Category: Transparency Files

The Coronavirus Diaries: OJCS Plans for a “Five-Day, Full-Day” Safe Reopening

Based on a thorough review of provincial guidelines, an examination of the physical facility, and feedback from teachers and parents, the Ottawa Jewish Community School has announced that it will be able to open after Labour Day with a “five-day, full-day” program for all its enrolled students.  The fundamental idea is to restrict contact to as few spaces and people as is reasonable, while still being able to offer meaningful in-person learning.  OJCS has sought to do this by restricting cohorts to 15 students who will spend the overwhelming majority of their school day in one designated space.

As exciting as this news is, we know there remain lots of questions and concerns about what this means for students, teachers and parents.  To guide our community’s thinking, we have put together a list of Frequently Asked Questions (FAQs) for your convenience.  [This FAQ will eventually be housed on our school’s website.]   We have also included a list of questions that are still in the process of being adequately addressed.  [If you do not see your question on this list – or have additional questions or concerns based on any of the answers – please do not hesitate to be in contact with the school for greater clarity.]

So you have enrolled or are thinking about securing your spot (while we still have them!) at OJCS for 2020-2021.  What do you need to know?

How will cohorts be created?

At the time of our decision-making, enrollment dictated that we would be able to offer two cohorts in Grades K, 1, 2, 3, and 5 and one cohort of Grades 4, 6, 7 and 8.  The normal rules for “class-splitting” apply with the major exception of keeping twins and siblings together.

Where will cohorts learn?

Each cohort in Grade K-5 will be assigned a primary classroom or learning space (Library) where all its learning activities are designed to take place.  General, French and Jewish Studies Teachers for each grade level will move between their spaces; students will remain in their space.  Cohorts in Grades 6-8 will be assigned a primary classroom or learning space (Makerspace), but students will travel to limited additional spaces during their learning day.

Will students within cohorts be socially distanced in their own classroom? 

Students will be seated at individual desks spaced apart.  Students will not be sharing school supplies, but rather each student will have their own materials and books assigned to them. 

How else have you restricted contact?

As described in greater detail in our soon-to-be-published, updated “OJCS Handbook”, we have created three different entrances and exits to the school to further separate K-2, 3-4 and 5-8.  Similarly, we have restricted bathroom access to those groupings.

Will parents be allowed in the building to pick up and drop off students?

Parents, guests and visitors will not be able to access the building during this phase of reopening.  Normal drop off and pick up procedures will prohibit parents from entering the building.  Additionally, parents coming to pick up sick children or to take children to off-site appointments will be asked to wait outdoors.  Our Office will be prepared to facilitate all these comings and goings via intercom.  

Will students be allowed to use lockers? 

During this phase of reopening, students will not have access to lockers or storage outside of their designated learning spaces.

What parts of the program have been eliminated to allow for a safe reopening?

Based on guidelines, we will not offer formal PE in Grades K-3 or Music K-8.  Grade-level teachers (in K-3) will have shared responsibility for supervising recess and other necessary (outdoor) physical activity.  Clubs, extracurricular sports, etc., are on hold as well.

What parts of the program have been adjusted to allow for a safe reopening?

Art will now be taught virtually (the Art Teacher broadcast from the Art Studio) in the cohort spaces with support from the grade-level team.  Library workshops will also be taught virtually and all library services will be rendered virtually and contactless.  Snack and Lunch will be eaten in cohort spaces with supervision from the grade-level team.  Recess will be scheduled by cohort, supervised by the grade-level team wherever possible and will take place in scheduled and demarcated outdoor locations which will be cleaned (see below) between usages. 

We are exploring “Outdoor Education” in Grades 4-8 that will take the place of indoor “PE” in those grades, be held fully outdoors (even in Winter) and conducted through social distancing.  [This means that PE Uniforms will NOT be needed until such time as we resume normal PE activities.  It may be helpful for parents to invest in quality outerwear.]  Tefillah (even in Middle School) will take place in cohorts and will launch without singing.  All assemblies, events, holidays, etc., will be reimagined with any necessary adjustments or virtual components to stay in compliance with guidelines.

Will students or teachers be required to wear masks?

The provincial guidelines do NOT currently require students or teachers to wear masks within their cohorts.  Teachers who teach multiple cohorts and/or grades will be required to wear masks during their day.  Students will be required to wear masks while walking the halls, using the bathrooms or in any other spaces other than their primary cohort space (with the exception of outdoor spaces when socially distanced).  Additionally, students in Grades 5 – 8 will be strongly encouraged to wear masks even in their primary learning spaces.

Will my child need to supply their own masks/hand sanitizer?

We do expect families to equip their children with hand sanitizer to be kept in their desk, and to come with their own masks.

How will IEP reviews look in the fall?  Will I still be meeting with the Director of Special Education?

Our Director of Special Education, Sharon Reichstein, will be in touch with all families of students with IEPs and facilitating IEP meetings via video conference.

What does this mean for children who receive services from outside specialists?

We will not be able, during this phase of reopening, to provide on-site, in-person access to learning specialists, reading specialists, occupational therapists, mental health therapists, etc.  We will try on a case-by-case basis to provide a supervised space for tele-therapy or virtual sessions for students in Grades 5-8.

Will temperatures be taken each day?

The guidelines do not call for mandatory temperature checks each day for either students or teachers. 

What are the procedures for kids with runny noses/coughs?

We will be proceeding with extreme caution and will be asking parents to keep home children with just about any symptom of illness at all.  We will be erring on the side of sending students home who exhibit any symptoms as well.  We will be treating our teachers the same.

What if a student or teacher tests positive or is exposed to someone who has tested positive for COVID-19?

The decision to operate by cohort allows for a more limited, surgical set of closings in the event of a positive case.  We could send home just the cohort into self-quarantine or the grade-level, depending on the circumstance.  

Who do I get in touch with if someone in my family or community has COVID? 

Please notify both Ottawa Public Health and OJCS immediately should you discover that you have come into contact with someone who has tested positive for COVID-19.

If someone in my immediate family travels, are there any protocols we need to follow when they return? 

Our school will remain aligned with all public health guidelines with regard to travel – within Ontario, between provinces and outside Canada.  This means that all requirements for quarantine will be applied to all OJCS families.

Here are the next set of questions that we are in the process of answering:

  • What kind of enhanced cleaning protocols will the school use?
  • What can you tell us about the state of ventilation in the building?
  • How will you handle supply teachers?
  • Will there be before and after-care? 
  • Will there be a hot lunch program? 
  • I’ve indicated my child will be engaging in virtual learning only due to health reasons, how will that work?
  • Will my child still receive resource support?  
  • How will the library lending service work this year?
  • Can the front office administer my child’s medication? 

In addition to the above, there remain lots of smaller, yet still important, programmatic decisions to be made.  Not everything can and should land in an FAQ, however, we are aiming to include as much as we can.  As stated about 1,000 words above, if you find anything above confusing or concerning, please let us know.  If you have a pressing question that you do not see above, please let us know.

Next week, we will provide you with an update on all remaining staffing concerns.  We are just about finished with hiring and have some wonderful new teachers to introduce to you!  We also know that parents are naturally curious to see how portfolios have shifted from what we have previously announced.  Stay tuned!

The Transparency Files: The OJCS 2020-2021 Faculty

We are doing our very best to tie up all our loose ends at the very same time, without getting tripped up!  The school itself has been physically open on Thursday and today for parents to come and drop off library books, used uniforms, etc., and to pick up the contents of desks, lockers, as well as yearbooks.  After all these months of distance it is very weird seeing actual human beings in our parking lot!  At the same time, we have report cards which are being sent home electronically today as well.  Those tasks will functionally close out the 2019-2020 school year.

