Community of Kindness – A Floor, But Not a Ceiling

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 teachers from all three faculties (French, Jewish Studies & General Studies) joined with the Spec Ed Department to create a JDAIM Committee to help us take our JDAIM to a new level. The JDAIM Committee presented at our January Faculty Meeting and reminded everyone that:

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.

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 JDAIM Committee has opted for a theme. In light of the pending renovation, the theme for JDAIM 2024 is “Physical Space”.

…the JDAIM Committee 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.

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

…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.

Op-Ed Postscript: People (Still) Read Newspapers & (Some) People ARE Wonderful

On Friday, December 1st, my Op-Ed was published in the Ottawa Citizen.

The following things have happened since…

…that morning an MPP (Member of Provincial Parliament for my American friends) physically came by to hand deliver donut holes to the staff.

…on Monday all our energy was dedicated to…

…sending four buses of students, teachers, parents and alumni to the Canadian Rally for the Jewish People where we stood in solidarity with thousands and thousands in the snow in support of Israel. [If you want to see us in a brief news report, click here.]

…on Tuesday, a (non-Jewish) woman named Isabel G. had a zillion delicious kosher baked goods delivered to our staff.

…on Tuesday, a (non-Jewish) woman named Lauren S. had a beautiful handwritten card and candle sent to us expressing her allyship and solidarity.

…on Tuesday, a (non-Jewish) woman named Mary T., a young 89 year-old resident of an assisted living complex, called the school to see what she could do for us.

And it is only Wednesday…

That doesn’t account for all the Jewish folk I have bumped into since Friday who have gone out of their way to let me know they read, they support, they care, and they, too want to feel like we can do something.

Well.

All of the above counts as something. And more than that, it means everything. You would be surprised – I was – at how much these gestures mean. It seems silly, or maybe it doesn’t, but these simple acts of lovingkindness bring a smile to an otherwise stressed Israeli face, or adds a spring in an otherwise exhausted Jewish step, or comforts a teacher who feels anxious these days – it meaningfully impacts our teachers and our school when we need it most. And who benefits? Happy teachers, happy students! Everyone feels, if just for a moment, better. And that is the best gift any of us can receive during this season, a little light in the darkness.

Chag urim sameach.

BTW – I should have asked for potato chips! [Or did I just manifest a potato chip delivery!]

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

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

CAT-4 results are in! You can look forward to my way-too-long, covered in way-too-many parts, analysis and breakdown…after Winter Break.

OJCS Announces “The Rabbi Bulka Kindness Project”

What a world when an event months in the making has to be postponed, especially when the confluence of Remembrance Day with what is happening in Israel created an unexpected opportunity to make meaningful connections. For the Ottawa Jewish Community School, it took what was supposed to be a very special event and has amplified it with deeply poignant emotional resonance…

Rabbi Bulka Z”l was a towering figure in Jewish Ottawa, Jewish Canada, and Canada, and his passing left a hole too big for any one person or institution to fill and a legacy too diverse for any one person or institution to carry. As was true for many organizations in Ottawa, Rabbi Bulka played a pivotal role in the life of OJCS (née Hillel Academy). And OJCS, like so many of those organizations has been wrestling with the best way to honour Rabbi Bulka’s legacy – what could or should we do that aligns with Rabbi Bulka’s rabbinate? The answer turned out to be both obvious and powerful.

Kindness.

For Rabbi Bulka, “kindness” was a calling and a way of life. For Rabbi Bulka to promote kindness was as obvious as to not wear a coat regardless of weather – it is just what he did. And it was what he wanted all of us to do and to promote as well. And with that recognition, the rest of it fell into place pretty quickly.

