Thought Leadership – A Floor, But Not a Ceiling

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

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

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

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

And yet.

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

Now for the annual litany of caveats and preemptive statements…

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

There are two big ideas to keep in mind:

The goal is to track data across all grades to allow us to see if…
- The same grade scores as well or better each year.
- The same cohort grows at least a year’s worth of growth.

It is super important to have the proper understanding and perspective of what a “grade equivalent score” really is.

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

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

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

A few tips on how to read this:

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

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

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

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

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

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

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

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

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

Why This Work Matters: Aligning with Our North Stars

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

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

Who is The Social Institute?

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

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

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

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

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

What Does This Look Like at OJCS?

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

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

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

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

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

Grounded in Jewish Values

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

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

Looking Ahead

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

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

A Safe Haven for Jewish Joy

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

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

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

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

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

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

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

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

A Carnival of Blogs

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

Let the carnival begin…

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

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

And so on and so on…

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

Reading the Calendar as Text

There is an idea in Talmudic hermeneutics (which defines the rules and methods for investigation and exact determination of meaning of the scriptures in the Jewish Bible, within the framework of Rabbinic Judaism) that you can unlock meaning by looking at the juxtaposition of biblical texts that don’t appear to be linked or related on the surface. [For example, the fact that the law of shatnez in Deuteronomy 22:11 (the forbidding of wearing garments of mixed wool and linen) is immediately followed by the law of tzitzit in Deuteronomy 22:12 leads the rabbis to deduce through the juxtaposition of sections that you can wear a garment bearing tzitzit that is a mix of wool and linen. Don’t worry if none of what I just wrote makes sense to you.]

But what if we applied this rule of “juxtaposition of sections” to the calendar?

Over the next few days at OJCS, we have an “only in a Canadian Jewish day school” convergence of events: today’s annual Terry Fox Run, Monday’s National Truth & Reconciliation Day, and then we head into Rosh Hashanah. While each occasion is distinct in purpose and history, there is something deeply powerful about experiencing them in close proximity. For children and families in a Canadian Jewish K-8 day school, these moments offer profound lessons that transcend individual contexts and connect us in shared values of courage, reflection, and responsibility.

The Legacy of Terry Fox: Courage and Collective Action

Terry Fox is a national hero whose story resonates far beyond Canadian borders. His Marathon of Hope is more than just a symbol of endurance; it reflects the courage to pursue what seems impossible. For our students, participating in a Terry Fox Run is about more than running. It’s an opportunity to connect with the value of mesirut nefesh—the Jewish concept of self-sacrifice for a higher cause. When children run in Terry’s name, they aren’t just contributing to cancer research; they are internalizing the idea that each of us can make a difference, no matter our limitations. We teach them that Terry’s story is about turning personal adversity into global activism—a message that resonates deeply with our school’s North Stars.

National Truth & Reconciliation Day: Reflection and Responsibility

Our commitment to holding space for National Truth & Reconciliation Day into our school calendar has become an essential part of how we engage our students with Canada’s complex history. The day is set aside to remember and honour the survivors of residential schools, acknowledging the pain and trauma inflicted upon Indigenous communities. For a Jewish day school, it offers an opportunity to reflect on the intersections between our own historical experiences and those of Indigenous peoples. Our students learn that justice, tzedek, isn’t just a concept confined to Jewish history but is a universal human responsibility. We want our children to understand that reconciliation isn’t a one-time event but an ongoing commitment to learning, listening, and acting in solidarity.

Rosh Hashanah: A Time for Renewal and Change

Rosh Hashanah, the Jewish New Year, offers a moment of spiritual reflection that echoes the themes of both Terry Fox and National Truth & Reconciliation Day. As we enter the Yamim Noraim, the Days of Awe, we emphasize personal growth, repentance, and renewal. We teach our students that while this holiday is about introspection, it is also about action—about making changes in our lives that positively impact those around us. Much like Terry Fox’s unyielding dedication to his cause, and much like the ongoing process of reconciliation, Rosh Hashanah calls us to pursue tikkun olam—the repair of the world. Whether in the context of family, community, or society at large, Rosh Hashanah reminds us that we have the power and responsibility to create meaningful change.

