La célébration de la semaine de la Francophonie 2025

We are thrilled to announce that this very week (March 24-28) was “La célébration de la semaine de la Francophonie 2025”!  The goals remained beautifully simple: to immerse our students and community in the beauty of the French language, celebrate the achievements of our students and faculty, showcase the growth of our French program, and elevate French beyond the classroom into the heart of our OJCS culture. The highlight, of course, was Francofête on Thursday, March 27th!

What was “La célébration de la semaine de la Francophonie 2025” at OJCS this year?

To set the stage, students were greeted each morning with a customized French music playlist and daily announcements en français, naturally!

This year’s international theme was inspiring and timely: “Dis-moi dix mots pour la planète,” encouraging our students to explore and deepen their ecological awareness through French.  Here are the “dix mots” selected for 2025—each a vibrant entry point into environmental consciousness:

  • Biome
  • Butiner
  • Canopée
  • Conséconscient
  • Débrousser
  • Empreinte
  • Glaner
  • Palmeraie
  • Solaire
  • Vivant

On Monday, classes dove into special activities and engaging lessons around these evocative words, connecting French learning directly to global environmental responsibility.

Tuesday brought excitement as students participated in the beloved ‘Oui, Oui Baguette Café’ experience, featuring kosher French delights thoughtfully served by our Grade 7 students in the Makerspace.

Wednesday’s “Franco-foire” saw classes rotating through the school to enjoy French-themed activities, including karaoke, jumbo jeux, an obstacle course that promoted French language learning, French bingo, and a film screening.

Thursday culminated with our Francofête—a joyful showcase of student performances, songs, dances, and presentations celebrating the incredible progress our students have made in French.  Parents were warmly invited to join us at 2:30 PM to experience firsthand the ‘joie d’apprendre’ that defines French learning at OJCS.  And, don’t forget our Café Croissant for parents before and after the performances!

We closed out the week on Friday with a cozy session of French Reading Buddies, reinforcing the bonds of community and language.

Deep gratitude to our outstanding French faculty, especially Madame Wanda, whose leadership and vision continue to make this annual celebration meaningful and memorable.

Voilà! We invite you to peek into social media, class blogs, and student blogfolios, join the fun, and celebrate with us as we build another year of bilingual excellence at our proudly trilingual OJCS.

HUGE thanks and appreciation to Rob and Chelsea Levine who spent HOURS upon HOURS of their time contributing their ideas, physically making the decorations, and tons of other things behind the scenes to help raise this week in our school to the next level.  Merci, merci, merci!

Looking Backwards to Look Forward #1: A Floor, But No Ceiling (Personalized Learning)

Last week, I introduced a series of blog posts, “Looking Backwards to Look Forward” as I begin to contemplate the end of my 8-year tenure as Head of the Ottawa Jewish Community School.  They will not come in consecutive weeks, however, this week, I will move forward with the first post of this series focused on one of our North Stars that was, in fact, my “North Star” before becoming our North Star – an approach that has defined my work across all headships and in the field itself, so much so, that it is the actual title of my blog: “A Floor, But Not a Ceiling”.

Introduction (Looking Backwards):

When I first wrote about personalized learning at the Ottawa Jewish Community School (OJCS), I described our foundational promise to parents clearly:

“The promise we make to parents is that there will be an appropriately rigorous independent-school floor for every child, and no ceiling on expectations for how far each child may fly.  Our responsibility is to lovingly push each child toward his or her maximal potential.”

This metaphor of a sturdy “floor” paired with limitless “ceilings” guided our pedagogical decisions from day one.

What We’ve Learned (Anchored in Real Examples):

Looking back, personalized learning emerged as one of our most impactful educational innovations—deepening student engagement and improving outcomes precisely because we took personalization seriously.  Authentic personalization at OJCS meant understanding the unique starting points of each learner and providing genuine opportunities for meaningful growth.