We had already launched what we were calling “mitzvah trips” in our Middle School. This revamping of our Jewish Studies Program in Middle School is predicated on the idea that Torah leads to deeds AND deeds lead to Torah (Kiddushin 40b). Our plan – which is in process – is to create a fully integrated Jewish Studies / Tikkun Olam (Social Justice) program in which the texts our students learn Monday-Thursday gets put into action on Friday, each and every week. Aligned with our school’s core values of “We own our own learning,” and “We are each responsible one to the other,” we are in the process of creating a committee of students, teachers, parents, and community leaders to develop this curriculum which integrates key Jewish values, deep textual learning and practical hands-on projects. For example, during a week (or unit), students in Grade 6 would study on Monday-Thursday texts that describe the ethical treatment of animals and then on Friday go out into the community and volunteer in animal shelters. Students in Grade 7 would study texts that help us understand our responsibility to feed the hungry and then on Friday go out into the community and either feed the hungry, or volunteer in both kosher and community food banks.

We will provide our students with experiences that inspire them to learn and we will help our students make personal connections between what they learn in school and the larger world around them. We want our students (and families) to recognize that part of being human is to make the world a better place, and that doing so requires both learning and doing. In other words, we want to nurture, foster, cultivate and celebrate “kindness”.

Months ago, we approached Rabbi Bulka’s family and after a meaningful set of conversations, we are thrilled to announce they have blessed us with permission to officially name this critical program the Rabbi Bulka Kindness Project. We also approached Kind Canada and we are equally thrilled to announce that the Rabbi Bulka Kindness Project will be funded by Kind Canada. What a blessing for our school and our community to be able to hold up and contribute to the perpetuation of at least one pillar of Rabbi Bulka’s legacy.

When thinking about the best time and way to share this news and to celebrate what it means, we connected yet another dot. Military chaplaincy was a passion of Rabbi Bulka’s and he gave many a Remembrance Day address. We reached out to Beechwood Cemetery and they immediately offered not only to host our school, but out of recognition for Rabbi Bulka’s contribution to Canada’s military, agreed to dedicate a Vimy Oak in his memory.

And that is why the Middle School of the Ottawa Jewish Community School was supposed to be at Beechwood Cemetery on Thursday. We were supposed to spend a powerful morning commemorating Remembrance Day, dedicating a Vimy Oak, learning more about the remarkable life and legacy of Rabbi Bulka from Rabbi Scher of Congregation Machzikei Hadas, and announcing the Rabbi Bulka Kindness Project. All of this was planned before the horrific events of October 7th, but instead of casting a shadow, we wanted to let Rabbi Bulka’s memory and words shine a light. As part of the ceremony, students were going to read aloud from Rabbi Bulka’s last Remembrance Day addresses in 2020. His words were powerful then; now, with all that is going on in Israel and the ripple effects here at home, they are more important than ever.

Sadly, the event itself is now delayed. We look forward to doing it safely and proudly when the world calms down enough to allow for it. We could have delayed this announcement as well. But this is a really good thing. And our school and our community can use all the good things we can get right now. And so we share.

Thanks to the Rabbi Bulka Kindness Project @ OJCS, Rabbi Bulka and his legacy of Kindness will now be forever front and center at the Ottawa Jewish Community School. Ken y’hi ratzon.

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”.

…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.

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.

OJCS Marks Clean Speech 2022 – Clean Speech Contributes to a Community of Kindness

November is “Clean Speech” Month in Ottawa, and OJCS is proud to be one of the many organizations participating in this annual attempt to elevate our language in service of creating and sustaining communities of kindness. In addition to what we will be doing in school (check the blogs!), I thought I would kick things off by connecting the dots backwards to two posts from last year and then forward to this year.

Last year, I took a bit of risk by asking the question, “Does the school (Do I) have responsibility for how our students behave outside of school?”. And I answer, “yes” – with my focus being on how the school ought to address what our students do outside of school, when they come back inside. A couple of months later, I asked a bit more provocative of a question, “What responsibility do parents play in this, and what ought the school do to facilitate constructive parent behavior?”. And I kinda answered, but also kinda dodged because that is both a hard question to answer and a chutzpahdik question for the school (me) to answer.

Fast-forwarding into this year, children continuing to be children, parent continuing to be parents, humans continuing to be humans – becoming evermore kind is a process, not a destination. As a few things bubbled up in a particular cohort, I wound up sending an email to parents that was more specific than what I had blogged out in answer to my own question. Not a few parents/teachers suggested that that message was more than appropriate for the school as a whole, not simply that cohort, and so let me use this launching of Clean Speech Ottawa 2022, as the opportunity to share this message more widely.