A Unique Canadian Jewish Experience

What makes these three juxtaposed events especially meaningful is the way they intersect within the unique fabric of our Canadian Jewish identity. Terry Fox’s legacy, Truth & Reconciliation Day, and Rosh Hashanah each stand on their own, but together, they represent a powerful triad of courage, responsibility, and renewal. In a Jewish day school like ours, we aim to provide students with the tools to engage fully as young Jewish Canadians, understanding that their identities are shaped by both their heritage and their broader Canadian context. We want our students to ask big questions: How do we honour the past while building a better future? What does it mean to live as a proud Jew and a responsible citizen?

As this extraordinary week unfolds, I am eager to see the questions and discussions that arise among our students and families. How can we live with courage like Terry Fox? What does it mean to actively participate in reconciliation efforts? How can the reflection and renewal of Rosh Hashanah guide us in the year to come? These are the kinds of questions that define the educational journey at OJCS. While the answers may not come easily—or at all—the process of engaging with them is where the real learning happens. As always, I’m excited to see how our students navigate the intersection of these significant moments, and I look forward to the lessons they will teach all of us in the process.

As the eve of a new Jewish Year approaches, it is my most sincerest hope that this is the year we’ve been waiting for. To all the teachers, staff, parents, students, donors, supporters, and friends in this special school- thank you for your enthusiasm and your hard work. 5785 is shaping up to be a quite an amazing year!

From our family to yours, “Shanah tovah!”

The Transparency Files: How We Grow Our Teachers

When you have been doing this as long as I (somehow) have been doing this, it is natural to wind up with some sayings and “-isms” that help explain your “why” and core beliefs. Here is one of mine: “We should treat our teachers at least as well as we do our students”. There are lots of ways that can apply, but here I want to take a peek behind the curtain and share how we think about the critical work of growing our teachers. There are three OJCS North Stars that we aspire to for our students that apply at least as well to our teachers: 1) We own our learning, 2) We learn better together, and 3) There is a floor, but no ceiling.

Just as we want our students to take responsibility for their own learning as they develop in school, we empower our teachers to take ownership of their professional growth. The administration are not detectives looking to catch our teachers making mistakes, but partners in helping teachers become their best selves. Just as we know that learning is not done best alone, we encourage our teachers to grow themselves in cohorts, in community and in partnerships. And just as no two students are the same, we do not offer our teachers cookie-cutter PD; rather, we work with our teachers to co-create differentiated and personalized growth opportunities that meet them where they are and take them the next steps forward. [This does not mean that the administration never proscribes or requires particular growth experiences if that is what is called for; but we do try to start with the teacher’s passions and preferences.]

If you look up you will see our school’s Learning Target, which I have blogged about in the past. A quick reminder that,

This “Learning Target” is the instrument of alignment – meaning we can now make big and small decisions based on whether they bring our school closer to the target or not. If our “North Stars” represent unchanging aspirational endpoints of our educational journey, our “Learning Target” functions as a map and a compass.

Our teachers measure themselves – and we measure them – against a detailed rubric that describes varying degrees of excellence across these five domains and seventeen sub-domains. Each year we expect our teachers to demonstrate growth in (at least) one category. That season starts now. I am currently meeting with each teacher in our school to decide on a Professional Growth Project (PGP) that is intended to formally move that growth forward. Once I meet with each teacher and determine their PGP, they are shared with the full administration so we can build a calendar of professional growth opportunities aligned with this year’s needs.