That sets the stage for us to focus our energies squarely on the 2020-2021 school year to come.  The most important issue, of course, that we are working on is the plan for a safe reopening.  We are finishing up our review of provincial guidelines, I have been participating in calls with the Heads of Toronto Jewish Day Schools (through their UJA), and we are keeping up with best practices in both the private school world (through CAIS) and the Jewish day school world (through Prizmah).  The “good news” so far is that there are no huge surprises.  The threefold path we have already been planning to travel – in-person, distance and a hybrid (or “hyflex”) – is how every school is being asked to plan.  The two simpler paths are easier to conceptualize.  We can imagine what it might look like to have everyone back in the building with some amount of social distancing and with restrictions on activities such as PE or Music.  We would need to make adjustments, change schedules, etc., but we’d figure out how to make it work.  We can do more than imagine what it might look like to have everyone home, because that is what we lived through during the last 13 weeks of the school year.  However, parents should not expect that our OJCS Distance Learning program would look the same in the future as it did in the past.  With more time to plan, with experiences under our belts and with student/teacher/parent feedback, it is reasonable to believe that if we were forced back into a fully remote program, that it would look meaningfully different and increasingly improved (particularly in the youngest grades).

What is less easy to imagine, of course, is the hybrid or hyflex model and this is where we are doing the greatest amount of planning.  Guidelines that cap class cohorts at 15 students or seek to limit the amount of teachers who engage with a cohort are understandably tricky for a trilingual school with class sizes that average 15-20.  We have both physical and programmatic challenges to overcome to land in the right place.  We also have to have a better handle on parent needs and wants, which is why a parent survey will be sent out within the next couple of weeks.  We look forward to sharing more about our thinking and our proposed model as it comes into focus.  We appreciate your patience as we go about our work and we stand ready to answer any question or address any concern you may have in the meanwhile.  Please don’t hesitate to reach out to us directly.

This extended caveat – why not just tell us who the teachers are! – is necessary because what follows is a bit more tentative than it otherwise would be.  It is possible that the adoption of a hybrid model could require a different assignment for a teacher here or there because some classes (Art, Music, PE, etc.) may not take place (in the same way) or some grades may not be split the same way in a hybrid model than in a full in-person model.

So with that in mind, please get excited about this gifted and loving group of teachers and administrators who will partner with our parents in the sacred work of educating our children.  I know I am!

The 2020-2021 OJCS Faculty & Staff

Lower School General Studies Faculty

  • Kindergarten: Janet Darwish,  French Teacher (French) & Taylor Smith (EA)
  • Grade One: Ann-Lynn Rapoport &  French Teacher (French)
  • Grade Two: Ann-Lynn Rapoport/Lianna Krantzberg & Dr. Sylvie Raymond (French) [TWO Classes]
  • Grade Three: Julie Bennett & Aaron Polowin (French) [TWO Classes]
  • Grade Four: Faye Mellenthin, Yardena Kaiman (Core) & Aaron Polowin (Extended)
  • Grade Five: Melissa Thompson/Lianna Krantzberg, Yardena Kaiman (Core) & Aaron Polowin (Extended) [TWO Classes]

Lower School Jewish Studies Faculty

  • Kitah Gan: Shira Waldman
  • Kitah Alef: Ada Aizenberg
  • Kitah Bet: Bethany Goldstein [TWO Classes]
  • Kitah Gimmel: Sigal Baray [TWO Classes]
  • Kitah Dalet: Ada Aizenberg
  • Kitah Hay: Yardena Kaiman & Ofra Yfrah [TWO Classes]

Middle School Faculty

  • Science: Josh Ray
  • Mathematics: Chelsea Cleveland
  • Language Arts: Mike Washerstein
  • Social Studies: Deanna Bertrend
  • Extended French: Stéphane Cinanni
  • Core French:  Dr. Sylvie Raymond
  • Hebrew: Ofra Yfrah  (Level I) & Ruthie Lebovich (Level II)
  • Jewish Studies: Mike Washerstein
  • Rabbinics: A Rabbinics Teacher

Specialists

  • Art: Shira Waldman
  • Music: TBD (due to COVID)
  • PE: Josh Ray, Faye Mellenthin (Grades K, 1, 2 & MS Girls) & Brian Kom (3)
  • Library: Brigitte Ruel

Department of Special Education

  • Keren Gordon, Vice Principal
  • Sharon Reichstein, Director of Special Needs
  • Linda Signer, Resource Teacher
  • Brian Kom, Resource Teacher
  • Chelsea Cleveland, Math Resource

Education Leadership Team

  • Melissa Thompson, Teaching & Learning Coordinator
  • Deanna Bertrend, Student Life Coordinator

Administration

  • Josh Max – IT & Technology Support
  • Ellie Kamil – Executive Assistant to the Head of School
  • Head of Jewish Studies – Head of Jewish Studies
  • Staci Zemlak-Kenter – Director of Development
  • Emily Jiang – Chief Accountant
  • Jennifer Greenberg – Director of Recruitment
  • Keren Gordon – Vice-Principal
  • Dr. Jon Mitzmacher – Head of School

You will see two new names in the above list.  We are pleased to introduce Ofra Yfrah, a new Jewish Studies Teacher, who will be coming to us, with her family, from Israel with teaching experience and a passion for children.  We are additionally pleased to introduce Dr. Sylvie Raymond, a new French Teacher, who comes with a wealth of teaching expertise and enthusiasm for all things French.

We are moving full steam ahead with candidates for a new Head of Jewish Studies and a K-1 French Teacher, and between our extraordinary returning teachers and the quality of our new teachers, we know that the future is bright at OJCS.

This likely ends my weekly blogging for the season.  I will blog through the summer if and when there is what to share – obviously including all our thoughts and plans for a safe reopening.  Our office remains open, of course, but administration will take staggered vacation throughout the summer to make sure we are refreshed and recharged for 2020-2021.

Happy Summer!

The Transparency Files: Annual Parent Survey

I took advantage of the holiday weekend (Victoria Day, my American friends) with little opportunity to do much other than enjoy the weather at great (social) distance, to go through the results of this year’s Annual Parent Survey.  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 as seem worth paying attention to.

The first thing to name, which does not come as a tremendous surprise considering the times we are living through, is that both the number and percentage of students captured in this year’s survey is markedly down from the prior two years.  We have gone from 81 students to 84 students to 54 students.  This represents about 32% of our student population.  (Even less where not each survey is fully filled out.)  As the survey is per student, not per family, it runs the risk of being even less representative than that.  (In the service of anonymity, we have no way to actually know how many families the survey actually represents.)  Last year, we were at about 40% of students represented with a goal this year of hitting 50%.

Of course, this is definitely not an “all things being equal” circumstance.  We are still navigating distance learning and it is doubtful that drawing any meaningful conclusions about participation rates is worthwhile.  [We saw a similar decline in percentage in this year’s Annual Faculty Survey and it aligns with fieldwide data.]  Whereas it is common wisdom that folks with concerns are usually more likely to fill out these surveys, there is no common wisdom when it comes to pandemic times.  So instead of worrying this year about the motivations for why families did or didn’t fill out surveys, let’s celebrate the parents who did participate and try to make meaning of what they are telling us.

As was the case last year – and is usually the case everywhere – it is the parents of our youngest students who are the most invested with decreasing participation as the years go on.  This year, we see less Kindergarten than normal, for what that’s worth.

The percentage who replied “yes” is largely unchanged from last year (and always compounded by not knowing who of the “no’s” represent graduations or relocations, as opposed to choosing to attrit prior to Grade 8).  What is different this year is that the percentage of “undecideds” is larger than the “no’s” for the first time.  An increase of uncertainty certainly seems reasonable during a time of pandemic, although we have no way to tell the difference between correlation and causation.  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 weighted average satisfaction score (out of 10); the second chart gives you the breakdown by category.  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.  This year marks a meaningful jump in the right direction and you can see by the second chart that it is explained by the extremely high percentage of families who graded the school an 8, 9 or 10 and the extremely low percentage of families who graded the school a 1, 2 or 3 (in fact no families graded the school a “1” or “2”) – both of those things were not (as) true last year.  This is surely good news, but let’s dig deeper…

A few things jump out…

  • The topline number is up, fairly significantly, from 7.11 to 8.0.  This marks the first time we have reached that threshold.
  • Both learning “LEVELS” and learning “STYLES” have also crossed the threshold from the less healthy high 6’s into the mid 7’s.  It would be nice to know how much of this is attributed to improvement in general and how much to how the school has responded to distance learning, but we will have that same question to answer with almost all the data.
  • I am very pleased to see that every single category is up from the prior year and that all, but one, in this section are now firmly in the healthy 7-9 range.
  • I am thrilled to see such a high score (8.25) for “creative and critical thinking skills”.
  • Our lowest score (again) is again in “Homework” although it has climbed from 6.56 to 6.91, putting it just outside the healthy band.  As I wrote about in my self-evaluation, it is hard to know if the full implementation of our new Homework Philosophy was hindered by COVID-19, but we will look to see if this score goes up with another year of implementation under our belts.