From time to time, even when it feels a bit uncomfortable, I feel a responsibility to reach out to parents to raise awareness when the conversations and activities that take place outside school follow our children back inside. There are two ways that this typically happens, which I’d like to share with you in the spirit of strengthening our community.

The first is to simply name that there are official and unofficial channels of communication. For example, the school provides a Google Group of parent emails and uses it to communicate with all parents in the grade – that’s an official channel. Almost always, parents create their own, unofficial channels, like a parent’s WhatsApp. There are lots of good reasons for parents to do this! The school does not need or want to be a party or privy to each and every conversation parents wish to have with each other. (We do assume healthy and constructive conversations are taking place there, both in terms of how parents engage with each other and about school in general.) Sometimes, however, subgroups of parents may create additional unofficial channels which may not be so inclusive. We might be able to understand why that could be true, but generally do not prefer them.

Why?

Because it is almost 100% true that everything that lands in any unofficial channel will wind up being heard by everyone – whether they are in the channel or not. Meaning, you should assume that anything you say in the unofficial Grade Whatever Parent WhatsApp will find its way to the school. And, anything that you say in an unofficial subgroup of parents in a separate WhatsApp will find its way to all the parents in the grade.

How do we know?

Because it happens all the time. Hurtful statements eventually find their way to their objects which only causes more harm and never leads to good outcomes. We simply ask that you treat these communications as if they could be read by all and act accordingly.

In a similar vein, parenting is a complex and noisy endeavor. Our children are sponges – they hear and absorb everything that is said. They are also eager sharers – they like to share everything they hear. This means, if your children hear you discussing other children – innocently or not; intentionally or not – they are going to come to school and let everyone know, including those children, about how you feel and what you have said.

How do we know?

Because it is happens all the time.

Parenting is hard and getting harder all the time. Let this be a gentle reminder about how our words tend to take on a life of their own, sometimes with uncomfortable outcomes. And let this be a request for partnership – we ask that you please be careful about how you discuss school matters with other parents and with (or in front of) your children. There are appropriate channels – official and unofficial – for expressing concerns, making requests, sharing frustrations, venting, asking questions or anything else a parent may need or want to do.

Let’s work together to ensure that our children get to come to school each day with fresh starts and positive attitudes. They have so much goodness in them and ahead of them, as individuals and as a group.

Stay tuned for a Parent Survey about our as-promised new offerings for both French and Jewish Studies after-school programming! We are working with the JCC, and we look forward to seeing what we can offer.

What happens online, not only doesn’t stay online, it follows your child to school.

I distinctly remember when it hit me. I was hosting a large PTA-sponsored spaghetti dinner a year or so into my last headship and after everyone had settled into the room, I took a step back and zoomed out. This event was taking place in a room about as large as our school cafeteria and as I panned back and forth, the “a-ha” came screaming out of my consciousness. If you had taken a picture of a typical student lunch and mapped it onto a picture of this parent dinner, it would be a perfect match. The parents of the same children who typically hang out together were hanging out together. The parents of the same children who typically struggle to find friends to sit with were struggling to find friends to sit with. The same groups, the same pairs, the same cliques – what was true for the students was true for their parents.

And of course it was.

As our school year is winding down and parents look forward to our sharing out the faculty lineup for next year (coming soon!), I want to revisit territory I first staked out, here, in a blog post titled, “Do I have a stake in who my students are when they are not in school?”

In that post, I asked the following question: “Do I or does the “school” have a responsibility to address behaviors that take place outside the bounded times and spaces of school?”

My answer was most affirmatively, “Yes,” and I will let you (re)read the post to see why.

But, I also qualified my answer in the following way: “Let me be clear that I am purposefully leaving parents out of this behavioral equation. Not because I either blame parents for their children’s behavior nor because I abdicate parents of their responsibility to effectively parent. I am simply asking a different question.”