If you are an OJCS Parent and not interested in more detail, feel free to skip the next section…

Because this blog does attract a broader audience than current families at OJCS (sorry if that reads like a bit of a humblebrag), I am going to tack on a few more technical pieces of the hows and whats of what we call our Annual Performance Review Process or APReP…

For transparency sake, here is the same graphic we provide our teachers as an overview:

Things to know…

…anyone in the field who would like samples of all the documents that are (not) hyperlinked in the above JPEG, just put your email address in a comment or email me directly ([email protected]) and it will be my pleasure.

…this has been an iterative process over the years. We have added features, taken away features, etc. We currently distinguish between first-year teachers at OJCS, non-tenured teachers at OJCS, and tenured teachers at OJCS. [For my non-union friends, at our school, teachers become tenured if they are asked back for their fourth consecutive year of service.]

…”ELT” is our Educational Leadership Team.

…first-year teachers do not have a PGP as it is enough to acclimate yourself to a new school.

…new this year, veteran teachers may volunteer to sit on committees in lieu of PGPs upon request and agreeance from the administration.

…the APReP process is how we determine who our teachers are each year and which portfolios they are given. It is not intended to be a high-pressure or high-stakes process, but it does lead to meaningful outcomes. It is rigourous and it is serious.

Our teachers are our most important variable in school success. The more skilled, able, prepared and motivated our teachers…the greater the odds for all the outcomes we aspire towards. We are looking forward to great year of learning at OJCS this year…not just for our students, but for our teachers as well!

OJCS Faculty Pre-Planning 2024: Disconnect to Reconnect

This is normally the post where we provide a peek behind the curtain of what happens at school the week before students arrive; the week that teachers return, engage in meaningful professional growth opportunities, plan together for the start of school, organize their rooms and spaces, etc. This year, of course, with a renovation racing at breakneck speed towards the first day of school, we shifted the balance of Pre-Planning Week towards that last task – giving all the time needed to open these brand-new classrooms on the first day of school.

One advantage to a nearly 100% returning faculty and staff is that we can seamlessly move forward on work we have been doing these last few years to help OJCS reach ever-closer towards our North Stars. And with enrollment still coming in (classic Ottawa), we are on track for a seventh consecutive year of growth. As we prepare to (literally) open our doors next week to house students in classrooms which are now as excellent as the quality of teaching and learning contained therein, and as you prepare to enjoy the last holiday weekend marking the end of summer, let me paint a little picture of how we are preparing to make 2024-2025 the best year yet.

Here’s a curated selection from our activities…

The “Learned Helplessness” Cafe

Each year (17 years, 8 at OJCS and counting!), I begin “Pre-Planning Week” with an updated version of the “World Café”. It is a collaborative brainstorming activity centered on a key question. Each year’s question is designed to encapsulate that year’s “big idea”. This year’s big idea? Disconnect to Reconnect!

As a segue to this one big idea, we started the World Café by exploring the notion of “learned helplessness” and whether or not our use of technology in school contributes to it.

Here’s what connected collaboration looks like…

The Anxious Generation

Beginning with last year’s prototype of a “Middle School Cell Phone Detox,” we are building upon this key idea:

It is always the right time to do what is necessary to ensure the wellbeing of our students. A number of us on our Educational Leadership Team (beginning with Vice Principal Melissa Thompson) have been reading The Anxious Generation and following the discussion on one of its big ideas, “Wait Until 8th“. Both deal with the negative impacts of constant and chronic use of smartphones, in particular, on young and developing minds.

This will be the ONE BIG IDEA for 2024-2025. Parents will have an opportunity to learn more at this year’s “Back to School Night”, as well as through parent education sessions and a series of cohorted book groups. It will also be the theme of this year’s Middle School Retreat. We are looking forward to sharing more…once we launch the start of school.

Behaviour Support @ OJCS 2.0

We took significant strides last year in the way in which we navigate behaviour, evidence of which can be found in our parent and faculty feedback data. That doesn’t mean that we don’t continue to refine and revise our framework. We do and we did.

