight impact on the comparative data.]  That means that “at grade-level” [again, please refer above to a more precise definition of “grade equivalent scores”] for any grade we are looking at would be 5.1, 6.1, 7.1, etc.  For example, if you are looking at Grade 6, anything below 6.1 would constitute “below grade-level” and anything above 6.1 would constitute “above grade-level.”
  • The maximum score for any grade is “.9” of the next year’s grade.  If, for example, you are looking at Grade 8 and see a score of 9.9, on our forms it actually reads “9.9+” – the maximum score that can be recorded.
  • Because of when we take this test – approximately one-two months into the school year – it is reasonable to assume a significant responsibility for results is attributable to the prior year’s teachers and experiences.  But, of course, it is very hard to tease it out exactly, of course.

What are the key takeaways from these snapshots of the entire school?

  • Looking at six different grades through six different dimensions there are only two instances out of thirty-six of scoring below grade-level: Grades 3 (2.8) and 5 (5.0) Spelling.  This is honestly the best we have ever scored!  Every other grade and every other subject is either at or above or way above.
  • For those parents focused on high school readiness, our students in Grades 7 & 8 got the maximum score that can be recorded for each and every academic category except for Grade 8 Computation & Estimation (still 9.4).  Again, our Grade 7s maxxed out at 8.9 across the board and our Grades 8s maxxed out at 9.9 across the board save one 9.4.  Again, this is – by far – the best we have ever scored.

It does not require a sophisticated analysis to see how exceedingly well each and every grade has done in just about each and every section.  In almost all cases, each and every grade is performing significantly above grade-level.  This is a very encouraging set of data points.

Stay tuned next week when we begin to dive into the comparative data.  “Part II” will look at the same cohort (the same group of students) over time.  “Part III” will look at the same grade over time and conclude this series of posts with some additional summarizing thoughts.

Empowering Our Students to #WinAtSocial: Introducing The Social Institute at OJCS

As educators and parents, we stand at the intersection of unprecedented opportunities and challenges. The digital world has transformed how we connect, learn, and share, but it has also introduced a host of complexities that can deeply impact our students’ wellbeing. At the Ottawa Jewish Community School (OJCS), our commitment to nurturing resilient, ethical, and tech-savvy students has led us to continuously explore innovative solutions to modern challenges.

Over the years, we have stood on each side of the bell curve, so to speak.  We have always been early adopters – and adapters – for new technologies (iPads, BYOD beginning in Grade 4, interactive whiteboards, etc.) and platforms, recognizing that we have a responsibility to cultivate literacies and develop competencies so that our students are able to thrive in the schools of both today and tomorrow.  And we’ve introduced initiatives like the Middle School Cell Phone Detox, providing students with much-needed boundaries and balance, and partnered with parents through soon-to-be-launched book clubs around resources like The Anxious Generation. These steps, alongside encouraging movements like #WaitUntil8th, reflect our belief in fostering thoughtful engagement with technology rather than avoiding it altogether.

Today, led by our Vice Principal Melissa Thompson, we’re thrilled to take the next step in this journey by partnering with The Social Institute (TSI). This partnership represents an exciting and proactive approach to equipping (first) our middle school students, their and all OJCS families, and our faculty with the tools and insights needed to thrive in today’s digital landscape.

Why This Work Matters: Aligning with Our North Stars

At OJCS, we hold ourselves accountable to our North Stars—the core values that shape our mission. From fostering a culture of belonging and academic excellence to preparing students to engage meaningfully in the broader world, our North Stars remind us of our sacred obligation: to provide a Jewish education that is both timeless and timely.

Our embrace of The Social Institute aligns seamlessly with these values. Rather than simply focusing on restrictions or warnings, TSI empowers students to make high-character, informed choices in their digital and social lives. Their philosophy complements our belief that technology, when used thoughtfully, can amplify Jewish values of kindness, responsibility, and respect.

Who is The Social Institute?

The Social Institute is a leading organization that partners with schools to provide cutting-edge resources for navigating modern social experiences—both online and offline. Their flagship program, #WinAtSocial, delivers a positive, practical, and student-led curriculum that helps students develop essential skills for healthy relationships, emotional intelligence, and digital citizenship.

What sets TSI apart is their unique approach to teaching life skills:

• Proactive, Not Reactive: TSI focuses on opportunities rather than pitfalls, helping students see how technology can enhance their lives while teaching them to recognize and manage risks.

• Student-Driven Design: Co-created with students, TSI’s lessons are engaging, relevant, and grounded in real-world scenarios. They’re “snicker-tested” to ensure they resonate with young people.

• Holistic Engagement: Beyond students, TSI equips teachers and parents with resources to extend conversations at school and at home, fostering a unified approach to supporting our children.

What Does This Look Like at OJCS?

Starting this January, OJCS will “soft launch” The Social Institute’s program with a focus on Grades 6–8. Over the next few months, students, teachers, and parents will have access to TSI’s comprehensive suite of resources, including:

• Interactive Lessons: Students will engage with lessons designed to address current social trends, character development, and emotional intelligence.

• Teacher Support: Educators will receive turnkey tools and professional development to integrate TSI’s program seamlessly into our curriculum.

• Parent Resources: Families will benefit from webinars, playbooks, and discussion guides to continue the conversation at home, ensuring alignment between school and family values.

Through this partnership, we aim to create a shared language and culture around healthy technology use. By leveraging TSI’s data-driven insights and real-time updates, OJCS will stay ahead of emerging trends, tailoring our approach to meet the evolving needs of our community.

Grounded in Jewish Values

As a pluralistic Jewish day school, we recognize that our students are deeply embedded in the digital world. The question isn’t whether they will engage with technology but how. Our responsibility is to prepare them to navigate these spaces thoughtfully, grounded in the ethical teachings of our tradition.

Judaism teaches us to value b’tzelem Elohim—that all people are created in the divine image—and this principle calls us to interact with others with dignity and respect, whether in person or online. By partnering with The Social Institute, we are reinforcing this value and ensuring that our students are equipped to be leaders in both their local and digital communities.

Looking Ahead

This partnership is not just about a program; it’s about a mindset. At OJCS, we believe in educating students who are prepared to thrive in a complex, interconnected world. The Social Institute provides the tools to make this vision a reality, helping us empower our students to not only succeed but to lead with integrity.

We are excited to embark on this journey and invite our entire OJCS community to join us. Together, we can ensure that our students #WinAtSocial—navigating the challenges of the digital age with confidence, character, and Jewish values as their guide.

Lighting the Lamp of Jewish Joy

Last week, I wrote about the vital role Jewish day schools play as safe havens of ruach during challenging times. This week, our school had the chance to embody that role through our Annual Chanukah Family Happening.  In this second, post-October 7th public celebration of the miracle of Jewish survival, we had the opportunity to gather as a full OJCS community to light, to sing and to bask in the glow ruach.

Our theme for the program was “The Power of One Light to Transform the World,” which as our students explained:

We chose this theme as we believe in the power within each of us that can change the world, even in these difficult times. Just as the small jug of oil lasted eight days, each individual’s efforts, kindness, or good deeds can make a big difference. 

This idea reflects the timeless wisdom of the menorah.  As the Talmud teaches in Masechet Shabbat (21b),the mitzvah of lighting Chanukah candles embodies the principle of ma’alin bakodesh ve’ein moridin—increasing holiness by adding light each night.  And just as we add one light each night, we are charged to add light to the world—through acts of kindness, compassion, and connection.  We hope that this week’s program inspires us to see how even the smallest flame has the power to pierce the greatest darkness.  Together, we become a beacon of light for one another, for our families, and for the world around us.

