Tips for Planning Your Seder Too Good to Passover

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

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

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

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

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

1.  Tell the Story of the Exodus

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

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

2.  Sing Songs

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

3.  Multiple Haggadot

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

4.  Karpas of Substance

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

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

5.  Assign Parts in Advance

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

6.  Know Your Audience

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

7.  Fun Activities

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

8.  Questions for Discussion

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

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

Jon’s “Fifth Questions” for Passover 5783

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

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

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

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

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

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

9.  Share Family Traditions

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

10.  Preparation

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

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

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

La célébration de la semaine de la Francophonie 2023

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

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

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

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

And many more surprises…

So there you go…voilà!

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

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

A Ruach Week Trip Around the OJCS Student Blogfolio-Sphere

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

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

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

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

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

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

Seriously go!  I’ll wait…

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

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

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

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

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

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

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

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

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

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

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

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

Terrifying?  Exciting?  Confusing?

Yes.

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

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

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

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

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

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

This takes the village.

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

Let’s start with our “what”…

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

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

And nice reminder about our “who”…

And a important reminder of “why now”…

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

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

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

Up first…The OJCS Makerspace!

And this is just the beginning…

Next up?  “Mitzvah Trips”!

What other big dreams to we have?

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

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

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

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

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

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

Celebrating Jewish Disability Awareness & Inclusion Month (JDAIM)

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

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

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

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

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

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

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

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

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

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

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

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

Ken y’hi ratzon.

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

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

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

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

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

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

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

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

Here are the grade snapshots:

What do these grade snapshots reveal?

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

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

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

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

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

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

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

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

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

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

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

Here are the cohort snapshots:

What does this snapshot of current Grade 6s reveal?

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

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

What does this snapshot of current Grade 7s reveal?

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

What does this snapshot of current Grade 8s reveal?

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

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

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

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

The Transparency Files: CAT4 Results Part 1 (of 3)

As committed to “transparency” as I am, I find myself growing more and more ambivalent each year 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 CAT4), 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.

I have already taken a blog post that I used to push out in one giant sea of words, and over time 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 that’s without factoring in all the COVID gaps that come along with it.]

And yet.

With the forthcoming launch of Annual Grades 9 & 12 Alumni Surveys and the opening of the admissions season for the 2023-2024 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, even as we are still just freshly coming out facing extraordinary circumstances.  That’s what “transparency” as 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.

There are a few things worth pointing out:

  • Because of COVID, this is now only our fourth year taking this assessment at this time of year.  We were in the process of expanding the range from Grades 3-8 in 2019, but we paused in 2020 and restricted last year’s testing to Grades 5-8.  This means that we can only compare at the grade level from 2019’s Grades 5-8 to 2021’s Grades 5-8 to 2022’s Grades 5-8.
  • And we can only compare at the cohort level from 2019’s Grades 3-5 to 2021’s Grades 5-7 to 2022’s Grades 6-8.
  • This is the first year we have tested Grades 3 & 4 on this exam at this time of year.
  • From this point further, assuming we continue to test in (at least) Grades 3-8 annually, we will soon have tracking data across all grades which will 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.
  • The last issue is in the proper understanding 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:

  • We take this exam in the “.2” of each grade-level year.  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 5.2, 6.2, 7.2, etc.  For example, if you are looking at Grade 6, anything below 6.2 would constitute “below grade level” and anything above 6.2 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 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 five instances out of thirty-six of scoring below grade-level: Grade 3 (Vocabulary 2.2, Writing Conventions 2.5, and Spelling 2.6), Grade 5 (Computation Estimation 4.6), and Grade 6 (Computation Estimation barely falling short at 6.0).
  • I’m not quite sure what to make of Grade 3’s Language Arts scores altogether.  Reading and Writing has been the most notable lagging skill for the Grade 3 cohort since their entry into Grade 2.  This is in part due to disruptions to their learning through their foundation-building years in Kindergarten and Grade 1. In Grade 2, this cohort’s remediation was heavily focused on closing the gaps in reading and comprehension abilities, as developmentally this is what comes first.  The remediation focus has shifted to writing at the start of Grade 3, as this is a lagging skill that was already identified prior to the CAT-4 testing.  Supports and interventions have already been put in place to address this lagging skill and we have seen academic growth in these areas.  To put it more simply: These are our youngest students whose early learning was the most disrupted by COVID and they have never taken a standardized test before in their lives.  It will become a baseline that I imagine us jumping over quickly in the years to come – I’m inclined to toss them out as an anomaly.
  • Importantly, tracing the trajectory from our 2019 results to our 2021 results to 2022’s, we can now more conclusively state that Spelling and Computation & Estimation are no longer globally lower as a school relative to the other dimensions.  I will have more to say about why we believe this to be true in Parts II & III.