Here is a reminder about the big idea that underpins our approach:

Here is our framework-at-a-glance:

Again, it cannot be understated how helpful it is having almost 100% returning faculty when it comes to these matters. We can spend all our bandwidth on growing and improving. We saw the impact of the framework last year; we look forward to greater impact with a second year under our collective parent-school collaborative belts.

Did we take a Shehekhiyanu Moment when we (finally!) were able to show our teachers their new classrooms?

Did I do one of my spiritual check-ins on the topic of the “Discomforting Comfort”? Sure did!

Did Moreh David inject some ruach (North Star Alert!) into Pre-Planning Week with some all-staff shirah? Yup!

Did Ms. Gordon go over all the guidelines and protocols and procedures and rules and mandates to keep us all in the know? No doubt!

Did Josh Max train all our teachers on how to use our amazing new interactive whiteboards installed in all our classrooms and prepare our Lower School Teachers to use our 60 new iPads? Yessiree!

Did our teachers have lots of time to meet and prepare and collaborate and organize and do all the things needed to open up school on Tuesday? And then some!

All that and much more took place during this week of planning. We are prepared to provide a rigorous, creative, innovative, personalised, and ruach-filled learning experience for each and every one of our precious students who we cannot wait to greet in person on the first day of school!

Wishing you and yours a wonderful holiday weekend and a successful launch to the 2024-2025 school year…

The Transparency Files: Annual Parent Survey

This is it…the last…the very last…

…this version of the Annual Parent Survey will be put to bed. Faithful readers will recall that last year’s was going to be the last, but October 7th and the relocation/renovation rendered that a bit of a bridge too far.

So, yes, this is it. This Annual Parent Survey has served me and my school(s) well these last 15 years, but the people have spoken – er, rather, I guess, the people have not spoken, or at least have not been willing/interested in completing this survey in this format and so we will finally bid it adieu…

We have found ourselves in this fascinating cycle where each year the enrollment goes up and the participation rate in the Annual Parent Survey goes down. This year, although 47 individual surveys were turned in, only 36 individual surveys provided data on the main sections. That means this survey only represents 19% of the students in our school. It simply defeats the purpose of gathering feedback in service of making decisions that impact students if 1/5 of students are sharing that feedback. Whether we move to a third-party vendor, a new format for surveys, focus groups or some combination therein, we will cast a different and a wider net to ensure we truly capture the feedback we need – and your children deserve – to aim closer to our North Stars; to be the best version of ourselves we can.

But that’s the future…for now, one last time, let’s thank and lean into the parents who did participate and try to make meaning of what they are telling us. [If you would like to see a full comparison with last year, you can reread those results, or have them open so you can toggle back and forth. In this post, I will try to capture the highlights and identify what trends seem worth paying attention to.]

Not surprising to be clustered so low…it does make questions about “high school readiness” less helpful with such little representation from Grades 7 & 8.

Without knowing how representative this fifth of students is, this year’s data set is lighter on the “no’s”. Of course the “no’s” are always complicated to unpack because we have no way of knowing who of the “no’s” represent graduation or relocations, as opposed to choosing to attrit prior to Grade 8. However, what continues to be true is that the overwhelming majority of families – regardless of their feedback – stay with us year-after-year. This continues to say a lot about them and a lot about us.

Let’s look at the BIG PICTURE:

The first chart gives you the breakdown by category; the second chart gives you the weighted average satisfaction score (out of 10). I will remind you that for this and all categories, I look at the range between 7-9 as the healthy band, obviously wanting scores to be closer to 9 than to 7, and looking for scores to go up each year. In terms of “overall satisfaction”, we have now gone from 7.13 to 7.20 to 8.17 to 7.91 to 8.0 to 7.44 to 7.53. Although it is a tick up from last year, the difference is statistically insignificant.

Overall, this seems to be a good news story, but let’s dig deeper…

Almost every one of these numbers are up from last year! And the only number that is below the “acceptable range” is trending upwards…

Again everyone one of these is higher than last year! And, again, the only one that is below the “acceptable range” is also trending upwards…

So far, same trend. Every number is up and the OVERALL number and the Science number are as about as high we’ve ever had.