Specific examples brought this promise vividly to life in our classrooms:

  • SK Literacy:  When a student arrives in Senior Kindergarten already reading fluently, s/he is not asked to spend the year sounding out letters. Instead, s/he receives immediately challenging reading materials aligned with their advanced skills.
  • Grade 2 Math Enrichment: Grade 2 students demonstrating mastery of grade-level math concepts aren’t left unchallenged; they are provided enrichment opportunities to go both deeper and father, but in-class and with pull-out enrichment opportunities.
  • French DELF Certification:  In French studies, personalized learning was evident through our preparation for the Diplôme d’Études en Langue Française (DELF) assessments.  Rather than teaching French as a one-size-fits-all course, students engaged in language instruction targeted to their individual proficiency, allowing them to earn internationally recognized certifications that authentically matched their skill levels.
  • Grade 4 Jewish Studies:  Students explored Jewish identity through personalized projects, like those featured on the Grade 4 Jewish Studies Blog, where each child’s individual experiences and questions shaped meaningful Jewish learning.
  • Middle School Science Inquiry: As highlighted in our Middle School Science  Blog, students don’t merely cover the curriculum—they pursue independent, interest-driven inquiries, taking their explorations beyond foundational standards to areas of personal passion.

These examples weren’t isolated; they represented the broader culture of differentiated teaching and learning we intentionally cultivated.  [Want to see tons of examples across the grades and curricula?  Check out the OJCS Blogosphere & OJCS Student Blogfolios!]

Challenges and Realizations (Anchored in Artifacts – CAT-4 Analysis):

Yet, even as we celebrated successes, our annual reflections—particularly my detailed blog posts analyzing CAT-4 standardized test results—reminded us of areas needing attention.  As repeatedly documented, data often validated our success at pushing high-achieving students even further but also raised persistent questions:

  • Were we consistently and effectively reaching every child—especially those requiring intensive support—to ensure our “floor” was genuinely rigorous for all?
  • Could personalized learning unintentionally widen achievement gaps, making equity even more essential?

Our response to these insights often include integrating evidence-based practices.  For literacy, for example we are informed by the “Science of Reading”, reflected in our adoption of the Amplify literacy platform. Amplify allows teachers to use precise, data-driven insights to personalize instruction effectively.  Similarly, platforms like IXL provided personalized, adaptive practice across multiple subjects, ensuring all students progressed meaningfully from their unique starting points.

Further, our comprehensive student-support network—covering enrichment programs, remediation, resource services, and ESL—ensure personalized learning remained inclusive and equitable, helping bridge potential gaps.

Looking Forward (Guiding Questions):

Reflecting authentically on these insights prompts critical guiding questions as we look ahead:

  • How can we deepen professional development so every teacher feels confident and well-equipped to personalize instruction effectively across subjects—from French to Jewish Studies, from Math enrichment to literacy intervention?
  • What new systems or approaches are needed to guarantee our personalization truly benefits every learner, particularly those most at risk of falling behind?
  • How will we consistently leverage data-driven reflection—such as our annual CAT-4 results and insights from platforms like Amplify and IXL—to continuously adjust and improve?
  • What new assessments will we create to ensure we apply the same rigour to Hebrew and Jewish Studies as we do to secular content?

As we move forward, our commitment to personalized learning remains steadfast yet nuanced.  We must ensure the educational “floor” remains robust and rigorous for every student, while genuinely eliminating ceilings—so each child truly has the opportunity to soar exactly as far as their unique potential can carry them.

Introducing “Looking Backwards to Look Forward”

Looking Backwards to Look Forward: An Introduction

It was exactly Purim, eight years ago, that Jaimee and I shared the news that we were leaving Jacksonville, Florida and were headed to Ottawa.  Eight years is a long time, but I still recall with great clarity how I felt during the interview process, why I accepted the position, the challenge and the opportunity I believed it presented, and walking the empty halls during the Summer of 2017 filled with equal parts excitement and anxiety about the journey we were about to embark on together here at the Ottawa Jewish Community School.

The beginning of any new headship by definition represents standing at the intersection of past and future.  I have always viewed the life of a school as a rich narrative, each era a distinct chapter authored by those at its helm. When I joined OJCS, I became a co-author of its unfolding story, building upon the visions of those who came before and setting the stage for those who would follow.