  • Hereto, every metric is higher than last year and we still want to see each one climb a little higher.
  • The topline number has moved from 6.61 to 6.97, which is so close to being a 7, but for such an important metric, I would really like to see it closer to 8.  It would be interesting to peg this question to the grade of the student captured in the data (which I cannot do in order to protect anonymity) to see if parents’ perceptions of their child(ren) as being well prepared for high school grows higher as they get closer (which would be good) to graduation.
  • So thrilled to see all three of our metrics that deal with resource and IEPs to have grown and to all enter the healthy band!  Kudos to Sharon Reichstein, our Director of Special Needs Education, and her team for all their work this year – work that I believe has proven even more valuable during this time of distance learning.  This is a clear example over time where parent voice, aligned with teacher and student voice, leads to meaningful action.  (Fill out those surveys y’all!  We really do pay attention.)

  • Thrilled to see that our topline number has moved from 7.24 to 8.17!
  • Very happy to see that every metric in General Studies is well into the healthy band and each one is up from the prior year:
    • Math: 7.09 to 7.60
    • Science: 7.09 to 7.72
    • Social Studies: 7.41 to 7.96
    • Reading: 6.93 to 8.0
    • Writing: 6.51 to 7.07
  • I would happily attribute the meaningful increase in reading to all the work our Language Arts Teachers have done with STAR Reading / Accelerated Reader, incentivizing reading in general with the “Annual Reading Challenge” and the Scholastic Book Fair, and better integrating our Library with the Classrooms.

  • I am of two minds when it comes to our French metrics.  The positive is that all three metrics are HIGHER than they were last year at this time.  That’s good news!  Our OVERALL metric went from 5.66 to 6.54.  French reading grew from 5.58 to 6.36.  French writing went 5.35 to 6.07.  Those are all meaningful jumps in the right direction.  The negative, of course, is that they all still fall below the healthy band.  However, another year of growth like this one would put all those categories firmly there.  That should be great cause for optimism since this year’s growth can fairly be attributed to the first year of our consultancy with TACLEF – a year that got truncated by a third due to COVID-19.  Immediately before we pivoted to distance learning, we posted an update on the progress we had made this year due to TACLEF.  Knowing that we have another full year of consultancy ahead of us, should inspire greater confidence that our French outcomes will soon be on par with the rest of General Studies.  That will be quite an accomplishment considering the narrative around French outcomes that the school has been working to flip during the last three years.  Bon travail to the French Department!
  • Sticking with the theme of this section, all three of our specialty classes are up as well!  Congrats to the PE Teachers for leading PE from 6.84 to 7.75, to Morah Shira for lifting Art from 7.20 to 8.33, and to new Music Teacher, Mr. Goddard, for guiding Music from 6.80 to 7.56.  It is good to know that even with a rigorous, trilingual curriculum, that we continue to offer the kinds of high-quality PE/Music/Art experiences that make a well-rounded education.

  • We are again thrilled to see all our Jewish Studies metrics continue to climb higher after another year.  We are especially pleased to see the OVERALL metric move from 7.29 to 8.08.  With another year’s commitment to immersive Hebrew pedagogy, another year of meaningful prayer experiences, the leadership of Dr. Avi Marcovitz as our new Dean of Judaics, greater engagement of our community’s clergy, etc., we are clearly headed in the right direction.  Kol ha’kavod to the Jewish Studies Department!
  • We are pleased to see our extracurricular activities and athletics climb into the healthy range this year!  We are pleased to see field trips go up, with the hope to see it over 7 in the year to come.
  • Although our hot lunch program and our after school metrics trail behind the others, they are both UP significantly from the last year.  We will continue to work with our partners and vendors and look forward to continued growth in the year ahead.

From our experimental section, we yield these two data points (and two sets of meaningful commentary).  As we see it as almost an inevitably that schools will be required to pivot back and forth from school in a bricks-and-mortar building to school through distance learning, our ability to navigate that pivot with minimal disruption and maximal academic progress – not to mention with the continuance of meaningful Jewish experiences – will be powerful value-adds for OJCS in the years ahead.

  • I noticed that I did NOT include this section (Communications) in last year’s analysis (even though I am pretty sure the questions were asked), so we will let this year’s data serve as a baseline from which to judge future metrics.
  • All of these scores are high into the healthy range!  I like to see our “open and welcoming atmosphere” come in at 8.60, our regular communication at 8.73 and the front office’s responsiveness to concerns at an 8.80 – all of our highest scores.  I think we all know that we have Ellie to thank for a lot of those high scores!
  • I will be interested to see what the impact of “Student-Led Conferences” will be on the “parent-teacher conferences” metric once launched.

  • I have already shared my thoughts on my own job performance in my prior “Transparency Files” post.  I will simply state here my pleasure in seeing all these numbers climb from the prior year.
  • The one metric that I am very pleased to see climb is the last one, which essentially serves as a proxy for school-wide behavior management.  Last year we scored a 6.69 and I stated that, “we are working on launching a new, school-wide behavior management system next year based on the “7 Habits” and anchored in our “North Stars”.  I will be surprised if this score doesn’t go up next year.”  Well, it came in this year at a 7.65.

Last data point:

Remember this question was scaled 1-5.  Our school has climbed from last year’s 4.14 to this year’s. 4.44.  I truthfully don’t know how much more there reasonably is to grow this, but we’ll keep doing our best to find out!

So there you have it for 2019-2020!

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 you can see each year, we really do use this data to make enhancements and improvements each year.

We want to reverse this year’s trend in terms of parent participation, but very much wish to continue this year’s trend in increasing positive outcomes and satisfaction.  To mix school metaphors, each year simply becomes the higher “floor” we stand upon to reach towards our North Stars.  With no ceiling, we aim to reach a little closer each time.

The Transparency Files: Self-Evaluation

Although it feels like COVID-19 is the only thing we experienced this year, it will -at most – constitute a third of our school year.  So even though we continue along with our Distance Learning Program, even though things continue to be unpredictable, it is still true that when the calendar turns to May and June, you can count on me to deliver a series of “Transparency Files” blog posts!  This year, I am beginning with a self-evaluation, and will continue with the sharing out of results from this year’s Annual Parent Survey, results from this year’s Annual Faculty Survey (which is shared directly with them), and will conclude with a discussion of next year’s new initiatives and an introduction of the 2020-2021 OJCS Faculty.  [Things being what they are, these posts may not follow weekly.]

So let’s lean in…

We are in that “evaluation” time of year!  As Head of School, I have the responsibility for performing an evaluation of staff and faculty each year.  Fittingly, they have an opportunity to do the same of me.  Our Annual Faculty Survey presents current teachers and staff with the opportunity to provide anonymous feedback of my performance as Head of School.  Our Annual Parent Survey presents current parents with an opportunity to do the same (as part of a much larger survey of school satisfaction).  Please know that the full unedited results of both are sent onto the OJCS Board of Trustees Head Support & Evaluation Committee as part of their data collection for the execution of my annual performance review.

You are welcome to review last year’s self-evaluation post before moving onto this year’s…

This year’s self-evaluation is based on goals created for this year (which was done at the beginning of the year in consultation with that same Head Support & Evaluation Committee).  You will not find a complete laundry list of my day-to-day responsibilities.  [I typically focus in this blog post on more of my “principal’s” responsibilities, and not as much on my “head of school’s” (i.e. fundraising, marketing, budgeting, etc.)]   This means that you are only going to see selected components [there are more goals in each area than I am highlighting here] for the 2019-2020 OJCS academic year:

Establish steady and measurable growth of the student population

  1. Leverage parlour meeting(s) w/host families.
    1. Meet ahead of scheduled parlour meetings with host families to discuss an invitation strategy as well as salient points that better target the invited families.
    2. Meet after with host families to discuss follow-up strategy with a goal of converting 95% of attendees into scheduled tours.
  2. Work with Admissions Director to introduce a more data-driven approach to the entire admissions cycle.
    1. Explore data management programs (analogous to development) to  better collect and sort relevant data for the entire admissions cycle (inquiries, tours, applications, follow-ups, admissions, etc.).
    2. Introduce metrics (i.e. “touches”) into the regular moves management process.