Well…I think I would like an opportunity to ask that question: “Do I or does the “school” have a responsibility to address the role parents play in behaviors that take place outside the bounded times and spaces of school?

And, again, I think the answer is, “yes”.

But, boy, is that more complicated.

The simple issue to explore is how to help parents best partner with school to truly become a community of kindness. The simple challenge is how to lovingly intervene when it becomes apparent that help may be required.

We are parenting in uncharted territory. Our children have access to information and to each other in ways we, not only never anticipated, but in ways that continue to change – and we may, or not, even be aware that it is happening. Whether it is through texting, chatting, or gaming, our children are in constant contact. And just like in reality-reality, their behavior in virtual reality provides opportunities for kindness and opportunities for its opposite. And parents play a crucial role in determining the outcomes.

Unfortunately, with rare exceptions, if it finds its way to me, it means the outcome was not-so-good. When it finds me, it usually means that a child has been excluded or disparaged. When it finds me, it usually means that a child has been exposed to language or content which may be inappropriate. When it finds me, it usually means that a parent is concerned about which influences are following their children from school without an invitation.

And when it finds me, I have to ask myself what am I to do?

This is normally the point in my blog where I would proceed to ramble on for another 500 words or so and provide the answer to my own question.

But to be transparent, I can’t. Because I actually don’t know the answer.

So, please, whether you are a parent, educator or concerned party, comment on this blog (or email me at [email protected] or come in for a coffee if you are local) and let’s collaborate on an answer. You can take the time it normally would have taken you to finish this blog post to formulate your response.

How do I address my fully accepted responsibility to care about the role parents play in behaviors that take place outside the bounded times and spaces of school?

Do I have a stake in who my students are when they are not in school?

Admissions seasons tend to bring up big-picture questions and spark big-picture conversations. Which makes sense as parents – both new and returning – are making critical decisions about where, why and how they want their children to be educated. Today, I want to take an opportunity to reflect on a question that bubbles up from time to time that I struggle to provide a clear answer to. It gets asked in lots of different ways, but essentially boils down to the same idea: Do I or does the “school” have a responsibility to address behaviors that take place outside the bounded times and spaces of school?

Typically the question is specific to an incident of negative behavior, although it is just as fair to ask about positive behavior as well, and I intend to address both.

Jewish day schools are in the character-building business. It is a significant motivation for parents to enroll their children in our schools. We care at least as much about who our students are as we care about what they can accomplish. We utilize Jewish value language across the curriculum to reinforce the idea that being a mensch is not something one does only in certain classes, but something one is all day long. Our teachers work hard all day to ensure that our school lives up to the ideal of being a community of kindness. And even during school we struggle to achieve our goal. That’s precisely why we launched our new behavior management program anchored in the “7 Habits” in the first place. [Click here for a recap.] We recognized that in order to become that community it required all of us working together to build the safe, loving environment our children deserve. But even these new approaches emphasizes what happens under our watchful eye.

What about the text sent out at 9:00 PM?

What about the play-date on Sunday? Or the ones some children are not invited to?

What about the hallways during Bar Mitzvah services?

Let me be clear that I am purposefully leaving parents out of this behavioral equation. Not because I either blame parents for their children’s behavior nor because I abdicate parents of their responsibility to effectively parent. I am simply asking a different question. If I witness or discover noteworthy behavior of my students when we are not technically in school, what exactly are my responsibilities to respond or react? Do I have a stake in who my students are when they are not in school?

The simple answer is “yes”. I care deeply about who our students are when they are not in school because how they behave when no one is watching matters a whole lot more than how they behave under close supervision. That’s the true measure of character. That’s derekh eretz.

OK, that part is simple. I am proud when students behave well outside of school and disappointed when they don’t. But do I share those feelings with them? Do I share those feelings with their parents? Is it my place to hold them accountable for those behaviors? Those are the vexing questions I struggle to answer effectively – especially when the behaviors are grey.

The black-and-white ones are easy; they always are when the level of behavior is so significant it cannot be ignored. We already engage parents when we discover social events where students are excluded. We already employ effective discipline when students bully outside school walls and times. And on the positive end of the spectrum, we already celebrate students who are honored elsewhere. We already praise students for their outside academic, artistic and athletic achievements. We already highlight students who perform significant acts of lovingkindness outside of school.