Here we hit our first trouble spot. The less-than-great news is that these numbers, at least for those families who filled it out, are all (still) below the acceptable range. The not-as-bad news is that numbers are fairly flat. “French reading” is down pretty significantly and “French PE” in its second year took a dip as well, so there continues to be meaningful work ahead.

Overall these numbers are mostly flat with a few small dips. Again, anything in those “high sixes” are targets for improvement. [I’m looking at you Tefillah which I take the most personally since I teach it!]

Work to be done! Although we think the transition we made in Art and the addition we made to Music (not yet represented in the survey) has brought significant improvements to our program. There are variables here that are not entirely within our control, but this entire section is worth our thinking more deeply about and identifying a few changes for next year.

These scores are mostly down as well. Pairing this with comments, we know we have work to do when it comes to the transition to semesters, the way we weave in progress reports, how we approach goal-setting, etc. We believe we have a clear path forward and fully expect to see these numbers grow next year. The one score we want to better understand is how parents view “provides regular opportunities for parents to be involved in student learning”. We do this, or we think we do, so part of what has to be sussed out is whether we are providing the right or preferred opportunities.

These numbers are almost all higher than the prior year. The two that are below the acceptable range (relevant learning for parents) and (student code of conduct) are both up, if not yet where we prefer them. Considering how much energy we put into new behavior systems this year, I would liked to see that number jump higher, but we will keep working to improve.

Last data point [Remember this question was scaled 1-5.]:

Our score remains consistent from 4.44 to 4.34 to 4.34 to 4.14 to 3.92. This one actually doesn’t jive with the rest of the results which almost universally had higher ratings than the prior year. Could be that this data point, which is supposed to rate Net Promoter Scoring (for those who are familiar) is not well understood. Either way, the trend line is concerning…at least for the minority of families who are represented in this year’s results.

So there you have it for 2023-2024!

Thanks to all the parents who took the time and care to fill out surveys! In addition to the multiple choice questions, there were opportunities for open-ended responses and a couple of experimental sections. Your written responses added an additional layer of depth; one which is difficult to summarize for a post like this. Please know that all comments will be shared with those they concern. (This includes a full set of unedited and unredacted results which goes to the Head Support and Evaluation Committee of our Board of Trustees.)

As I said at the beginning, without meaningful data we don’t know how high to put the “floor” we stand upon to reach towards our North Stars. We will change our model next year to ensure we get better data from more families. That way, we can make sure that without a ceiling, we aim to reach higher each year…

A Time to Be Counted

Here are the words I shared with Kitah Bet this morning in celebration of their Chaggigat Ha’Torah:

There is a time to count, like one does when counting one’s blessings, and there is a time to be counted, like one does when showing up for oneself, one’s family, and one’s community. Today is a rare opportunity to do both.

Today we celebrate the gift of Torah and in this week’s reading of it – in Parashat Bamidbar – we read about the census of the Israelites in the wilderness. This detailed counting of each tribe and individual highlights the significance of every member within the community. Each person’s unique role and contribution are recognized and valued. This notion resonates deeply with us today, as we witness the power of Jewish unity and collective strength in the face of recent challenges.

The tragic events of October 7th tested and continue to test our community in unimaginable ways. Yet, amidst the darkness, we have seen an extraordinary outpouring of support, solidarity, and resilience. There have been times when we have huddled together and counted our blessings, but also times when we have stood up and been counted as we rally and publicly #StandWithIsrael.

When we come together to celebrate our children’s first accomplishments in the study of Torah with the gift of Torah, we are not only honoring their individual achievements, but also reinforcing the bonds that tie us together as a community. Your choice to provide your children with a Jewish day school education is a powerful statement. It connects your children to the generations who came before, and to those yet to come. Your choice joins your family story to the larger Jewish story, honors our past, and secures our future through the learning and experiences you have made possible for their Jewish present. This choosing to be chosen, the unique nature of Jews who both have to and get to choose to be Jewish, feels so much more powerful this year in light of the world around us.