Of course, watching our amazing children sing and dance and recite poetry and tell stories and emcee is the main event – and they all performed beautifully.  For me, however, for the second year in a row the emotional highlight / gut-punch came in the communal (ceremonial) candle-lighting when we ask all those in the room who have fought in the IDF to light a candle.  Even knowing how many parents and teachers grew up in Israel and, thus, required a stint in the army, doesn’t prepare you for the emotional wallop  of when so many people stand up and come forward.  There’s a moment of stunned silence followed by a roar of applause fueled by gratitude and it is simply breathtaking.  How fortunate are we that so many have sacrificed so much to ensure Israel’s survival.  How lucky are we to live in a world where the miracle of Chanukah mingles with the miracle of Israel.  How grateful are we that we have an opportunity to create and share meaningful Jewish experiences for Jewish children and families.

When Chanukah finally arrives (so late this year!), let’s not forget our Jewish values of tzedakah (charity) and kehillah (community).   Along with your normal gift-giving, consider donating a night or two of your family’s celebration to Israel whose light of courage amplifies and enhances this Holiday of Lights.   As we light our candles this year, may we remember the power of small acts to transform the world, the courage of those who safeguard our heritage, and the responsibility we share to amplify this light through generosity and community.

Chag urim sameach from my family to yours.

REVISED TIME:

A Safe Haven for Jewish Joy

Our school has six North Stars—enduring values that guide us on our journey from where we are to becoming the best version of ourselves. While some of these values may overlap with those of other schools—Jewish or secular, independent or public—it’s the unique combination of these six that defines us. When we meet new families, we take care to describe our North Stars, sharing stories of how these values come alive in our classrooms, highlighting alumni who embody them in their successes, and helping families discern whether the Ottawa Jewish Community School is the right place to entrust their children’s education and Jewish journey. Different North Stars naturally resonate with different families in different seasons. But this season, one North Star feels especially profound.

We define the Hebrew word ruach as joyfulness or spirit, but neither translation fully captures its depth. At OJCS, ruach conveys something more—a sense of belonging and authenticity best exemplified by the atmosphere of a Jewish summer camp, where you can be your truest self. It’s in the warmth of our walls, the joy in our students’ smiles, and the energy in their singing. Ruach has always been central to who we are.

But in the aftermath of October 7th and the rise in anti-Semitism across schools and communities, ruach feels bigger than a guiding principle. It feels like a lifeboat. Because OJCS isn’t just a place where Jewish children can explore their identities—it has become one of the few places where they can do so freely and safely.

I know what you might be thinking. Truly, I do.

Post-October 7th, we’ve been cautious in emphasizing the value of Jewish day school. We understand that Jewish day school isn’t every family’s preferred choice. (I, myself, am a proud product of public school.) We know it may not be the best fit for every learner and that tuition, even with OJCS priced below other independent schools in our market and offering nearly $1 million in scholarships annually, is still a significant consideration. We respect all these factors.

At the same time, we must speak to the reality: it is critical—now, more than ever—that Jewish children have a place where they can express their full selves without fear or sanction. Celebrating Chanukah at OJCS isn’t a “trigger for genocide”; it’s a celebration of the miracle of Jewish existence. And that miracle could not feel more relevant or powerful in this time and place.

You don’t have to choose Jewish day school for your family. But let this Jewish day school be clear: we are here. We are open. We are safe. We are a place where Jewish children can live proud, joyful Jewish lives. And we are also preparing students for life beyond our walls. Our graduates excel as advocates for themselves, and their communities in high schools, and on university campuses. (It is no coincidence that Noah Shack, the new Interim President of CIJA, is an OJCS alumnus.)

If you’re curious about what makes us who we are, we’d love to show you. This year, we’re opening our annual “Taste of Middle School” to all students and families in Grades 5-7. Come visit us, see the spirit of ruach in action, and discover what OJCS is all about.

A Carnival of Blogs

With Winter Break Itch starting to spread, I thought it might be useful to swap out my usual way-too-long blog post this week for a small series of mini-mini-posts, updating and reminding you of things to know.

