A Floor, But Not a Ceiling

The Coronavirus Diaries: OJCS Safe Reopening FAQ II

The 2020-2021 school year is shaping up to be every bit as unique as the 2019-2020 school year wound up, but we are hopeful that this year will be safer, happier and – perhaps -a bit more predictable. It is wholeheartedly bittersweet to share out that we have now closed out two of our grades, with a couple of others trending towards closure. (It is a Jewish day school head’s dream to have a waitlist, but there is little joy since it took a global pandemic to help make it happen.) We also recognize that there is a great deal of churn and angst as the return of school draws closer. It feels like the rules of the game change daily; it is like trying to put a puzzle together with new pieces being dropped in.

Here at the Ottawa Jewish Community School, we are simply doing our best to stay on top of the health guidelines, to hold awareness of what the public board and other private schools are doing, and to be as transparent as we can about what we have already decided and what remains in play. As I shared directly in an email with returning, new and prospective families last week, we have not received any new guidelines since we made our original announcement to safely reopen with cohorts of 15 students or less. The announcement last week of Ontario’s return to school without class caps (but with teachers and students [grades 4-8] masked) came as a surprise, but did not come from a change in health guidelines.

So although it is logical for anyone to ask if we are going to align with the public board’s plan, in the absence of new guidelines, we continue to feel comfortable with the caps we have put in place. We are considering aligning our student masking policy as we are always happy to err on the side of additional safety.

To recap…

…three weeks ago, I blogged out our first round of questions and answers in a kind of FAQ, as part of our initial announcement of a “five-day, full-day” safe reopening.

…two weeks ago, I blogged out an updated list of our faculty that is both now complete and updated for our new, COVID-adjusted schedule.

…last week, I emailed out a revised Parent Handbook (downloadable from our website) that added lots of additional layers and details.

Now that you are all caught up, it is time to share the next bunch of questions and answers, also in the form of an FAQ. (Please note that the entire list of FAQ will not only be uploaded to our website, but will remain dynamic so that updates and revisions will live there [not in my blog].)

Will my child still receive resource support?

For students learning in-person or at home, any student with an IEP (Individualized Education Plan) will continue to receive the support and resources required. Sharon Reichstein, Director of Special Education, is available ([email protected]) to discuss any questions you may have around the delivery of services, if needed.

Can the front office administer my child’s medication?

As per the recently published OJCS Handbook: For this phase of our re-opening, our personnel will not be administering any medications.

Will there be before and after-care?

In a recently sent email, we indicated that we are leaning strongly towards NOT offering “Before Care” at this stage of our reopening. We are fielding feedback from working parents and will soon clarify our position. (If you have not yet informed us that you will need this, please do so!) We have worked with the SJCC and can share that their Aftercare Program will mirror our larger grade-level groupings (K-2, 3-5 and 6-8) to maximize health and safety. They have also pledged to keep non-OJCS students in a separate group. Please contact Gail Lieff ([email protected]) for information and to register.

Will there be a hot lunch program?

The added challenge of safely preparing and delivering hot lunch during this phase of our reopening (along with the challenge of no longer having a kosher restaurant on campus) has led us to pause our hot lunch program until after the Jewish High Holidays. We will look to resume a modified hot lunch – possibly focusing on our Tuesday/Thursday “meat days” – using both our PTA (Hot Dog Days!) and the local community.

What will we do about supply teachers?

We will inevitably require supply teachers from time to time (it is possible that teachers can do some teaching from home with creative in-school supervision). We are looking to narrow our circle of supply teachers to a group who will commit to substituting only at OJCS to reduce the risk for community spread. However, like all OJCS Faculty, supply teachers will be required to be masked and socially distanced while teaching at OJCS.

What kind of enhanced cleaning protocols will the school use?