What stands out the most is 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 over time.  “Part III” will look at the same grade (the same group of students) over time and conclude this series of posts with some additional summarizing thoughts.

A Chanukah BONUS Trip Around the OJCS Blogosphere

Chag urim sameach!  Happy Chanukah!

It was so wonderful to see so many of you at our Annual Chanukah Family Program last night!  I’ve never seen our Gym so full!  That is what it looks like with a school of nearly 200 students and their families…who knew?!  The kids were amazing and it was so nice to see so many people from our OJCS Family come together to celebrate.  (Check out our social and “The Hadashot” for pictures and videos from this special evening!)

I hadn’t prepared to blog an additional time prior to Winter Break, but as I’ve been poking around the OJCS Blogosphere, I saw so much Chanukah ruach that I thought I might as well take advantage of the opportunity and provide a second “Trip Around” post.  [Click here if you want to revisit the trip we took earlier in the year.]

From the OJCS JK / Gan Katan Blog (click here for the full blog)

Happy Chanukah! – Posted on December 19

Today we made some beautiful unique marbelized invitations for our Chanukah show tomorrow evening! If you’re interested in the process and the science, please click here. We learned about the miracle of the ‘shemen’ (oil) on Chanukah, why shemen (oil) does not mix with mayim (water), and experimented with different kinds of paper that we called ‘thirsty’ (watercolour paper) and ‘not thirsty’ (cardstock). We also celebrated the first day of Chanukah with some singing, candle lighting, and window decorating. A very big TODAH RABAH! to Ivri’s family for bringing us a beautiful chanukiyah and some lovely candles!

Happy Chanukah!

From the OJCS Grade 1A / Kitah Alef-A Blog (click here for the full blog)

From Friday Features – Posted on December 16

Chanukah is almost here!! We can feel it in the air!

Here are some things we have been doing !

In math we have been working on different graphing activities for our math Unit on Data Management. We conducted a survey for our favourite Chanukah Treats. We are working on a booklet using 3 different types of graphs. Bar Graphs, Pictographs, and Tallie marks. We are looking forward to seeing how your family likes their Latkes, when our homework is returned on  Tuesday.

From the OJCS Grade 3/ Kitah Gimmel-A Blog (click here for the full blog)

Oh Chanukah, Math-manukah – Posted on December 14

This week we took our problem solving skills and applied them to a series of Chanukah themed Math problems!

We worked on 4 different problems;

Morah Lianna made latkes for her friends and family. She fried up 72 latkes for her 18 students in 3A and all of the 35 teachers at OJCS. How many did she have left after 3A and all the teachers ate their latkes?

Morah Lianna was collecting gelt to play dreidels with. She collected 80 chocolate coins, but while she was on recess duty, Mrs. Cleveland ate 17 of them and Ms. Beswick came to take 25 of them. How many chocolate coins did Morah Lianna have left?

Morah Lianna and Cooper were getting ready to light the Chanukiah. She had 28 candles ready for the holiday, but Cooper accidentally ate 6 candles and broke 4 more. How many candles did Morah Lianna have left?

Morah Lianna was making Chanukah gift bags. She made 8 bags in total. Each bag will have 2 dreidels, 2 sufganiyot, and 5 chocolate coins. How many dreidels does Morah Lianna need to buy? How many sufganiyot does Morah Lianna need to buy? How many chocolate coins does she need to buy? What if she wanted to make 10 gift bags in total, instead of 8?

The students worked in small groups to answer their problem.

   

Then they all shared their thinking and reasoning in order to learn from each other! We even worked as a class to correct some of the errors we made with our Math operations (#NorthStarAlert! We Learn Better Together)

Stay tuned for next week’s Chanukah related Math problem!

Hope you enjoyed the brief tour and, I bet, if you take a peek after reading this post, you’ll see even more Chanukah joy reflected.  Enjoy the last few nights of Chanukah!

BTW – if you like a playlist and a signature cocktail for your celebrations [I see you Nancy!], why don’t you go ahead and make yourself a Chanukah Gelt Martini and vibe to this playlist: