Tu B’Shevat on Such a Winter’s Day

Today, the third “snow day” I have called in my eight years at OJCS, I gaze out at the snow-covered landscape, and think to myself that it’s almost whimsical to remember that today is Tu B’Shevat—the “New Year of the Trees.” While our trees are cozily hibernating under their white blankets, in Israel, the almond trees are beginning to bloom, signaling the start of a new growing season.  This juxtaposition reminds us of the cyclical nature of life and growth, even when it seems distant.

Rabbi Yohanan ben Zakkai once said, “If you are holding a sapling in your hand and someone tells you, ‘Come quickly, the Messiah is here!’, first finish planting the tree and then go to greet the Messiah.”  This teaching emphasizes the importance of nurturing growth and investing in the future, even amidst the promise of immediate fulfillment.

Similarly, Canadian farmer Nelson Henderson wisely noted, “The true meaning of life is to plant trees, under whose shade you do not expect to sit.”  This sentiment captures the essence of selfless investment in the future, a principle that resonates deeply with our mission in education.

At OJCS, we view the admissions process as akin to planting an orchard.  Each prospective student is a unique seed, brimming with potential.  Our role is to provide the fertile soil, ample sunlight, and careful tending needed for these young saplings to grow into strong, vibrant members of the Jewish community.

Now, more than ever, it’s crucial to cultivate “Jewish joy” within our students.  By nurturing these seeds in a protected environment—our very own Jewish orchard—we ensure they have the freedom and support to grow as they please, embracing their heritage with pride and happiness.

As we celebrate Tu B’Shevat on this wintry day, let’s remember that beneath the snow, the roots of our future are hard at work.  Through our dedication to education and community, we’re planting the seeds of tomorrow’s Jewish leaders, thinkers, and dreamers.

So, here’s to the trees, the students, and the joyful journey of growth we embark upon together.  Happy Tu B’Shevat!

Admissions are open!  Please be in touch with our Admissions Director Jenn Greenberg ([email protected]) to schedule a private tour or to get more information about all things OJCS!

Celebrating Jewish Disability Awareness, Acceptance & Inclusion Month (JDAIM)

February is Jewish Disability Awareness, Acceptance & Inclusion Month (JDAIM) and OJCS is again excited to celebrate and engage its students in meaningful activities and conversations.

“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 are pleased that this year’s JDAIM Committee prepared a wealth of ideas and resources to help us continue to take our school’s JDAIM to a new level.

We acknowledge that we are always trying to do better when it comes to issues like “inclusion” but never get all the way there.  Because of our school’s personalized learning approach we’d like to say that, sure, “everyone has special needs” but then we focus only on who we presently serve and not who we are-not-yet-able-to and, thus, don’t spend time exploring why.  We’d like to say that “every month is about inclusion” but without JDAIM we would miss a critical opportunity each year 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…

…this year, the theme for JDAIM 2025 is “Bringing ‘Invisible Disabilities’ into View”.  We are challenged to look beyond the surface, to move past assumptions, and to deepen our understanding of those around us.  As Pirkei Avot teaches, “Do not look at the container, but at what is inside it” (4:27). We are encouraging our students to approach their peers with kindness and curiosity, recognizing that what is unseen can be just as important as what is visible.

…as we shared with the teachers, “We are tying this theme in connection with one of our 7 Habits – Seek to Understand.   We are encouraging being kind and curious of those around us and not judging a book by ‘stereotypical covers’.  We are examining  how we support all of our students with IEPs, ESL and students with different learning styles and abilities, including students with anxiety, depression and other mental health challenges.  We are acknowledging that it is important to speak the same language, and provide the support our students need so everyone feels welcome and included.”

…the JDAIM Committee rolled out a set of “choice boards” for both Lower & Middle Schools, that includes a wealth of “challenges” for students and classes that focus on empathy, kindness, curiosity, and the power of words.

…Brigitte Ruel, our Librarian, has a post on “JDAIM Storytime”.

…Dina Medicoff, our Art Teacher, has a variety of JDAIM-themed art projects.

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 “Beloved is humanity, for they were created in the image of God” (Pirkei Avot 3:14).  To truly embrace this belief means committing to a lens of inclusivity—not just when it is easy or convenient, but as a fundamental obligation.  The work of becoming more inclusive has no beginning and no ending.  It 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.

The Transparency Files: CAT*4 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 children) over time.  Remember that it is complicated because of three factors:

  • We did NOT take the CAT*4 in 2020 due to COVID.
  • We only took the CAT*4 in Grades 5-8 in 2021.
  • We resumed taking the CAT*4 in Grades 3-8 in 2022.

Here, in Part III, we will finish sharing comparative data, this time focusing on snapshots of the same grade (different groups of children).  Because it is really hard to identify trends while factoring in skipped years and COVID, we are going to narrow in here just on Grades 3 & 4 (2022 -2024) and Grades 5-8 (2021-2024).

Here is a little context that will apply to all six 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 grade is either stability (if the baseline was appropriately high) or incremental growth (if the baseline was lower than desired and and the school responded with a program or intervention in response).
  • In 2023 we took it in the “.1” of the school year and in all prior years in the “.2”.  If we are being technical, therefore, “.9” would actually be the truest measure of growth since the time frame is “.1” less.  For the purposes of this analysis, I am going round “.9” up and consider it a “year’s” worth of growth.

Here are the grade snapshots:

What can we learn from Grade 3 over time?

  • I don’t want to have to repeat this each time, but please remember these are different children taking this test in Grade 3.   Grade 3 is also the first year we take the test and so there is only so much to learn here.
  • One assumes that with a stable teaching team (not always true) that, over time, the scores would gently curve upwards towards a maximum (here “4.9”), however, again, considering these are completely different children, the growth really is more visible in Part II’s analysis.
  • When I look at this, I say, that “Writing Conventions” and “Spelling” are the areas for focus.  In a few more years, we’ll know better what is the blip and what is the trend, but even though we are essentially at “grade level,” the floor we seek is set a bit higher.  This will be a place for Grade 3 to use the data to drive curricular and programmatic decisions.

What can we learn from Grade 4 over time?

  • Here we see a bit of the converse of the one above…if 2023 is the blip, then these are overall excellent scores.
  • Again, if there was a place to look – even if all years fall at or above grade level – it would be Computation & Estimation.

What can we learn from Grade 5 over (more) time?

  • Again, we are looking at Grade 5.  So even the dips (Grade 5 2024 Spelling) are actually at grade level.
  • Writing Conventions are a bit hard to tease out (different children), but worth paying attention to.
  • And, again, Computation & Estimation has settled higher, but with our hopes for two grades above, still has room to grow.

Now let’s see how the transition to Middle School impacts things.

What can we learn from Grade 6 over time?

It is worth asking if there one can see the difference when we shift from Lower School (with there being a General Studies Teacher) to Middle School (with separate Language Arts and Math Teachers).  Because even though this is four year’s worth of different children in Grade 7, other than a couple of blips, these are all uniformly excellent scores at or near the max.

What can we learn from Grade 7 over time?

This is essentially the same story as Grade 6, which reinforces the above.

What can we learn from Grade 8 over time?

The same.

Biggest takeaway?  It is probably overdue for OJCS to take a hard look at Spelling, but other than that a snapshot of where all our students are by their last year at OJCS has to reassuring for our current parents and, hopefully, inspiring to all those who are considering how OJCS prepares its graduates for high school success.

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, our CAT*4 scores continue to demonstrate excellence.  Excellence within the grades and between them.

Not a bad place to be as we enter the 2025-2026 enrollment season…

The Transparency Files: CAT*4 Results Part 2 (of 3)

Welcome to “Part II” of our analysis of this year’s CAT*4 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 children) over time.  You may notice a few irregularities in the data because of three factors:

  • We did NOT take the CAT*4 in 2020 due to COVID.
  • We only took the CAT*4 in Grades 5-8 in 2021.
  • We resumed taking the CAT*4 in Grades 3-8 in 2022.

Here is a little analysis that will apply to all five 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 – for Grade 8 we are factoring an expected two full year’s growth between 2019 and 2021 due to COVID.  [Feel free to refer to prior years’ results for specific analyses of both “COVID Gaps” and “COVID Catch-Ups”.]
  • In 2023 we took it in the “.1” of the school year and in all prior years in the “.2”.  If we are being technical, therefore, “.9” would actually be the truest measure of growth since the time frame is “.1” less.  For the purposes of this analysis, I am going round “.9” up and consider it a “year’s” worth of growth.

Here are the cohort snapshots:

What does this snapshot of current Grade 4s reveal?

  • Pretty impressive, eh?!  With a maximum score of 5.9s almost all across the board, including more than a year’s growth in some categories, this is about as much as can reasonably expect.
  • The only place to pay attention to is Computation & Estimation, which although above grade-level (in both years), “only” showed .8 growth where we prefer to see .9 or higher.  But that is a very minor difference.

What does this snapshot of current 5s reveal?

  • Again, incredibly impressive all across the board, with lots of places where we see way more than 1 year’s worth of growth!
  • Important context in the places that in the 2024 results look lower.  Spelling, which just fell below the baseline of 5.1, actually grew at a 1.6.  Computation & Estimation actually grew at a 1.3.  This means that both are on track with another year to be on par with the rest of new-max scores.

What does this snapshot of current 6s reveal?

I mean…nothing really to say at all.  Perfect max scores all across the board with Computation & Estimation making the final leap up to join the rest.  Wow.

What does this snapshot of current 7s reveal?

  • Again, incredibly impressive, not only the near-perfects across the board, but the growth in some areas is above and beyond.
  • Writing Conventions took a 1.3 leap to the top.
  • Spelling took a huge 3.2 leap to the near-top.
  • Both Math scores took huge leaps as well.

All of this shows the cumulative effect of our Middle School.

What does this snapshot of current 8s reveal?

No analysis of current Grade 8s needed, just appreciation for their tremendous growth across their careers at OJCS and for their last three years of near perfection.  Not a bad advertisement for OJCS  and the OJCS Middle School.

To sum up this post, we have so much to be proud of in the standardized test scores of these particular cohorts over time.  The Math and Language Arts Teachers in Grades 3-8 have now begun meeting to go through their  CAT*4 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.  Parents will be receiving their child(ren)’s score(s) soon as they, and any contextualizing conversations, will be folded into Parent-Teacher Conferences.

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.

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!