Coming into a new community as Head of School always involves navigating history and tradition while simultaneously pointing toward innovation and growth.  This intersection—rich with potential, laden with responsibility—is exactly where transformative leadership takes place.  Now, as my tenure enters its final stretch, I find myself at that intersection again—though the view feels profoundly different.  Instead of gazing forward into uncharted territory, I’ve turned around to reflect, to assess, and to ask honestly:

What did we achieve?  What truly mattered?  And how might these insights inspire future leadership?

Thus was born this new blog series: “Looking Backwards to Look Forward.”  Over the coming months, I’ll revisit pivotal moments, decisions, and ideas from my tenure at OJCS.  Each reflection will follow a consistent rhythm:

  • I’ll start by naming a “big idea”—something that significantly shaped our school’s journey.
  • Next, I’ll revisit and quote directly from my original blog posts to recapture the initial vision, my early hopes, and even the uncertainties we faced.
  • Then I’ll explore the journey since that moment—what unfolded, what we learned, and how we adapted along the way.
  • Finally, each post will close by raising essential questions and possibilities, offering future leaders, educators, parents, and community members an invitation to dream and build upon these foundations.

This reflective practice isn’t about nostalgia or legacy-building—rather, it’s an opportunity to spotlight the key decisions we made as a community, to understand their lasting impact on our students, staff, and families, and to thoughtfully imagine the next steps ahead.

For example, in the next reflection, we’ll revisit the concept of “Personalized Learning”—what we called a “floor, but no ceiling.”  This represented a major shift in our educational philosophy. At the time, I wrote:

We believe each student deserves to be met exactly where they are—and then challenged to go as far as their talents, efforts, and aspirations can take them. This isn’t about removing standards; it’s about recognizing that standards are the starting line, not the finish.

That was our bold promise then.  Eight years later, we’ve gathered powerful evidence—successes, setbacks, and profound growth.  How has personalized learning reshaped our classrooms?  How has our teaching staff evolved as facilitators of student-driven learning?  And importantly, what’s the next frontier under new leadership?

In the months ahead, I’ll reflect on other foundational decisions and initiatives from my headship: our commitment to transparency, strengthening our school’s culture through habits of kindness, building community bonds, forging innovative partnerships, and the ongoing effort to align every educational choice with our school’s values.

Finally, we’ll culminate in reflecting on perhaps the deepest and most enduring theme of all—clarifying and strengthening the “J” in OJCS. Reinforcing our school’s Jewish identity has been my greatest passion and perhaps the most nuanced task of my tenure.  We’ll revisit how we deepened our school’s Jewish character, celebrating victories and openly acknowledging ongoing challenges.  And we’ll ask honestly: What opportunities still await?

Why do this now?  Because leadership in a school is rarely just about the leader—it’s fundamentally about the institution, the community, and its future.  Reflecting on these past eight years isn’t merely looking backward; it’s giving those who follow clarity, context, and insight—a foundation from which they can meaningfully shape the next chapter of OJCS.

As we stand together at this intersection—celebrating what’s been accomplished, acknowledging the road traveled, and anticipating what’s yet to come—I warmly invite you, the readers, our current and prospective families, to engage deeply.  Share your own reflections, your memories, your ideas, and your hopes for the future of OJCS.  After all, as Rabbi Tarfon famously taught:

“It is not your responsibility to finish the work, but neither are you free to desist from it.” (Pirkei Avot 2:16)

As my chapter at OJCS comes to its final pages, the narrative of our school continues to unfold.  The beauty of a school’s story lies in the fact that it never truly ends—it evolves, deepens, and passes from one set of hands to another.  I will soon hand the pen forward, confident that those who come next will write thoughtfully, courageously, and joyfully, authoring the next inspiring chapter of the Ottawa Jewish Community School’s ongoing story.

Our collective responsibility isn’t to finish the journey—it’s simply to ensure it continues purposefully, thoughtfully, and joyfully.