OJCS is a school of excellence

  1. Working with French Faculty to integrate TACLEF training (year one of two).
    1. Assign a veteran teacher to shepherd the process and calendar all relevant training sessions.
    2. Meet with French Faculty after each round of training to see how teachers are faring.
    3. Encourage use of diagnostic tools as part of the process of preparing for both report cards and parent-teacher conferences.
    4. Share out with families (whether in a meeting and/or blog) updates of the work and its impact on the schools.
  2. Prototyping student blogfolios in Grades 5 & 6.
    1. Work with IT to establish the blogfolios.
    2. Work with the Educational Leadership Team (ELT) (Mrs. Thompson in particular) to help the Middle School Team understand the value of student blogfolios and how to best utilize them.
    3. Engage in proactive parent education with the families in Grade 5 (Grade 6 families began this last year) to best prepare them to be active partners.
    4. Aim for Grade 5 to prototype Student-Led Conferences for the Spring (b/c/ they tie naturally to student blogfolios).
  3. Actualize new HW Philosophy across K-8.
    1. Prepare and present new HW Philosophy (focusing on implementation strategies) to faculty during Pre-Planning Week.
    2. Facilitate a session on “Homework” at Parent Night.
    3. Work with the ELT to address ongoing issues through the implementation phase.
    4. Solicit feedback from parents, students and teachers as to how the new philosophy and policies are working.
  4. Launch new behavior management program anchored in 7 Habits / North Stars.
    1. Prepare and present new behavior management program (focusing on implementation strategies) to faculty during Pre-Planning Week
    2. Facilitate a session on “Behavior Management” at Parent Night.
    3. Work with the ELT to address ongoing issues through the implementation phase.
    4. Solicit feedback from parents, students and teachers as to how the new philosophy and policies are working.

Public  & Community Relations

  1. Introduce “Parent Workshops” (instead of “Town Halls”) around areas of intent interest (i.e. use of technology).
    1. Solicit feedback from parents as to what kinds of workshops would be meaningful to invest parental energy in participating in.
    2. Launch 1-3 Parent Workshops (either scheduled at multiple times and/or w/virtual options to accommodate busy schedules).
  2. Prototype family educational experiences.
    1. Gather feedback from parents and teachers as to what kinds of family experiences (whether in school like a “Family Kabbalat Shabbat” or outside of school like a “Family Retreat” would be meaningful.
    2. Launch 1-2 Parent Family Experiences.

 

So.  It would neither be fair nor true to blame any unfinished business or any unaccomplished goals on COVID-19, in fact in some cases it may have actually accelerated our path.  But it is both fair and true to name that it surely was and is a complicated factor.  Nonetheless, I am pleased to say that we managed to hit many of the above goals and are on our way to hitting the rest!

Here are some things to focus in on…

…we regard to Admissions, we were in the middle of a new outreach initiative to the Israeli community (championed by current OJCS Israeli parents) and had an event scheduled to bring new Israeli families to OJCS for a Lego Robotics activity, but it got canceled due to COVID-19.

…with regard to TACLEF, in addition to what I posted right before we had to pivot towards distance learning, with the (small) sample of (strategically selected) students who were used to train the teachers on the diagnostic tools, data was used not only for report cards and parent-teacher conferences, but also to navigate questions about French level placement.  If not for COVID-19, there should have / would have / will be a French Town Hall with more concrete findings and next steps.  Our last in-person training session for this year has been postponed into the already planned second year of this consultancy.

…with regard to Student Blogfolios, work was done with the ELT, but we did not get as far with the full Middle School Team as we would have liked.  Use of blogfolios in Grade 6 was pretty scattershot until we were forced into our Distance Learning Program.  Use increased out of necessity and we look forward to a carryover effect when we return to normal schooling.  Working with the Grade 5 Team, we successfully onboarded Grade 5 Parents – at least more successfully than the last cohort.  We were headed towards a prototype of a Student-Led Conference, although it is possible we may not have gotten all the way there, before COVID-19, but now this too must wait until next year.

…with regard to the new Homework Philosophy, I think, as expected, that implementation has been the trickiest part.  We will need to continue to spend meaningful time with faculty to ensure a shared understanding of how the philosophy ought to live across grades and subjects.  It is also going to be hard to know how the shift towards Distance Learning for the last third of the school will color feedback on this (and the next one below).  We will get some sense from Faculty and Parent Surveys, but not as targeted as it otherwise might have been.

…with regard to the new behavior management program, as with the new homework philosophy, implementation is the trickiest part.  We had greater success in the Lower School than in the Middle School, but good progress was being made right up until COVID-19.  More work will need to be done into next year.  Hereto, it is going to be hard to know how the shift towards Distance Learning for the last third of the school will color feedback.  As above, we will get some sense from Faculty and Parent Surveys, but not as targeted as it otherwise might have been.

…and, finally, with regard to parent and community relations, this still feels like an area for growth.  We held one workshop on “Technology” and then the move towards Distance Learning led to additional workshops specific to the pandemic.  Our virtual Family Kabbalat Shabbats and PTA virtual experiences have played a meaningful role during this time of distancing.

Those are just highlights.

If you have already contributed feedback through our surveys, thank you.  Your (additional and/or direct) feedback – whether publicly commented here, privately shared with me through email or social media, or shared through conversation – is greatly appreciated.  As I tell our teachers, I look forward to getting better at my job each year and I am thankful for the feedback I receive that allows me to try.

The Transparency Files: CAT4 Results

As apparently is my new annual tradition, I again in the lull between parent-teacher conferences reviewed and analyzed our CAT4 results.  [I strongly encourage you to reread (or read for the first time) our philosophy on test-taking and how we both share the tests with parents and utilize the data in our decision-making.]  We provided our teachers with the data they need to better understand their students and 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 took place during conferences and, thus, we should be able to return all results to parents next week.

Before we get to the results, there are a few things worth pointing out:

  • This is now our second year taking this assessment at this time of year. However, we expanded our testing from last year’s Grades 3, 6 & 8 to this year’s Grades 3 – 8.  This means that although we now have “apples to apples” data, we can only track two of our grades (current Grades 4 & 7) from last year to this one.  Next year, we will have such tracking data across most grades which will allow us to see if…
    • The same grade scores as well or better each year.
    • The same class grows at least a year’s worth of growth.
  • The other 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.

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…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 took 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 3.2, 4.2, 5.2, 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.  It is very hard to tease it out exactly, of course.

What are the key takeaways from this snapshot of the entire school?

  • Looking at six different grades through six different dimensions there are only two instances of scoring below grade-level: Grade 3 in Spelling (2.9) and Grade 5 in Computation & Estimation (4.1).
  • Relatedly, those two dimensions  – Spelling and Computation & Estimation – are where we score the lowest as a school (even if every other grade is at or above grade level) relative to the other dimensions.
  • 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.

In addition to the overall snapshot, we are now able to begin sharing comparative data.  It will take one more year before we can accurately compare the same grade and the same class year after year.  But we can get a taste of it with Grades 3 & 6.  What you have below is a snapshot of the same class (the same group of children) from last year to this:

What are the key takeaways from this comparison?

For both classes in all categories save one (Grade 3 to 4 “Computation & Estimation”) you see at least a full year’s growth and in many cases you see more than a full year’s growth.  (The one that fell short only showed 8 months of growth.  And it comes in the category we have already recognized as being a weak spot.)

Let’s look at one more data point.  We can also get a taste of how the same grade performs from one year to the next as well.  Again, we only have Grades 3 & 6 to examine:

Now, remember that this represents a completely different group of children, so it is not unusual or surprising to see variances.  Teachers can only grow students from the place they received them and it is that annual growth that we are concerned with.  But over time you are looking for patterns.  If we believe that Spelling is a weakness, we will want to know whether it is a weakness in every grade or does it dip in certain grades.  We have no way to know that or much else new from the above graph. It simply confirms what we presently know.  But in another year or so, we will be able to plot the trajectory of both classes (the same students) and grades over time to see what additional stories they tell.

To sum up, we have a lot to be proud of in our standardized test scores. We have two areas to investigate: Spelling and Computation.  With regard to Spelling, since we noted this as a weakness last year we had already scheduled PD for our faculty.  It just so happens that we are holding a session on “Structured Word Inquiry” for our Language Arts Teachers on Monday!  With that and other efforts we would expect to see those numbers tick up next year.  With regard to Computation, we will – like with Spelling – have an internal conversation which may lead to PD for Math Teachers.  These are examples of how we use data to increase performance.

The bottom line is that our graduates 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 each year, despite all the qualifications and caveats, our CAT4 scores continue to demonstrate excellence.  Excellence within the grades and between them. And let’s be clear, this academic excellence comes with an inclusive admissions process.

Despite our focus on individual growth, our average growth continues to significantly outpace national percentiles and grade equivalency scores.  Does investing in reflective practices (like blogging) lead to achievement ?  Does being an innovative learning pioneer translate into high academic success?

Two years in a row may not be conclusive, but it may be heading towards it!

The Transparency Files: OJCS Middle School Parent-Teacher Conferences

Talk about a niche blog post!

I recognize that I am really narrowing my audience here, but I do think there is some value in sharing aloud (rather than just emailing the contents to our current middle school parents) our thought process around how we structure our parent-teacher conferences in our middle school.  Part of the value is that some of the big ideas live beyond that narrow lens, impacting how we view parent-teacher conferences as a school and – more widely – how we view parent engagement and parent partnership.  Part of the value – I hope – is that we get some feedback from our current parents and from other schools and school leaders that will positively impact our thinking.  It can sometimes feel like you are blogging into the wind, but every now and again, I do get meaningful feedback from a blog post.  Here’s hoping this is one of them!

Last year, in a blog post that was more focused on a new-and-improved report card format, we did introduce the following change to our middle school parent-teacher conferences:

With a large number of middle school students and a fair number of middle school teachers, we are going to try to provide a larger window of time with a more strategic number of mutually selected teachers.  Instead of signing up for individual conversations with any or all teachers, we are going to be asking for parents to sign up for a 15-minute window and a request for one or two teachers they feel strongly need to be present.  Then we will meet as a full middle school faculty and assign teachers to each middle school conference, using parental request and who we believe to be important in the conversations that should happen to best support each child.

I added the boldface above, because that sentence did not seem to be clear (enough) to many families last year and, thus, unintentionally became a source of tension.  That is something I am hoping to avoid this year…

Let’s start with the observation that the entire model and structure of traditional parent-teacher conferences is likely obsolete.  Why?  Let’s count the reasons…

  • Meaningful parent partnership requires frequent conversation.  Two high-leverage, really brief engagement points do not lend themselves to relationship-building.
  • If the mantra for parent-teacher conferences (and report cards) is “No surprises!” and we’ve done that work already (see above point), then what exactly are these brief encounters designed to accomplish?
  • How much can you really discuss/show/ask/learn in such brief windows of time?  With people running behind schedule, knocking on the doors, etc. – even if you are lucky enough to be having a meaningful moment of engagement, you will likely still wind up frustrated to have it truncated by an artificially imposed time limit.

So why do we still do them?

Well, despite their challenges, they do tend to succeed in bringing more parents into the school and into conversation with their children’s teachers.    Brief conversations are better than no conversations.  Some opportunity for relationship-building is better than no opportunity for relationship-building.  So to the degree that they can and do lead to constructive conversations, it is worth continuing to try to improve upon them.

And that leads back to the changes we made last year for our middle school…

With our North Stars clarified and our culture evolving, we have an opportunity to revisit our programs and processes to be sure they are in alignment.  The move to adjust our middle school conferences was designed to ensure that we would land with a format which would provide parents with meaningful and actionable feedback, and provide us with the same in terms of inviting valuable feedback from parents – all in the service of helping our students “own their learning” and that there be “a floor, but not a ceiling” for each student.

Because we view this as a partnership, we believe it is important that both parent and teacher voice contribute to the conversation, and to determining who sits around the table.  Unlike the public board at the middle school and high school levels, we don’t believe a process which only honours parent choice serves our needs.  As we said above, when it is time to decide who should sit around the parent-teacher conference table, we “meet as a full middle school faculty and assign teachers to each middle school conference, using parental request and who we believe to be important in the conversations that should happen to best support each child.”

Why?  Why not just let parents decide who and how to spend their valuable, ever-so-short, window of time?

Well, it is the same reason we don’t do it in the Lower School.  We believe that each part of our curriculum is important and that who your child is – how they behave, how they are feeling, their academic growth, etc., – across different teachers is valuable for parents to know.  We don’t feel like you will have a full picture of your child and we don’t feel that we can get the feedback we need to serve your child, without having diverse representation.  If we had more time, we’d have the full 7-9 teachers around a larger table.  But we don’t.  So we give parents and teachers an opportunity to build a smaller team to meet in partnership.

It is worth noting that any parent at any time can request any meeting with any teacher.  It is not like this is your only opportunity to have 15 minutes with your child’s Math Teacher.  Or French.  Or Hebrew.  But for one of two nights a year, it is a wonderful (even with its structural flaws) opportunity to come together as a team of people who care deeply about your child to share what is working, discuss what might not be, plan for what could be, strengthen our own relationships, and chart a course for a successful  next term.

We are looking forward to a wonderful week of conferences.  See you there!

The Transparency Files: The OJCS 2019-2020 Faculty

I realize that I may have squeezed out five blog posts over the last two weeks, but that for many of you, this is the annual post you have been waiting for…

It is amazing to note that we have reached this point in the calendar and that the final two weeks of school are in front of us!  It has been such an extraordinary year here at OJCS and we are already busy planning for the next one.  I can appreciate that no one – including me! – wants to wish their summer away, but we are so excited about what is in store that we almost cannot wait to begin again!

Speaking of next year…

As you hopefully have already heard, we are saying goodbye to Rabbi Finkelstein and Noga Reiss who will be retiring at the end of this school year after long and distinguished careers at OJCS. [Hopefully you are planning on attending their Retirement Tea on Sunday, June 23rd at 3:00 PM here at the school.  Email the office to RSVP.]  These two faculty members have contributed much to our school and each will be missed.

The search process to fill Rabbi Finkelstein’s and other existing and new positions is underway and we will continue to update you as we make hires between now and the beginning of next year.

Looking back at last year’s post, I am struck by how many new structures and departments we introduced and that here, a year later, how much more stable we have become.  Last year, we introduced new schedules, increased contact time with both Hebrew and French, a new Department of Special Education, and a new Educational Leadership Team.  This year, we are simply letting you know who the key ingredients to the meal we are cooking together will be…

It does not mean that we are content or don’t have lots of work still ahead of us in order to become the school we seek to become!  In order to reach those “North Stars,” our teachers are looking forward to a year to live them more fully, to make sure the strategies we have developed (such as “prototyping”) are understood, to give us all a chance to better understand the whys and hows of classroom blogs, to implement a new homework philosophy, to truly strengthen the “J” in OJCS, to open our makerspace, and to launch a powerful new partnership to enhance French language education.  This will be more than enough to keep us joyfully busy into next year and beyond…

Finally, you will see below a few places where we have decided to absorb the cost of splitting classes, not just because enrollment in those classes may be going up, but because our promise to parents of personalization requires us to staff according to need, not to numbers, and we intend to deliver on those promises.

OK, I think I have given a lengthy enough preamble.  Let’s get excited about this gifted and loving group of teachers and administrators who will partner with our parents in the sacred work of educating our children.  I know I am!

The 2019-2020 OJCS Faculty & Staff

Lower School General Studies Faculty

  • Kindergarten: Janet Darwish, Dora Scharf (French) & Taylor Smith (EA)
  • Grade One: Ann-Lynn Rapoport & Dora Scharf (French) [TWO Classes]
  • Grade Two: Lianna Krantzberg & Dora Scharf/Aaron Polowin (French) [TWO Classes]
  • Grade Three: Faye Mellenthin & Aaron Polowin (French)
  • Grade Four: Julie Bennett, a French Teacher (Core) & Aaron Polowin (Extended) [TWO Classes]
  • Grade Five: Melissa Thompson, a French Teacher (Core) & Aaron Polowin (Extended)

Lower School Jewish Studies Faculty

  • Kitah Gan: Shira Waldman
  • Kitah Alef: Ada Aizenberg [TWO CLASSES]
  • Kitah Bet: Bethany Goldstein [TWO CLASSES]
  • Kitah Gimmel: Sigal Baray
  • Kitah Dalet: Yardena Kaiman [TWO CLASSES]
  • Kitah Hay: Gonen Sagy

Middle School Faculty

  • Grade 6 Educational Assistant: An Educational Assistant
  • Science: Josh Ray
  • Mathematics: Chelsea Cleveland
  • Language Arts: Mike Washerstein
  • Social Studies: Deanna Bertrend
  • Extended French: Stéphane Cinanni
  • Core French:  French Teacher
  • Hebrew: Gonen Sagy  (Level I) & Ruthie Lebovich (Level II)
  • Jewish Studies: Mike Washerstein
  • Rabbinics: A Rabbinics Teacher

Specialists

  • Art: Shira Waldman
  • Music: A Music Teacher
  • PE: Josh Ray, Faye Mellenthin (Grades 1, 2 & MS Girls) & Linda Signer (K)
  • Library: Brigitte Ruel

Department of Special Education

  • Keren Gordon, Vice Principal
  • Sharon Reichstein, Director of Special Needs
  • Linda Signer, Resource Teacher
  • Brian Kom, Resource Teacher
  • Chelsea Cleveland, Math Resource
  • Shira Waldman/Sigal Baray, Hebrew Resource*
  • French Teacher, French Resource*

Education Leadership Team

  • Melissa Thompson, Teaching & Learning Coordinator
  • Deanna Bertrend, Student Life Coordinator

Administration

  • Josh Max – IT & Technology Support
  • Ellie Kamil – Executive Assistant to the Head of School
  • Head of Jewish Studies – Head of Jewish Studies
  • Development Director – Director of Development*
  • Jennifer Greenberg – Director of Recruitment
  • Keren Gordon – Vice-Principal
  • Dr. Jon Mitzmacher – Head of School

We are moving full steam ahead with candidates for all the above positions and between our extraordinary returning teachers and the quality of the candidates we have met thus far for new teachers, we know that the future is bright at OJCS.

*New position for 2019-2020.

This likely ends my weekly blogging for the season.  I will be away with our Grade 8s next week on their GRAD Trip to NYC (follow us on social media!) and then it is OJCS Graduation, Last Day of School and Faculty Pre-Pre-Planning (our PD days where we pivot towards the next year).  I will blog through the summer if and when there is what to share.  Our office remains open, of course, but administration will take staggered vacation throughout the summer to make sure our saws are fully sharpened for 2019-2020.

The Transparency Files: Evaluation of Self

Although the weather outside is only finally warming up, it is actually June and we have reached our final month of this amazing 2019-2020 school year!  It is hard to believe how much has happened this year and how much we still have on tap for the final weeks!  Circumstances led me to switch up the order of my annual series of closing “Transparency Files” blog posts.  This year, I began with the results of the Annual Parent Survey and the results of the Annual Faculty Survey (shared directly with Faculty), am now moving here to my self-evaluation, and will finish with a discussion of next year’s new initiatives and conclude with an introduction of the 2019-2020 OJCS Faculty.

So let’s lean in…

We are in that “evaluation” time of year!  As Head of School, I have the responsibility for performing the evaluation of staff and faculty each year.  Fittingly, they have an opportunity to do the same of me.  Our Annual Faculty Survey presents current teachers and staff with the opportunity to provide anonymous feedback of my performance as Head of School.  Please know that I have already shared the results and analysis with the faculty and have sent the full unedited results to our Board’s Head Support & Evaluation Committee as part of their data collection for my evaluation.

You are welcome to review last year’s self-evaluation post before moving onto this year’s…

This year’s self-evaluation is based on goals created for this year (which was done at the beginning of the year in consultation with that same Head Support & Evaluation Committee).  You will not find a complete laundry list of my day-to-day responsibilities.  [I am focusing here on more of my “principal’s” responsibilities, not as much on my “head of school’s” (i.e. fundraising, marketing, budgeting, etc.)]  You will find selected components [there are more goals in each area than I am highlighting here] for the 2018-2019 OJCS academic year:

Establish steady and measurable growth of the student population

  1. Establish and drive a recruitment plan to promote the school and attract new students.
    1. Develop a recruitment strategy with the Admissions Director by December 1st.
    2. Review and track recruitment effectiveness and make adjustments as required (ongoing, but December – April is the key period).
  2. Design and execute a retention strategy and plan.
    1. Develop a “moves management” database for all current families and launch weekly retention meetings with Admissions Director by first week in December.
    2. Annual Parent Survey is taken each May, shared with families and utilized in plans for the following years (when appropriate).
    3. Complete exit interviews/surveys with students and parents to better understand reasons for leaving are done as decisions become final in the Spring.
    4. Parent Ambassador for all new OJCS families to launch the first week of school.
  3. Strengthen pipeline with Ganon & Early Beginnings.
    1. Meet with directors to share updates and solicit feedback twice-yearly (December & May).
    2. Schedule engagement opportunities for Ganon and Early Beginnings JKs w/OJCS K for November.
    3. Develop a plan for the ongoing transition of Ganon’s JK to OJCS by February.
  4. Deepen relationships with synagogues.
    1. Re-launch the Rabbinic Advisory Committee in November with a goal of identifying concrete engagement opportunities for OJCS and each synagogue.
    2. Meet with each Rabbi by January to identify a specific engagement opportunity for Jon (speaking, Shabbat dinner, etc) and a select group of prospective parents.

OJCS is a school of excellence (through our work with NoTosh we aspire to be “the best school in Ottawa”)

  1. Translating our “North Stars” (“The OJCS Way”) into a strategy document.
    1. Work with NoTosh to revise final strategy document by December 1st.
    2. Translate the strategy document into a slide-deck for presentation to teachers/board/parents by January.
    3. Create parent collateral to help drive external identification of “The OJCS Way” with “excellence”.
  2. Connecting the dots between our work with NoTosh and our work with Silvia Tolisano.
    1. Meet with members of the NoTosh Design Team and the Silvia Cohort to keep everyone on the same page (ongoing).
    2. Encourage at least 10-15 prototypes through the prototype protocol.
  3. Clarify what role the CAT-4 plays in evaluating academic “excellence”.
    1. Analyze CAT-4 results with teachers to evaluate how useful they are in shaping instruction.
    2. Based on data and “The OJCS Way” blog out results while holding individual parent meetings (as needed).
  4. Create a technology plan for teachers, students and school.
    1. Work with Technology Director to develop plans for current and desire technology in the school.
    2. Work with teachers – and then parents – to decide which devices students will need to have (both in school and at home) in which grades.
  5. Develop a comprehensive Professional Development (PD) plan.
    1. Ensure that each teacher has a signed Professional Growth Plan (PGP) by November.
    2. Work with new Coordinators to see what common themes arise from PGPs and decide where and how to address over the course of the year (PD days, faculty meetings, conferences, resources, etc.).
  6. (Constantly) improve faculty morale.
    1. Launched “Positive Notes” prototype in January
    2. Results from the Annual Faculty Survey indicate success.

OJCS inspires Jewish journeys in its students, families and community.

  1. Deepen and develop personal relationships with holiday and Shabbat experiences.
    1. Invite children’s classes to house for Sukkot (September).
    2. Begin rotating families through for Shabbat dinners.
    3. Prototype at least one holiday workshop with PTA.
  2. Expand holiday family experiences.
    1. Make sure each grade has at least two Kabbalat Shabbat experiences at school.
    2. Grow our annual Chanukah and Passover celebrations to deepen family engagement.
    3. Coach a few teachers who have family engagement as part of their PGP to maximize their prototypes.
  3. Thought-leadership.
    1. Make sure blog has appropriate balance, including connections between the way Judaism is lived in school and how it could be lived at home.
    2. Work with local synagogues on Shabbat and holiday programming.

I am pleased to say that we managed to hit many of the above goals and are on our way to hitting the rest!  Here are some things to focus in on…

…we just recently met with our friends at the SJCC and Ganon Preschool to deliver preliminary plans for the next two years of transition of JK from Ganon to OJCS and we are holding meetings this month between JK and SK teachers to launch new initiatives in 2019-2020.

…we are pleased to be cosponsoring a Shavuot program this week with Congregation Beit Tikvah and co-facilitating a Shavuot program with Kehillat Beth Israel.

…we are meeting with PTA leadership this week to pass along feedback from the Annual Parent Survey and to explore ways to engage more parents in holiday workshops or other parent education opportunities.  This is an area we are desperate to improve in next year.

…we have drafted a BYOD (bring your own device) policy for Grades 4-8, which will be sent to parents later on this month.

…the schedule kinda got away from us, but we do have a final K-5 Kabbalat Shabbat on June 21st at 3:00 PM!

Those are just some highlights!  As always, your feedback – whether publicly commented here, privately shared with me through email or social media, or directly shared through conversation – is greatly appreciated.  As I told our teachers, I look forward to getting better at my job and I am thankful for the feedback I receive that allows me to try.

The Transparency Files: Annual Parent Survey

This is probably a couple of weeks later than I had hoped, but I am pleased to share with you the results of this year’s Annual Parent Survey!  If you want a full comparison with last year, you can reread those results or toggle back and forth.  What I will try to do here, is to capture the highlights now that we have a baseline for comparison.

The first thing to name is that the percentage of students represented in this year’s survey is lower than last year, even if it captures slightly more students.  Last year’s survey covered 81 students and this year’s covers 84.  Also, the survey is per student, not per family, which means that it is even less representative than that.  In the service of anonymity, we have no way to know how many families the survey actually represents.  Finally, for most of the sections below, only 70 students – or roughly 40% of the school – is represented in the results.  (Surveys of 14 students did not include data outside the opening and closing questions.)  We would love to see that number at 70% or higher in the future to be more sure that the results are valid, but as always, we believe that all data is valuable data.

Whereas it is common wisdom that folks with concerns are usually more likely to fill out these surveys, the truth is that it would only strengthen these numbers, because by and by they are pretty good!  More than being worried about the motivations for why families do or don’t fill out surveys, we are most concerned that our families feel that they have an opportunity to provide us with feedback and, even more important than that, that the school factors in parent voice as it makes decisions.  We can only hope that we prove to families each year that we do take voice seriously, we do lean into healthy critique, and we do want to hear from them.  We will revisit when we give the survey, how long we keep the survey window open and how we could incentivize folks to fill them out.  We will aim for over 50% next year and 70% in the years to come.  In the meanwhile, let’s celebrate the parents who did participate and try to make meaning of what they are telling us.

As was the case last year – and is usually the case everywhere – it is the parents of our youngest students who are the most invested with decreasing participation as the years go on.  It is, however, a bit more representative than last year’s group.

This percentage is higher than last year and is confounded a bit by the fact that families who are moving out of Canada for example, or who are graduating would sit in the same “No” with families who attritting before Grade 8.  That the percentage is higher has some logic because our attrition rates are down again heading into next year, but I cannot unpack the “No” box while maintaining anonymity.  All of this to say is, if it is true that our most critical parents are filling out this survey, the overwhelming majority intend to continue at OJCS.  That says a lot about them and about us.

Let’s look at the BIG PICTURE:

So I will remind/tell you that for this and all categories, we look at the range between 7-9 as the healthy band, obviously wanting scores to be closer to 9 than 7, and looking for numbers to go up each year.  Last year, our score was 7.13 and this year it is 7.20.  Is it healthy?  Absolutely, although still closer to the low end of the band than we would prefer.  Did it go up?  Yes, although not as much we would like considering how much better a school we have become by a variety of other measures.  Is there a disconnect between what the school believes is true and what parents see and believe?  Is this a failure of communication?  These will be important questions for us to chew on.  Let’s dig deeper…

A few things jump out…

  • The topline number is essentially unchanged (7.17 to 7.11), while remaining lower in the healthy band than we would like to see.
  • Unlike last year, the score for “learning LEVELS” and “learning STYLES” is exactly the same, which leads me to wonder if people understand what we’re actually asking about (are these actually good or clear questions).
  • Even the ones that are below the healthy range (in the 6s) are actually all up from last year, which hopefully means they will enter that range soon.
  • I am pleased to see parents have pushed the question about individualized attention into the healthy range (7.09) as it is a core value of the school.
  • Our lowest score (6.56) is connected to homework, which we had already identified as a critical concern.  We hope that the new Homework Philosophy we shared out just a few weeks ago will help see that score rise when it is implemented next year.

  • So here is where having comparison data is actually helpful.  Each score in this section is lower than we want it to be and each score in this section is higher than it was last year.  (Remember that we think 7-9 is the healthy range; a “5” still means “satisfied” on the scale).
  • The topline number is still below a 7 and that still remains unacceptable.  It may round up, but next year it has to get there on its own.
  • The biggest improvements in this section are connected to our ability to meet the needs of students with IEPs and we know it is connected to our having hired a Director of Special Education this year.  We also know that it is not yet where we want it to be, but this is a clear example of where parent voice, aligned with teacher and student voice, leads to meaningful action.  (Fill out those surveys y’all!  We really do pay attention.)

As was the case last year, there are no huge bombshells, but there are some things worth pointing out…

  • The topline number is essentially the same (7.27 to 7.24).
  • Our lowest scores (and we added two new sub-questions in this category) deal with French and we are excited to see those numbers begin to approach healthy levels as we move forward next year with the intense professional development for our French Faculty that we announced earlier this week.  We are a bit disappointed that the added contact time and rigor have not yet registered, but we know they were steps in the right direction.  Our newest families have the same high expectations of us that we have for ourselves, and now it is time for the school to deliver on its promises.  This is another clear example of where parent voice, aligned with teacher and student voice, leads to meaningful action.  (Fill out those surveys y’all!  We really do pay attention.  We even wrote it twice to be sure you noticed!)
  • From the comments in the experimental section on French outcomes, it is very clear that we do, in fact, have three populations at OJCS.  We have families who are satisfied with what we presently offer with a “Core” and “Extended” program.  We have many families who want to see the quality of those programs increase, especially the ones who are counting on our ability to graduate students out of “extended” into Grade 9 immersion programs.  We also, however, have families who would like to see us – at least as an option – provide an analogous immersion experience to the public board.  This conversation, as we said, is just beginning.
  • We noted last year that we were counting on Art, Music and PE to be improved by assigning them teachers who could focus more exclusively on these specialties and we are pleased that each score has gone up!

  • With regard to Jewish Studies, we are very pleased that all our numbers are significantly up from last year and have entered the healthy range (one score needs a little rounding to get there, but still)!  Reading last year’s results, I said that, “I fully expect that the changes we proposed for Jewish Studies – emphasis on Hebrew fluency, reinstitution of structured tefillah, etc. – will lead to higher scores in the year to come.”  Well…we made those changes and it is wonderful to see that they landed with our families.
  • We clearly have work remaining to bring our hot lunch program, our field trips (both quantity and quality), and helping our friends at the JCC with feedback about after-school programming to bring those scores into the healthy band…speaking of after-school programming…

From our experimental section, we gain this data point.  If we have at least 40 students, as is indicated, expressing interest in a French after-school experience, we have a responsibility to figure out the how and the what.  Stay tuned.

  • I will hold most of my comments on my own scores for an upcoming “Transparency Files” with my full self-evaluation.  Here, I will simply say that I am relatively pleased with stable scores in the healthy range.
  • My lowest score is in providing learning for parents…and I agree!  I am legitimately struggling to figure out how to do this better with the busy lives of our parents.  Last year I tried to teach a weekly class, but we couldn’t carry a critical mass week-to-week to make it viable.  I’m open to suggestion (like, please do) on how to do this better.  Help me to help you to help me.
  • Our lowest score in this area (ticked slightly down from last year’s 6.97) is about our “code of conduct” and we are pleased to share that we are working on launching a new, school-wide behavior management system next year based on the “7 Habits” and anchored in our “North Stars”.  I will be surprised if this score doesn’t go up next year.

Last data point:

Remember this question was scaled 1-5.  Our score is interestingly unchanged at 4.14.  I’m not sure how much more room to go up there is, but it is a windmill we will gladly tilt at.

So there you have it for 2018-2019!

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 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 as you have seen that we really do use this data to make enhancements and improvements each year.  By the by, we are pleased with how well satisfied our parents are with how the school is going…but be assured, just like with everything else, we expect to see growth and progress in a school where there is “a floor, but no ceiling”.

In the next few weeks, I will look forward to sharing my self-evaluation, an exciting enrollment update, and to introducing the 2019-2020 OJCS Faculty!

OJCS & CFORP Launch 1st Private School Partnership

As a follow up to the announcement OJCS recently made to invest nearly $50,000 to enhance French education, we promised to share back once we actually signed the contract to let our families and community know how we plan to spend that investment.  It took a little longer than anticipated to dot the “i’s” and cross the “t’s”, but now that everything is signed, we are thrilled to let you know that the Ottawa Jewish Community School will be the first private school in Ontario to partner with the Centre Franco-Ontarien de Ressources Pédagogiques (Franco-Ontarian Centre for Educational Resources) or CFORP to implement the TACLEF program.

CFORP will introduce TACLEF, La Trousse D’acquisition de Compétences Langagières en Français (loosely translated as a “French language acquisition ‘kit'”) to the French teaching staff at the Ottawa Jewish Community School and to offer individual mentoring in its use for a period of two school years.  This approach strengthens team building and permits a better understanding of a skills-based teaching/learning approach as it develops language proficiency in French language learners.

Here are the highlights from the contract:

The plan entails a gradual implementation of TACLEF covering two school years that targets the use of the resource tool through the two processes presented on the TACLEF website:

  • la précision initiale des acquis langagiers (Initial Assessment of Language Proficiency)
  • la planification des interventions ciblées (Planned Intervention)

Implementation supposes:

  • a detailed implementation plan for the school,
  • graduated training sessions for staff,
  • individual coaching sessions for each teacher using the resource tool in his or her classroom (focus on skills such as use of resources, planning and choosing strategies based on data, communicating outcomes, curriculum alignment, etc.),
  • an open dialogue based on commitment, strategic planning of learning outcomes, data analysis, reflective practices and professional dialogue.

At the end of the consultancy, the OJCS will have built the staff’s capacity to assess, support and guide French language learners in the development of their French language skills and in improving outcomes in all subjects taught in French.

Approach

The following steps will ensure the efficient implementation of TACLEF:

  • initial planning session between project leader and the school’s leader and/or administrative staff to determine details;
  • technical integration of the website into the school’s system with the CFORP;
  • two full day training sessions during the first school year;
  • on site coaching for each teacher attending the training sessions;
  • follow up meetings between the project leader and school leader (on or off site) to assess needs during implementation;
  • coaching follow-up (on or off site) according to assessment,
  • year-end meeting between project leader and the school’s leader to review success of implementation, modify according to needs and plan the next steps.

Deliverables

  • detailed implementation plan;
  • two training sessions on the use of the resource tool: (September – October or according to school calendar);
  • individual coaching for each teacher attending the training session:
    • year 1: ½ day following each session and the equivalent of ½ day during the rest of the year (on or off site); total of 1½ scheduled days per teacher,
    • year 2: equivalent of one full day during the year, scheduled according to the second-year plan, total of 1 scheduled day per teacher,
    • follow up support with curriculum planning and resource selection as they pertain to the skills and strategies used during the implementation of TACLEF;
  • planning session at the end of year one (May 2020);
  • activity report during implementation (June 2020);
  • identification of benchmarks and key performance indicators;
  • final report at the end of the contract (June 2021).

 

To take it out of jargon, what is most important to us is that this consultancy provides two years of professional development for OJCS French Faculty from the same folk who train the immersion and Francophone programs in the public boards, including multiple in-person observations and direct training.  It gives us shareable tools for benchmarking and tracking individual students over time.  We will end the consultancy with new and updated French curriculum and with the tools to build individualized paths forward for high achieving students from the OJCS “Extended” program to full immersion programs at their next schools of choice.  These tools, the curriculum and the paths would be ours after the consultancy and would become part of the budget moving forward.

I’d like to give a lot of credit to our current French faculty who invested a lot of time and energy researching growth opportunities and have shown a willingness for honest reflection that is both rare and refreshing.  It takes strength to make yourself vulnerable and to be open to critique.  It is a quality we have to model if we are to ask it of our students, and here, with a topic that can elicit strong emotion, I am proud to have a school where we can name we are a work in progress – and, more importantly, chart a path towards greater excellence.  We look forward to walking that path towards greater excellence in French education, informed by parent voice, in the years ahead.

I did want to take a moment to provide a bit more data with regard to how the hours of French instruction are divvied up at OJCS and the French immersion programs that our graduates of “Extended French” are eligible to transition into when they get to Grade 9.  There were, understandably, a lot of questions from parents (particularly parents at the younger grades) at our last gathering and, disappointingly, we did not have all the answers at the time.  We have spent (a surprising amount of) time on websites and on the phone to confirm both the hours and how they are spent and just so folk can have accurate data upon which to inform opinions, we did want to report back.

Our understanding, if we want an “apples to apples” comparison, is that students in French immersion at SRB in Grades 7 and up have 750 weekly minutes in French allocated as follows:

  • French 200 min
  • Physical Education / Dance 200
  • Health 40
  • Science 150
  • History / Geography 150

In comparison, students in “Extended French” at OJCS in Grades 7 and up  have 400 minutes in French allocated as follows:

  • French 240 min
  • History / Geography 160

Clearly, 750 is more than 400, and no one is making an educational argument that when it comes to language acquisition that more isn’t better.  However, if we are looking to see how to close the gap and/or what best prepares our graduates for success in the high schools that 90% or more of them will attend, what jumps out is “Science” and “PE” for different reasons.  We have always understood that use of PE, Music, Art, etc., could provide an easy opportunity for additional language support and could provide an easy way to close the French gap.  (Even if we haven’t always capitalized on the opportunity.)

Science is more complicated (both because we appear to offer more contact time in Science than SRB and because it would require additional staffing/tracking), but knowing that it is essentially science vocabulary that our students are lacking to bridge the gap may, through the consultancy, open up solutions that don’t automatically require us to reinvent the school.

What remains clear – and I’ll have more to say when I share back the Annual Parent Survey data – is that we actually have three groups of parents when it comes to French education.  There remains parents for whom this is not their most pressing issue and remain satisfied with “Core French”.  There are parents who are primarily invested in seeing their children be successfully prepared for Grade 9 French immersion in their next school of choice.  That has, up until now, been the stated goal and that outcome has been the one that has perennially been questioned.  In many ways, this consultancy was originally conceived to address that challenge.  But what came through in the French Town Halls (and survey data) is that we additionally have parents who are as concerned, if not more, by French outcomes arguably more significant than high school readiness.  Meaning, that although it might be necessary that our graduates be adequately prepared for high school, it may not be sufficient for the French education they believe their children should receive.

Part of our desire to use this consultancy is because of the work they do with Francophone schools in our province.  We will have the opportunity to better understand what we presently do and to chart a path forward to wherever we believe we should be headed.  This conversation is just beginning and we are excited to see where it goes…

Postscript: This will not be my only blog post this week!  The promised post on the Annual Parent Survey is still coming out.  I thought it important to close this loop, as promised.