Working with the Campus, we will have enhanced cleaning both in terms of frequency as well as products. The Campus will be using a fog sanitizer machine that’s called the Fogger. It can sanitize a classroom in minutes, as well as hallways and lockers. It will be in use during each school day to sanitize outdoor play structures and each evening in every classroom and learning space. If a child or teacher is sent home due to illness, it will be brought in immediately to that room for a cleaning. The product is an organic chemical that is safe for humans, animals, plants, etc.

Additionally…

In accordance with recommendations from Public Health Ontario and Ottawa Public Health, high touch areas will be cleaned and disinfected at least twice daily. This includes door handles, push bars, railings, washroom surfaces, elevator buttons, kitchen surfaces, and light switches.
All other spaces will be cleaned and disinfected once per day, including hard floors.
In accordance with recommendations from Public Health Ontario and Ottawa Public Health, outdoor play structures will be disinfected during school hours, after each cohort has used the structure. Protocols for cleaning outdoor play structures during winter months will be determined at a later time, as further research is required as to the safety of doing so in sub-freezing temperatures.
Sanitizing machines and stations have been set up in various locations on campus, and will be cleaned and filled as required. All hand sanitizer is alcohol-based.
Touchless paper towel dispensers have been installed in many washrooms.
All air filtration systems will be cleaned quarterly, and filters will be replaced regularly.

OJCS is working with Campus to determine whether or not an additional OJCS-dedicated housekeeping staff person will be required to meet the above and other COVID-specific cleaning protocols.

A detailed list of the disinfectants to be in use is available upon request.

Will water fountains be in use or turned off this year?

Water fountains can safely be used to fill water bottles (and cups) only. We will ensure through either signage, physical blockage or manual shut-offs that students are unable to use the water fountains by mouth.This last grouping are not applicable to all families/students, but we think it is helpful to share here as well.

I’ve indicated my child will be engaging in virtual learning only due to health reasons, how will that work?

We expect the following broad principles will guide the distant learning program for the upcoming school year:

Teachers will plan and share schedules of weekly classes and assignments in advance, which will give you an opportunity to plan for synchronous (live) and asynchronous (on your own time) learning, as well as printing of any required materials. These will be housed on the class blog.
Teachers will record and archive lessons, either in advance or after delivery, and will link to any useful resources. These, too, will be housed on the class blogs.
Students will be responsible for attending some live sessions as part of larger class activities, as well as one-on-one with teachers and remotely working with peers on group projects, if any.
Students will be encouraged to be more self-directed and self-motivated to complete assigned tasks, and explore areas of personal interest.
Teachers will support students to prioritize their tasks by clearly distinguishing between required and supplementary assignments, with flexibility in the ways students can complete their work from home.
Teachers will continue to closely monitor students’ work and hold them accountable for their performance with high expectations.
Any student with an IEP (Individualized Education Plan) will continue to receive the support and resources required. Sharon Reichstein, Director of Special Education, is available to discuss any questions you may have around the delivery of services, if needed.

How will the library lending service work this year?

We will be operating the Library through the online management system we installed a couple of years ago. This site includes our entire catalog, searchable and customizable, and allows students, teachers and families to check books out of the Library. (This is different from our Library Blog, another valuable source for library, literacy, research and informational media needs at OJCS. Each site links to the other.) Through this site, we will be able to continue basic Library services in a safe and touchless form. For more information, please contact Brigitte Ruel ([email protected]).

Will there be a Middle School Retreat?

There will NOT be a formal Middle School Retreat at Camp B’nai Brith of Ottawa as has been the case the last couple of years. There will, however, be a scheduled Retreat on September 15th – 17th here on Campus. The goals remain to build relationships within and between grade-level cohorts, to team-build, to create community, and to set the tone for a successful Middle School year at OJCS. We may incorporate field trips into the program, but needless to say, all activities will include adherence to all relevant health protocols.

Will there continue to be electives for the Middle School students?

Yes, we will be offering Middle School electives this year, and they will be contained to grade-level cohorts (i.e. each grade will have their electives once per week within their classroom or outdoors). More information to follow.