Let the carnival begin…

Each year, I typically dedicate 3-5 blog posts to “touring the OJCS Blogosphere” as a way of helping you see how much amazing content our students and teachers create as part of our normal way of operating.  It is also with the hope that our students (and teachers) can see that the work they do matters; that by putting authentic and meaningful work into the universe, and that by the universe commenting back with feedback, that it will inspire our students (and teachers) to do their best work and to fulfil the “moral imperative of sharing”.  YOU are the “U” in “Universe”.  Momentum begets momentum.  A snowball grows as it moves.  So please, whether you are a parent or a grandparent in our school or not.  Whether you are a fellow-traveller in Jewish education or not.  Whatever brings you to this blog, please click out of it to the OJCS Blogosphere, read any blog or blogfolio and make a quality comment.  Just a few unexpected positive comments from a few unexpected locations causes such enthusiasm…

  • Yes, Goal-Setting Conferences took place a few weeks ago, but our students (and teachers!) are committed to ensuring they are lived and felt in the classrooms and beyond.  If you want to see a few examples of how our students themselves understand the work, you should check out a few of their posts on their blogfolios.  Like this one by Shayna in Grade 6.
  • Or check out these amazing First Nations projects in Grade 5 Extended French, by reading this post by Madame Efi.
  • Grade 6 students are diving into creative media projects as their culminating assignment for Jason Reynolds’ Ghost.  Did you think we could do stop-motion video?  Click here to find out.
  • Grade 4 is learning fractions through (foam) pizza-making!
  • The OJCS Library just got in a wonderful order of fantastic new non-fiction.  Here are some of the noteworthy selections.
  • Kindergarten is learning how animals keep warm through winter with some hands-on experiments.
  • Grade 1 is working hard on their Hebrew-language skills!

And so on and so on…

We look forward to safely welcoming you to this year’s special OJCS Chanukah Family Program!  Date and time has been communicated directly to parents and we are looking forward to coming together as an OJCS Family…now more than ever.

Expat Thanksgiving: God Save the King (and a Drumstick)

Another (American) Thanksgiving is here, and this one feels less bittersweet than the last seven I’ve celebrated in Canada.  Sure, I’d love a five-day weekend at home, filled with family, football, and feasting.  Yes, it’s strange to treat this Thursday like any other school day while my inbox alternates between Thanksgiving wishes and Black Friday deals.  But this year, there’s something different.

Becoming a Canadian citizen earlier this year has reframed how I see this moment.  On what felt like an ordinary day, I joined a Zoom ceremony, where others celebrated with flags, decorations, and loved ones in tow. What struck me was how monumental this was for them.  For me, adding a second citizenship was more practical at first, but as the ceremony unfolded, I felt the significance.  Canada has given my family so much—safety, stability, and opportunity—and I’m deeply grateful.

This feeling was reinforced just yesterday when I met a family considering a move from the U.S. to Ottawa for the sake of their child’s safety.  I love America, flaws and all, but I don’t miss writing about gun violence.  I loved my U.S. college years but appreciate the affordability of Canadian universities.  I value choosing my own doctors but am relieved to avoid the risk of medical bankruptcy.

Of course, no country is perfect.  I remain proud to be an American, and I’m equally grateful to call Canada home.  On this American Thanksgiving, I’m reflecting on the blessings that both countries—and others—have given me.

What I’m grateful for this (American) Thanksgiving:

  • The gifts of growing up, learning, and working in the United States, and the privilege of raising my daughters in Canada.
  • The safety and security provided by the men and women defending Israel, our Holy Homeland.  We pray for the safe return of all hostages and for peace.  Am Yisrael Chai.
  • Living in a society that values work-life balance, even if I’m not always great at embracing it. I hope my daughters will do better as they grow.
  • A Jewish community here in Ottawa that is generous, capable, and deeply committed to Jewish day school education.
  • The hardworking, dedicated teachers who make our school an extraordinary place for students to grow.  A school is only as good as its teachers, and ours are exceptional.

Finally, I’m grateful to you, readers.  Writing over 500 blog posts can sometimes feel like shouting into the void, but every comment, share, or acknowledgment reminds me that someone out there is listening.  That still means a lot after all these years.

For my friends in the U.S.—enjoy Thanksgiving!  For my friends in Canada—have a great Thursday!

My Blog’s Amuse-Bouche Post: Annual Blog Cloud

As you know – or maybe can tell some weeks – there are times when I just can’t decide if to blog and about what.  I realize that it would be perfectly acceptable not to.  I will say that the force of habit weekly blogging for over 11 years has built up, makes it almost impossible for me not to, so this week, I just want to write something light and, thus…

…it is a perfect time for one of my favorite little blog posts…running my blog through a “word cloud” program and seeing what happens!

If you missed last year’s punny post…

I genuinely do enjoy this annual exercise in “word-clouding”.  If you are unfamiliar with the idea, in a nutshell, word clouds (through an algorithm only they know) take any piece of written text and represents it graphically in a way which highlights frequently-used words.  It is a fantastic device for visually summarizing the essence of a written text.  Another great feature is that, not only can you cut-and-paste in any written document, you can type in blogs, websites, etc., and it will go back and search them for content, add it all up, and spit out a word cloud representing the sum of all its written content.

This is my eighth such annual post here at OJCS and I have done them each, as stated above, in November.  So, what does this year’s “blog cloud” look like and what does it reveal?  [If it is too small on your screen/device you can go ahead and zoom in.  Or just scroll up!]

I just put last and this years’ clouds side-by-side to do a little comparison.

“Jewish”, “Learning” and “Time” remain strong.   I love how big “Community” is as well as “Growth”.

“Students” and “Parents” have also returned to prominence.  Super interesting that “Canadian” and “Torah” are well represented as programmatic priorities.

Super weird that “Israel” does not appear despite how much attention it gets!  [Am I being super paranoid to suspect the word cloud generator of being anti-Israel?!]

I love to see “Goal-Setting”, “Bulka”, “Meaningful” and “Experiences” make the list this year.

What words would you have expected to see?  What words are you surprised to see?

If you see something interesting in my OJCS “blog cloud” let me know in the comments!

And there you go.  A normal post written at a normal length.

More Than a Moment of Silence: Why Remembrance Day Matters More Now

I learned something new this year.  It came from the podcast below that I hope you will listen to.  Despite being just 1% of the population, Jews make up 3% of Canadian Armed Forces.  As proud Canadians we would, of course, care deeply about Remembrance Day, but as Jewish Canadians we have an extra measure of pride and care knowing that we are overrepresented amongst those brave and selfless folk who place country first.
Remembrance Day is always planned and commemorated with great seriousness and reverence at OJCS.  This year, considering all the things…
…October 7th and all that is happening in Israel.
…turbulence in the States regardless of your personal political views.
…the hijacking of Remembrance Day in our local public schools and spaces…
…perhaps even more so.
There are three aspects of our commemoration that I would like to highlight in this post…
On November 6th, the students in Grade 7 visited the Jewish Memorial Gardens Cemetery.  The students met with representatives from the cemetery to learn about their important work within our community.  They also read narratives of local Ottawa Jewish veterans who served our country in various ways.  Students were then broken into groups and were provided with 15-20 gravesites to mark with Canadian flags.  The students had the opportunity to pay their respects to these veterans who risked their lives for our freedoms.  This was one of the many Remembrance Day activities our students engaged in throughout the week and is an annual Rabbi Bulka Kindness Project.
Speaking of whom…
For anyone who grew up in Ottawa, the National Remembrance Day Ceremony will always be closely linked to the venerable Rabbi Bulka.
His speeches, delivered in that same blue suit no matter the weather and the fact that everyone else dressed in warm coats, were a source of wisdom and instilled me with so much pride.
On this Remembrance Day, the Canadian Jewish News (The CJN)’s Ellin Bessner offered a glimpse into the Rabbi’s legacy with a timely conversation with me,  Congregation Machzikei Hadas Rabbi Idan Scher and Canadian Armed Forces Rabbi Noteh Glogauer.  Topics ranged from the launch of the Rabbi Bulka Kindness Project for OJCS Middle School students to a reflection on how Rabbi Bulka would’ve responded to the horrors of October 7th.
You can listen to the podcast here:

For Remembrance Day itself, we were blessed to host David Kirk who served with the Canadian Armed Forces for 14 years and is currently a member of the Royal Canadian Legion.  He shared powerful words with our students closed his remarks by saying, “All peoples should be able to live together in peace.  This is why we have a Canadian Armed Force; to defend our peace, freedom and others as need be.  Students – please care and remember those who gave so much for our way of life, you are the future.”   Students shared thoughts, prayers and songs in English, Hebrew & French and – as we do each year – laid wreaths to honour those who gave their lives serving and protecting our country.

For OJCS, marking this day was, and is, a powerful opportunity to reflect on the values that underpin our community: resilience, remembrance, and a commitment to peace.  In a world that feels increasingly fractured, we come together to not only honor the sacrifices of those who fought for freedom but also to reaffirm our role as a Jewish school in nurturing compassionate, justice-minded citizens.  More than ever, our students need to understand both the historical costs of war and the enduring need for solidarity, empathy, and resolve.  This Remembrance Day was a moment to remind ourselves and our students of the vital importance of standing together—against hatred, for peace, and with a renewed sense of purpose in building a better world.

Goal-Setting Conferences 2.0

The weather may have just finally turned, although still unseasonably warm for Ottawa, and we had a noon dismissal followed by a pupil-free day.  That could only mean one thing here at the Ottawa Jewish Community School, it was time for Goal-Setting Conferences 2.0!

We have spent the last day-and-a-half welcoming parents and students to the second iteration of our Goal-Setting Conferences.  What are “Goal-Setting Conferences” you ask?

North Star alert!  At OJCS, our students own their own learning, which means learning to goal-set is of paramount importance to their growth and development – now and throughout their lives.  Our conferencing opportunity to sit together with you and your child to discuss personalised goals is swiftly approaching on Thursday, November 7th & Friday, November 8th, and so we are sending along some much needed information to support you and your child through this growth process.

[We launched this last year as a pilot and you can revisit this post if you want all the possible background and context.]

What’s new this year?

We iterated a new process for this year that comes in response to student, parent and teacher feedback.  We believe strongly that it helped everyone more easily connect the dots with regard to what was prioritised for each child, with their voice and their parents a part of the conversation.   One major change that took place prior to the conferences themselves, was that with the transition back to semesters and with Goal-Setting Conferences sitting on the calendar where first trimester Parent-Teacher Conferences used to live, we decided to add first and third quarter Progress Reports so that parents could be in the know on all matters academic and otherwise.  First quarter reports went out earlier this week and teachers facilitated any related conversations so that the deck was cleared to focus on goal-setting.

Here’s how we prepped:

  • A grade-level appropriate lesson was taught to help children understand the benefits of setting personal goals (whether academic, social skills-related, social-emotional and/or spiritual).
  • Our teachers met individually with each student to help them think about what goals would be most beneficial for them at this time.
  • We encouraged parents to discuss their own goals for their child(ren) with them, or to bring those ideas with them to Goal-Setting Conferences to add with the teacher.
  • Parents booked Goal-Setting Conferences to meet with the classroom teachers to have meaningful discussions about the goals selected and to make a plan to help invite success.

For those who are curious, here is how we templated the different kinds of goals students, teacher and parents could be reaching towards:

And for our older students, we focused on helping them create SMART Goals:

We worked really hard this year to upgrade the preparation and the experience, and the view from the lobby as families have come in and out these last two days seems to validate that the hard work paid off.  From here, we have a responsibility to be explicit about how and where these goals will live throughout this school year – including meaningful updates on future progress reports, report cards, and parent-teacher conferences.  Additionally, as is true with all pilots and prototypes, we will seek feedback now that this round of conferences is complete so we can further refine things.

Here’s to helping our students get…

OJCS @ 75: A Night to Remember…and to Build Upon.