Looking backwards to look forward—I’m excited to embark on this final reflective journey with you.

Remember When? Purim, Playfulness, and Why You Should Dress Up This Year: A Parting Plea

This will be my eighth—and final—Purim blog post as Head of OJCS.  Which means that if you’ve been following along over the years, I have spent almost an entire elementary school career trying to convince parents that Purim is not just for kids.

Why?

Every year, I make my impassioned plea: Purim is not just for children.  It’s for you, too.   And every year, I watch as parents cheerfully send their kids to school in full costume while they show up to Megillah reading in…business casual.  Let’s take one final crack at trying to fix that.

Shabbat Zachor and the Art of Forgetting

This week, we read a special maftir (Deut. 25:17-19) for Shabbat Zachor in which we receive our annual reminder to “Remember what Amalek did to you.”  And, paradoxically, to also “Blot out the memory of Amalek.”  It’s an exercise in selective forgetting—we remember what we must, and we let go of what we don’t need.

Now, I’m not saying Purim is Amalek (though honestly, some store-bought costumes should be erased from history!).  But I do think that we adults have a forgetting problem—not just in the Jewish memory sense, but in the “regular human” sense.  We forget how to play.  We forget what it feels like to dress up, be silly, make noise, and fully embrace joy for no other reason than because it’s fun.

Remember when you were a kid and Purim was the absolute best?  When the most important question in February wasn’t about tax season, but about whether your costume was cool enough?  When “going all out” didn’t feel cringey or embarrassing but was just what you did?

And then, somehow, you grew up, and now you’re the one saying, “Oh, Purim is for the kids.”

Purim as an Act of Defiance

Here’s the thing: Purim is, quite literally, a holiday about turning things upside down.  It’s about disrupting the normal, flipping expectations, and making joy where there wasn’t any.  And if that’s not the exact prescription we need right now, I don’t know what is.

Let’s be honest—the world feels pretty heavy these days.  There’s plenty of darkness, and plenty of reasons to feel overwhelmed.  Which is why Purim isn’t just about fun; it’s about resilience.

When we dress up, when we laugh loudly, when we lean fully into the absurdity of Purim, we are choosing joy as an act of renewal.  We are reminding ourselves, and the world, that no matter what happens, we are still here, and we are still celebrating.

It’s not just play—it’s resistance.  And, frankly, it’s a lot more fun than doomscrolling.

A Parting Personal Challenge to Parents

So here’s my ask—no, my challenge—to you, dear OJCS parents:  This year, don’t just be a Purim facilitator. Be a Purim participant.

  1. Dress up.  Not just a token hat or a pair of oversized sunglasses.  Go full costume.  Channel your inner eight-year-old and go all in.
  2. Make noise.  Be louder than your kids during the Megillah reading.  (Yes, you might embarrass them. That’s the point.)
  3. Show up.  To school, to shul, to all of it—not as an observer, but as someone actively playing along.
  4. Be ridiculous.  Lean into the silliness.  You’re not “too old” for this.  In fact, you’re exactly old enough to need it.

Let’s fill our spaces with laughter, with costumes, with unrestrained, uninhibited celebration.

And Now, a Practical Reminder: Ruach Week is Coming!

Next week is Shavuat Ha’Ruach—Ruach Week—our school’s annual lead-up to Purim.  Each day will bring a different theme, a different excuse to dress up, and a different chance to remember what it feels like to just have fun. And it all culminates next Friday with Purim itself.  (Check the Classroom Blogs for all the costume themes, mishloach manot information, etc.)

So consider this your official principal’s permission slip to be ridiculous.  To reclaim the joy of Purim.  To remember what it’s like to see the world the way your kids do.

And this year, please, for the love of all things hamantaschen, wear a costume.

Chag Purim Sameach!

Building a Sanctuary Together: Shabbat Shekalim, Rosh Chodesh Adar, and the Power of Community

There are times in the Jewish calendar when multiple strands of holiness weave together, creating a moment that is richer, more complex, and filled with opportunities for meaning.  This Shabbat is one of those moments. As we welcome Shabbat Shekalim, Rosh Chodesh Adar, and our weekly parashah, Terumah, we encounter not just one sacred occasion, but an intersection of themes that call us to reflect on giving, renewal, and the power of shared responsibility.