Our act of giving these sifrei torah to our children today is more than a ceremony; it is a reaffirmation of our commitment to Jewish continuity and resilience. Each time we gather as a community to study, read and celebrate Torah, we engage in a public act of Judaism that is itself a living expression of Torah. By showing up, by being present and publicly Jewish, we live our own torah and are counted within the Jewish People’s shared destiny of meaning. We demonstrate to our children that Judaism is not just a private faith, but a public declaration of who we are and what we stand for. Each act of Jewish learning, and each celebration we share is a thread woven into the fabric of our collective Jewish identity.

That is why, as was true with the siddur they received at the end of Kitah Alef, the Torah they receive at the end of Kitah Bet is not intended to be a trophy to sit upon a shelf, but a tool to continue the Jewish journey they are just beginning. It is our hope and our prayer that the work we have begun together as partners – parents and teachers; home and school – continues in the years ahead to provide our children with Jewish moments of meaning and Jewish experiences of consequence so that they can continue to receive and accept Torah in their own unique way, infused by a love of Judaism, informed by Jewish wisdom and aligned with Jewish values.

Ken y’hi ratzon.

Public Acts of Judaism Are a Prayer We Answer Ourselves

Here are the words I shared with Kitah Alef this morning in celebration of their Kabbalat Ha’Siddur:

One of the most profound gifts we can give our children is the sense of being part of something greater than themselves. The Hebrew word “siddur” comes from the root samech-dalet-reish, meaning “order.” The siddur represents the structured prayers that have connected generations of Jews throughout history. In the act of teaching our children to pray in Hebrew, we are linking them to a chain that stretches back to the beginning of the Bible and forward to future generations. Each day we do tefillah we help make l’dor v’dor a reality…

The events of October 7th have left an indelible mark on our community and our sense of security. In such times, the importance of community and the shared rituals that bind us become even more vital. The Torah teaches us, “And you shall teach them diligently to your children” (Deuteronomy 6:7). This mitzvah underscores our responsibility to pass down our traditions and values. Our act of giving these siddurim to our children today is more than a ceremony; it is a reaffirmation of our commitment to Jewish continuity and resilience.

Each time we gather as a community to celebrate our traditions, we engage in a public act of Judaism that is itself a form of prayer. By showing up, by being present and publicly Jewish, we answer our own prayers for a shared destiny of meaning. We demonstrate to our children that Judaism is not just a private faith, but a public declaration of who we are and what we stand for. Each act of Jewish learning and each celebration we share is a thread woven into the fabric of our collective Jewish identity.

Each day, our children present us – their parents and their teachers – with an opportunity to secure the Jewish future through our partnership. For parents, this is the sacred obligation we take on when deciding to have children. For teachers and schools, this is the holy task we are entrusted with when parents take the leap of faith to provide their children with a Jewish education. It is a responsibility that we do not take lightly or for granted. It is why a Kabbalat Ha’Siddur – why a celebration of receiving a siddur gifted by the school, decorated by the parents, and instructed by the teachers is so appropriate to mark this stage of our journey.

One of our school’s North Stars is that “we are all on inspiring Jewish journeys,” and the Kabbalat Ha’Siddur is just the next stop on a journey that, for many, began together under the chuppah on the first day of Kindergarten. My prayer for this class is that in the same way that the siddur we give them today is not a trophy to be admired on a shelf, but a tool to be used for discovery and meaning. Let today’s simchah not simply be an oasis of Jewish joy in a desert of a Jewish year, but confirmation of our collective indomitable spirit and a commitment to celebrate the next stop and the stop after that in the extraordinary and unpredictable Jewish journey of this remarkable group of children and families.

Ken y’hi ratzon.