We are still riding high from the tremendous success and warm community vibes from Wednesday night’s 75th Anniversary Gala.  Whether you were there or not, please be on the lookout for pictures and videos and copies of the beautiful Tribute Journal.  Regardless of your relationship with OJCS, this milestone is of and for all of Jewish Ottawa – this school does not exist in a vacuum; it took and takes a community dedicated to Jewish education and the “Jewish Future” to ensure day school is a viable option for Jewish families.  Before we start look forward to the next 75 years, let me take one last opportunity to look back by sharing the words here that I was privileged to share at the event itself.  Let us go from strength to strength…

I stand before you tonight with immense gratitude and deep humility. I am now in my eighth year, standing on the shoulders of giants like Rabbi Kravetz, Rabbi Kaploun, Stan Katz, and Doris Bronstein—just to name a few of my predecessors—who made this extraordinary evening possible. It is but a quirk of the calendar that brings me to the dais as head of this special school during its 75th anniversary year. Without the monumental collective gifts of talent, time, and love from all those who have held this position, this milestone could not have been reached. I may be the one standing on stage tonight, but they are the ones who built it.

What a true blessing this year of celebrations has been! The anniversary was 75 years in the making; the planning for it has taken almost a full year. We have, and will continue to, thank the volunteers and staff who dedicated countless hours of care to ensure we could celebrate this historic event in the life of our school and our Jewish community. I would like to take a moment of personal prerogative, however, to express my deep gratitude to Randi Sherman, Leiba Metz and Julie Ross – our Gala Chairs – who willed this miracle of an evening into existence and my deep appreciation for a person for whom no words of praise are sufficient. Joanne Gorenstein has been my rock and my partner these past two years, and never has a lay leader worked or cared more. No one, except perhaps Sacha, will ever know how much dedication she has shown to ensure that the next seventy-five years of our school will match, if not exceed, the seventy-five glorious years we are honoring tonight.

We have spent the year reliving and celebrating both the past and the present, and as we’ve seen tonight, there is much to be proud of. Our alumni’s achievements astound; our volunteers’ passion is unmatched; and our faculty’s love is unparalleled. Eight consecutive years of enrollment growth validate that our present is fulfilling the promise of our past.

When you walk through the halls of nearly every synagogue and Jewish organization in this community and peruse the pictures of former lay chairs and executives, you will find our alumni. This legacy of leadership and service is just as significant as the collective academic and professional success of so many generations of Hillel Academy and OJCS Alumni. But tonight isn’t just about celebrating the past; it’s about charting the course for the future. Just as those pioneers seventy-five years ago bravely created a day school despite the obstacles, we pledge tonight to follow in their footsteps and dream in bold and vibrant colors. Like them, we will need the ongoing support of our community to make those dreams a reality.

Because this is not merely a celebration of, or for, the Day School. This is an achievement that required the vision and courage of the leaders of this community to found a Jewish day school in Ottawa, Ontario, in 1949. This moment is possible because of a Jewish community that continues to believe in the power of Jewish education. It is a dream fulfilled because of the support of a generous and forward-thinking Jewish Federation. Our hearts overflow with gratitude for the outpouring of support this anniversary has generated.

Yes, we have surpassed our expectations in this magical year in terms of fundraising but let no one think that the work of supporting Jewish education is done or even on hold. We continue to live in challenging economic times. The Generations Trust endowment for Jewish Day Schools in Ottawa, along with both Federation’s and our own Annual Campaigns, remain our most important source of funding. We hope you will be inspired to continue supporting these funds each year as a key component in sustaining the future of all our schools and Jewish Ottawa.

As Rabbi Lord Jonathan Sacks famously said, “To defend a country, you need an army. To defend a civilization, you need education.” So now, more than ever, the work of graduating Jewishly literate and committed young men and women, with a love and passion for the People, Land, and State of Israel, is critical. Tonight, we pause to take pride in what has been, and to prepare for what is to come. As it says in the Mishnah: “Lo alecha ha’mlacha ligmor…” – “It is not incumbent upon you to finish the work, but neither are you free to exempt yourself from it” (Mishnah: Avot, 2.16).

As the proud head of the Ottawa Jewish Community School, I am inspired to do my part—alongside all of you—to carry this dream forward into the next seventy-five years.

Thank you.