“Make for Me a Sanctuary, and I Shall Dwell Among Them”

One of the most well-known verses in this week’s parashah is שָׁכַנְתִּי בְּתוֹכָם וְעָשׂוּ לִי מִקְדָּשׁ — “They shall make for Me a sanctuary, and I shall dwell among them” (Exodus 25:8).  This verse has sparked deep rabbinic reflection.  The Torah does not say, “I shall dwell in it”, referring to the Mishkan, but “I shall dwell among them”— among the people.  The Ramban (Nachmanides) teaches that this implies that the Divine Presence is not confined to a physical space, but is found within the hearts and actions of the Jewish people.  The Mishkan was a structure, but its holiness emerged from the contributions, commitment, and spirit of those who built and maintained it.

This idea is profoundly relevant to OJCS and our school community.  We are not just constructing a school, an educational institution, or even a building — we are building a sacred space of learning, connection, and Jewish identity.  Our communal engagement, from the classroom to family involvement, mirrors the same principle: when we come together in meaningful ways, God’s presence dwells among us.

Shabbat Shekalim: A Lesson in Collective Giving

If Parashat Terumah teaches us about the beauty of voluntary giving, Shabbat Shekalim reminds us that some forms of giving are communal obligations.  Our special Torah reading describes the mitzvah of the half-shekel: זֶה יִתְּנוּ כָּל־הָעֹבֵר עַל־הַפְּקֻדִים מַחֲצִית הַשֶּׁקֶל “This they shall give — everyone who passes among those who are counted — a half-shekel” (Exodus 30:13).

Unlike the freewill offerings for the Mishkan, this contribution was required of every Jew, rich or poor, to support the communal sacrifices and national institutions.  It symbolized that every individual, regardless of means, has an equal stake in the collective future of the Jewish people.

At OJCS, we see this balance every day.  Families give in many ways —through tuition, through volunteering, through philanthropy.  Some contributions are required, others are from the heart, but all are essential.  The lessons of Shekalim and Terumah teach us that a Jewish community thrives when we embrace both structured commitment and inspired generosity.

Rosh Chodesh Adar: The Joy of Renewal and Participation

With Rosh Chodesh Adar arriving, we also enter a season of joy.  מִשֶּׁנִּכְנַס אֲדָר מַרְבִּין בְּשִׂמְחָה — “When Adar arrives, our joy increases.”  This new month brings with it the anticipation of Purim, of celebration, of ruach-filled assemblies, of costumes and creative learning experiences.   At OJCS, this means Ruach Week, Purim festivities, and an outpouring of energy that engages our students, teachers, and families alike.

But joy in a Jewish community is not just about celebrating — it’s about showing up.  If the Mishkan was only holy when people gave their gifts, and the half-shekel only worked when everyone contributed, then our school, too, is strengthened when we all participate.  As we think about the different ways people contributed to the Mishkan and the Temple, we can also reflect on how we contribute to OJCS.  This can mean helping organize Ruach Week, volunteering for Purim festivities, supporting our PTA, attending school events like Trivia Night, or giving back through philanthropy.  However we choose to engage, the message of Shabbat Shekalim and Parashat Terumah is clear: When we all give in our own ways, we build something greater than ourselves.

Looking Ahead: The Power of Shared Commitment

As we enter Adar and look ahead to Ruach Week and Purim, let’s embrace the different kinds of giving, learning, and joy that shape our school community.  Let’s celebrate the voluntary gifts we bring from the heart, like the generosity that makes OJCS the special place that it is.  Let’s honour our obligations, recognizing that strong Jewish communities require shared responsibility.  And let’s cherish the fact that, together, we are building a sanctuary — not of wood and gold, but of learning, connection, and ruach.

May this season inspire us to give, to celebrate, and to continue building something beautiful — together.

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.