The grey ones are more complicated; they always are when the level of behavior is insignificant enough that it can be, and often is, ignored. We don’t always engage parents to ensure all our students have access to frequent play-dates and smaller social opportunities. We don’t always praise students for their random acts of lovingkindness outside of school. We often ignore disruptive behavior at Bar Mitzvahs and Jewish holidays because we are ostensibly “off-duty” and we rarely call those students to account for those behaviors when next back in school.

I am not comfortable simply standing on the sidelines.

With regard to being a “community of kindness” we say that we will know if the work we have done is taking hold if students on their own are willing to address their own behavior or that of their friends. That children will be willing to say to themselves and to each other that “we do not behave like that here”. To me this is no different. We need to do a better job instilling pride of school and pride of self in our students so that they feel the responsibility of representation outside our direct reach. An OJCS student simply does not behave like that. An OJCS student behaves with derekh eretz whether they are in school, synagogue, the hockey rink, or the mall.

I have a role to play and I am working up the courage to empower myself to do it. If I am made aware of discouraging behavior, I will share my disappointment regardless of when or where it took place. If I am made aware of positive behavior, I will share my pride regardless of when or where it took place. They will know that I have high expectations. The older ones will know that I don’t issue a character reference or a principal recommendation lightly. If you want me to recommend you to a high school, an honors society, or even to babysit, you will earn that recommendation by making for yourself a good name.

My students will know that I care who they are and that who they are matters.

A quick thought about teachers as we head into February Break…

One of my favorite books is Teaching & Religious Imagination by Maria Harris. It is a wonderful book and I am grateful to my doctoral comps all those years ago for allowing me to become familiar with it. What I love about it, is how it describes secular teaching in religious language. The very act of teaching – regardless of subject or location – is a religious act. This is not just beautiful imagery, which it is, but an important truth to acknowledge as we head into another transition – this time from hyflex, back to in-person learning.

Those of us who have been charged with the sacred task of providing a child with an education recognize and are humbled by that holy responsibility. It matters not in a school whether we are the teacher of prayer or the teacher of math or the teacher of French or the teacher of badminton. Education is interactional and God can be found in the quality of our relationships. How we treat our students and each other matters.

Teachers, like families, are looking forward to a much-needed break from the challenges and burdens of having pivoted from in-person learning to Winter Break to distance learning to hyflex learning to February Break; with a final two-week phasing out of hyflex as the circle rounds back to in-person. Please know that just as it is vitally important that we find the opportunity to share the good with parents about their children, I cannot tell you how impactful it is when a parent shares something nice about or directly to a teacher. These acts of lovingkindness are what sustains even the most dedicated of teachers during inevitable times of stress. Thank you to all who do take the time…your kindness matters.

We are long past the point of predictions when the truest thing is our inability to know what is to come. We know that when we return from break that the sun will rise on each new day. We are hopeful for better/easier days, but prepared for all possibilities. I am as anxious and excited as anyone to see what is to come. If the saying, “Man plans; God laughs,” is true, I guess we’ll see who is laughing in the weeks to come.

In the meanwhile, we wish all our OJCS Families a safe, restful, joyous and meaningful February Break.

#ShortestBlogEver #You’reWelcome

Reinventing Middle School: The (Soft) Launch of OJCS “Mitzvah Trips”

If you have ever moved from one place or organization to another, you know that the last thing people want to hear is, “In my last…”. There is a reasonable shelf-life for looking back to prior experiences in service of carrying forward ideas and programs that work, but here at OJCS, as I sit halfway through my fifth year, we ought to be past the, “In my last school…”. And if not for COVID, I’d like to think we would. But there is one big idea that I have been so excited to bring to OJCS that has been on pause since we teased its arrival back in the halcyon days of almost exactly two years ago in February 2020. But the time for waiting is no more, COVID notwithstanding, and I am beyond pleased and excited to share the next stage of reinventing and reimagining Middle School (Grades 6-8) at the Ottawa Jewish Community School.

Beginning with a soft launch this March, we are pleased to introduce a new Middle School Social Justice Project – The OJCS Mitzvah Project – that is predicated on the Jewish value of tikkun olam, the idea that each of us are here to do our part to make our world a better place. We will begin the work of integrating the formal Jewish Studies curriculum that our Middle School experiences on Mondays through Thursdays, with social justice experiences on Fridays, each and every week. Aligned with our school’s core values [North Stars alert!] of “We own our own learning,” and “We are each responsible one to the other,” we will create a committee of students, teachers, parents, and community leaders to develop this project, which integrates key Jewish values, deep textual learning and practical hands-on projects.

For example, during a week (or unit), students in Grade 6 would study on Monday-Thursday texts that describe the ethical treatment of animals, and then on Friday go out into the community and volunteer in animal shelters. Students in Grade 7 would study texts that help us understand our responsibility to feed the hungry, and then on Friday go out into the community and either feed the hungry, or volunteer in both kosher and community food banks.

This transition will require a “revolution” in our school that includes our schedule, our curriculum, our community partnerships and parent engagement. It will require us to redo our middle school schedule so that all of our Jewish Studies classes would flip on Friday to the afternoon, so they can end their day with our weekly “Mitzvah Trip”. It will require a brand-new curriculum (subjects, values, key ideas, Jewish sources, etc.) that is organized around the “Mitzvah Trip” experiences. It will stretch our existing community partnerships and require us to invest time and energy in creating new ones, seeking a balance between Jewish and secular causes and organizations. Logistics alone will require parent participation to help shepherd our students each Friday to the location of that week’s “Mitzvah Trip”. However, the opportunity to transform parent participation into parent engagement is a huge value-add of their volunteerism.

We want to provide our students with Jewish experiences that inspire them to learn more Torah, and we want to help our students make personal connections between the Torah they learn in school, and the larger world around them. We want our students (and families) to recognize that part of being Jewish is to make the world a better place, that doing so requires both learning and doing. Locating this work in our Middle School allows for practical connectivity to the b’nei mitzvah process. Providing these opportunities in a Jewish middle school where many parents are not looking towards Jewish high school, is critical to inspiring students and families to see and feel value to their Jewish learning beyond the walls of the school.

As a parent who had one child experience this program before and another one barely still eligible to experience it now, I can tell you firsthand how impactful it is and can be. As a principal who watched families eagerly anticipate middle school so they can start going on “mitzvah trips” and watched alumni eagerly anticipate opportunities to come back and volunteer on “mitzvah trips,” I know this creates a wonderful opportunity for our school to retain and attract students through Grade 8.

Wouldn’t you want your child to have an opportunity to make the world a better place each and every week?

Celebrating Jewish Disability Awareness & Inclusion Month (JDAIM)

February is Jewish Disability Awareness & Inclusion Month (JDAIM) and OJCS is excited to celebrate – even if those celebrations (like everything else these days) has to continue to come filtered through COVID protocols and a hylex learning program.

“Inclusion” is not simply an issue to discuss once a year, of course, and as we began our formal discussions of how we would celebrate JDAIM this year at this week’s Faculty Meeting, 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 not look to see who you do not / cannot and then 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 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.

Even as we navigate a complicated set of safety protocols, 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 Grade 2 General Studies Teacher 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 class participation as well.

…this year continues the exciting opportunity for our students to participate in the Friends of Access Israel (FAISR) Speaker Series for students in Grades 5-8. Every Monday through Thursday this month there will be a different and free JDAIM guest speaker. The lineup of speakers is incredible!

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 with enhanced COVID safety protocols is only possible thanks both to generous supplemental grants from Federation and from its “Emergency Campaign” that provides flexible furniture, assistive technology, and diagnostic software to benefit learners of all kinds whether they are learning in-person or at-home. As increased personalization is carried forward from all our COVID pivots, OJCS aspires to live a pedagogy of personalization that allows each student in our school to find the appropriate floor and to fly as far as their God-given potential permits without a ceiling.

Ken y’hi ratzon.