As was the case before, if you have any questions or concerns with any of the above, please don’t hesitate to reach out. If between FAQ I, FAQ II and the Parent Handbook, you continue to have unanswered questions, please let us know and we can add it to our lists. In the absence of significant new information, I will likely pause the blogs (and mass emails) so we can focus our energy these next few weeks on preparing for our faculty’s return on August 31st.

Enjoy the beautiful weather and these last weeks of a most unusual summer…

The Coronavirus Diaries Transparency Files: (Re)Introducing the OJCS 2020-2021 Faculty

I guess it should come as no surprise that a summer like no other requires a higher frequency of blog posts…

Thanks to all the parents who replied, asked questions, shared concerns, etc., after last week’s first list of FAQs! Your feedback has been really helpful and clarifying. We have added some of your questions to the list of unanswered questions at the bottom of last week’s post and it is our plan to share out next week our next round of answers.

Two weeks ago, we decided to go ahead and share out our annual “Transparency Files” post announcing the “OJCS 2020-2021 Faculty” even though we knew (and stated) that it was (more than normally) subject to change. And we were right! Our plans for a safe reopening have indeed required us to be more creative and strategic in our staffing. Before proceeding directly to the list, let me update you on a few items…

…Janet Darwish – Morah Yaffa – will be taking a year away from OJCS out of caution due to COVID-19. We are pleased to share that Andréa Black will be joining our OJCS family as our Kindergarten General Studies teacher. Morah Andréa has over a decade of early years teaching experience and knows many of our families from both Ganon and Camp B’nai Brith. She is a stellar addition to our Kindergarten Team.

…we are overjoyed to welcome back Stephanie Lebhar who will be taking on the Grade One French Studies portfolio. Madame Stephanie was a wonderful addition to our team last year and looks forward to reuniting with our students in the fall.

…we are also thrilled to introduce Sophie Pellerin, who comes to us extraordinarily passionate about French language learning and ready to join our French Department. Madame Sophie will be teaching both the Kindergarten and Grade 2 portfolios.

…with all the challenges of conducting a thorough search process for a position as critical as “Head of Jewish Studies,” we have decided to delay this hire for an additional year. This position is too important to our school not to get it as right as we can. What it means for 2020-2021, is that the component pieces of this position will have to absorbed by others. I will be assuming direct responsibility for supervising and supporting the Jewish Studies Faculty. Elements of ruach will be absorbed by Deanna Bertrend, our Student Life Coordinator, supported by me. Celebration of Jewish Holidays will be a shared responsibility of the Jewish Studies Faculty. The one element that cannot be absorbed by an existing administrator, is the teaching of Jewish Studies. Here, I am pleased to share, we will be prototyping use of the Lookstein Virtual Jewish Academy:

Lookstein Virtual Jewish Academy is an award-winning, accredited online school for Jewish studies. We bring quality online Jewish education to Jewish students everywhere, regardless of geographic location or ideological orientation.

We have contracted through Lookstein for Grades 6-8 Jewish Studies (I will share directly the exact course descriptions and scope and sequences with those families.) These classes are three-days-a-week and will consist of two live experiences (with the teacher from remote) and one asynchronous experience (with activities prepared by the teacher). The quality and rigour of the courses is high and we will have a live, certified teacher of our own – Mr. Brian Kom – physically present to support at all times. We believe that our students’ experiences of distance learning – along with the likelihood of additional distance learning at times next year – have well prepared us for a successful experience. (Any middle school parent who has questions or concerns, should not hesitate to reach out.)

This leaves us with just one position, a second Kindergarten EA, to fill and we are nearly done with that search process.

And it is now my pleasure to (re)introduce…

The 2020-2021 OJCS Faculty & Staff (COVID Safe Reopening)

Lower School General Studies Faculty

Kindergarten: Andréa Black, Sophie Pellerin (French), Taylor Smith (EA) & Educational Assistant [TWO Cohorts]
Grade One: Ann-Lynn Rapoport & Stephanie Lebhar (French) [TWO Cohorts]
Grade Two: Lianna Krantzberg & Sophie Pellerin (French) [TWO Cohorts]
Grade Three: Julie Bennett & Aaron Polowin (French) [TWO Cohorts]
Grade Four: Faye Mellenthin, Sylvie Raymond (Core) & Aaron Polowin (Extended) [ONE Cohort]
Grade Five: Faye Mellenthin, Melissa Thompson, Sylvie Raymond (Core) & Aaron Polowin (Extended) [TWO Cohorts]

Lower School Jewish Studies Faculty

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

Middle School Faculty

Science: Josh Ray
Mathematics: Chelsea Cleveland
Language Arts: Mike Washerstein
Social Studies: Deanna Bertrend
Extended French: Stéphane Cinanni
Core French: Sylvie Raymond
Hebrew: Ofra Yfrah (Level I) & Ruthie Lebovich (Level II)
Jewish Studies: Mike Washerstein
Rabbinics: Lookstein Virtual Jewish Academy (supervised by Brian Kom)

Specialists

Art: Shira Waldman
Music: There will be no formal “Music” (COVID)
PE: Josh Ray: [Will become “Outdoor Education” for Grades 4-8 (COVID)]
Library: Brigitte Ruel

Department of Special Education

Sharon Reichstein, Director of Special Education
Linda Signer, Resource Teacher
Brian Kom, Resource Teacher
Chelsea Cleveland, Math Resource

Faculty Coordinators

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
Sharon Reichstein – Director of Special Needs
Emily Jiang – Chief Accountant
Staci Zemlak-Kenter – Director of Development
Jennifer Greenberg – Director of Recruitment
Keren Gordon – Vice-Principal
Dr. Jon Mitzmacher – Head of School

Thanks to all the wonderful word of mouth that so many of you have been contributing to, I am pleased to share that the first few of our cohorts and grade levels are nearing closure with waitlisting to begin. We wish we had unlimited space and teachers to accommodate all, but we are thrilled to be welcoming so many new families to OJCS in 2020-2021!

If you or someone you know is interested in enrolling at OJCS next year, please do not wait to inquire about availability or to get the process started.

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 Grit to Graduate: My Charge to the Coronavirus Class of 2020

Over a decade ago, academic and psychologist Angela Duckworth released her first paper on the notion of grit and its application to education. In both her TED Talk and her book, Duckworth defines grit as “a combination of passion and perseverance for a singularly important goal” that is a key ingredient for high achievement, not only in school, but in life. If there was ever an adjective that described this year it would be “grit”. And if there was ever a class who could successfully, not only survive, but thrive in a school year complicated by COVID, it would be this (first) Coronavirus Class of 2020.

But let me first pivot back towards two other critical partners in grit and resilience…

The Perseverance of Parents

The path of small Jewish day schools is not always an easy one to tread. Parents find their way into Jewish day schools for all kinds of highly personal reasons – personalized attention, family atmosphere, a deep commitment to Jewish Studies, or even just going where everyone else happened to be going that year. We also know that parents find their out of Jewish day schools for all kinds of highly personal reasons as well. We are not here to stand in judgement of those who opted out; we are here to stand in praise of those who persevered to opt in – year after year. Jewish day school comes at a high price, and that price is not just financial. There are many in this room who have sacrificed luxuries and necessities to reach this day. All in this room have sacrificed their most precious gift – time – in service of their children’s academic and Jewish journey. A year like this one sharpens both points. COVID-19 has not only strained families’ pocketbooks, but even with extraordinarily self-directed Grade 8 students, the transition to distance learning has strained families’ living spaces, devices, time, and patience (not to mention wifi!).

We believe that a night like tonight validates those choices, those sacrifices and proves the power of perseverance.

The Passion of Teachers

Teachers make a school and we never saw greater proof of that than during this most unusual of school years. When I think of all the reasons why our school was able to so successfully transition to distance learning for the last third of the school year, I would place their passion at the top of the list. “Passion” marks the spot where teachers move from good to great and where teaching moves from occupation to calling. Passion for students means that relationships become prioritized and through relationships the magic of learning is amplified. Passion for learning means lifelong learning and through lifelong learning comes new and innovative practices, pedagogies and platforms. Passion for community means choosing to work and stay in a school that may not have all the bells and whistles, but does have all the heart and soul, and through community we become family. Passion is why graduation is not only an opportunity to acknowledge the Grade 8 Teachers, but a moment to celebrate all the teachers whose collaborations and contributions over time come together to create a class.

We believe that a night like tonight rewards those relationships, lauds that learning, commemorates community and proves the power of passion.

The Grit of Graduates

“A combination of passion and perseverance for a singularly important goal” really makes an apt description of the OJCS Class of 2020. That “singularly important goal” is different for each one of you and it has changed and grown as you have changed and grown. But what I have seen firsthand from you each – and know secondhand from all your teachers – is that you bring these unique qualities of passion and perseverance to your individual work, your group projects and your class commitments. You bring them to your academic challenges and you bring them to your extracurricular opportunities. You bring them to your varying Jewish commitments and you bring them to your many expressions of community service and social justice.

And all of that would have been true in the most normal of years. This year, however, was of course far from normal. Like so many others, this year’s Grade 8 has had to sacrifice moments and memories as planned events became unplanned experiments. We have, of course, done our best to be creative and go virtual in order to provide with you as many of the capstone experiences as we could, but we know they aren’t the same. But it is here, too, where you have shown your grit and your character. You have hung together, you’ve made your lemonade from lemons, and you have come through the other side with your bonds as tight as ever.

We believe that a night like tonight confirms your character and projects the promise of your potential, and, thus proves the promise of grit.

Our OJCS “North Star” Prayer

Our prayer for you as you graduate and head out into the world is that you come to experience and embody our school’s North Stars; that you continue to point in their direction as you continue to grow and develop into high school and beyond…

“Have a floor, but not a ceiling” – be your best self. Have high expectations at a minimum and unlimited aspirations at a maximum. We hope you learned at OJCS to be comfortable in your own skin and to carry that confidence with you when you head out into the wider world.

“Ruach” – be joyful. School – and life – is supposed to be fun, even when it may seem hard or have difficult moments, like a global pandemic. We hope you had many moments of joy at OJCS and that you have many more moments of joy in the years to come.

“We own our own learning” – learning isn’t something that happens to you, it is something you choose. We hope you take the sense of ownership for your learning that we strive towards at OJCS into your next schools of choice and that you not merely be satisfied with gathering information, but that you take a growing sense of responsibility for what you learn and how you learn.

“We are each responsible one to the other” – make the world a better place. Take what you’ve learned (Torah) and do great deeds (Mitzvot); do great deeds and be inspired to learn more.

“We learn better together” – we are stronger and more successful together than we can be alone. Judaism has always been communitarian in this way and what is old is new again as we live in a world where collaboration is not simply advantageous, but required.

“We are on our own inspiring Jewish journey” – keep choosing Jewish. One can argue that the next years of your Jewish lives are more important than the ones you are celebrating tonight. In your own ways – continue. Whether that is in formal Jewish learning, youth group, summer camps, Israel, synagogue attendance, social action – you are no more fully formed Jewishly at your Grade 8 graduation than you were at Bar or Bat Mitzvah. We pray that you build on this foundation and that you embrace the Jewish journey that continues after tonight.

In closing, know that you each are blessed more than you realize. But do not ever be content to merely count your blessings. Be someone who makes their blessings count.

The Coronavirus Diaries: OJCS Creates & Delivers PPE to Hillel Lodge

There is some irony (that may not be the best word) that COVID-19 delayed our official grand opening of the OJCS Makerspace (with generous support from the Congregation Beth Shalom of Ottawa (CSBO) Legacy Endowment Fund), and that the OJCS Makerspace has yielded our school’s first significant contribution to the community’s response to COVID-19. We had softly opened the space prior to pivoting to distance learning while furniture and equipment were still coming in, but our official grand opening had to be indefinitely postponed. This week, however, we got a firsthand look at what having a makerspace for our students can mean for their learning and for our community.

The Talmud (Kiddushin 40b) describes a debate about whether the study of Torah leads to action or whether action leads to the study of Torah, and like most talmudic debates, the answer is, of course, “yes”. At the Ottawa Jewish Community School, we deliberately create experiences and learning holistically. Our Jewish learning and values inspire us take action to repair the world and our engagement in the world inspires us to further our Jewish learning. This project is a wonderful embodiment of this idea in practice.

Going back a number of weeks, a parent and frontline healthcare professional, Dr. Joanne Tannebaum, came to us with an idea. A colleague of hers had worked out a design for 3D-printing face shields and “ear-savers” and she wanted to know if we wanted to participate. We talked it through, brought in our Middle School Science Teacher Josh Ray, and decided that the most logical partnership for our Community School would be the Bess and Moe Greenberg Family Hillel Lodge, our community’s Jewish Home for the Aged. I reached to their CEO, Ted Cohen, and with his enthusiastic support and partnership, we were on our way!

The next step was to host a meeting between our Middle School, Dr. Tannenbaum and the leadership from Hillel Lodge to officially launch our project for producing PPE for their frontline healthcare workers through our school’s 3D printer. During that meeting, our students got a chance to hear firsthand about the importance of PPE and were given both a design challenge (How can we make face shields and surgical masks more comfortable?) and a practical challenge (How will we create, assemble and deliver the final product?).

Mr. Ray went ahead and safely retrieved our school’s 3D printer from the Makerspace, gathered supplies, recruited student volunteers and the work began!

The easier of the two to produce is the ear-saver:

OJCS 3D-Printed “Ear-Savers” for Surgical Masks

This item helps anyone who has to wear a surgical mask or face shield relieve the pressure off their ears. You loop your mask on the appropriate notch and voilà – your ears are spared. This one is easily printed, comes in lots of colours, and our students have even managed to personally inscribe messages.

Why does this work matter? Let’s see what Mr. Ray has to say:

For me, this project is so important for many reasons. It teaches students 21st century skills like 3D modeling, while connecting the importance of community and empathy at the same time. I think everyone is always looking to serve, and give back wherever possible. The need for PPE in the community has provided both the students and I that opportunity. I’m so proud of the commitment and character shown from the group of students that volunteered their own time to get involved.

The face shields were a little more complicated. Because we have a smaller-sized 3D printer, it took some time, research and trial-and-error to find a program that allowed us to print plastic to hold a full-sized shield. But Mr. Ray and team eventually figured it out and we are thrilled that we can now deliver these to Hillel Lodge.

Our first (there will be more!) delivery took place on Wednesday, June 17th and it was wonderful have a couple of our Grade 8 students – Talia C. and Jessica A. – join me, Mr. Ray, Ted Cohen, Karin Bercovitch, CFO and Morag Burch, Director of Nursing to commemorate the occasion.

What is the impact of this project? Let’s see what Mr. Cohen has to say:

All long-term care homes including the Bess and Moe Greenberg Family Hillel Lodge has a critical responsibility to keep our residents safe during the COVID-19 pandemic. Personal Protective Equipment such as face-shields and masks are vital to protecting our residents and staff during this pandemic. We are grateful for the strong partnership we have with the Ottawa Jewish Community School and for their assistance creating face-shields and masks extenders for our front-line workers. This innovative initiative is not only an educational experience for the students but provides our team with vital supplies. We are thankful for the assistance we’ve received and look forward to continuing to develop our partnership.

At the end of the day, this is an example of what it means to live our values, to reach towards those North Stars. I cannot think of a better way to express what it means when “We own our own learning,” and then make sure that “We are each responsible one to the other”. I know that it is easy to reduce things to slogans and hashtags (guilty as charged), but slogans and hashtags are meaningful when they serve as both reminders and catalysts.

So, what does it mean when we say #WhenTorahLeadsToAction? Let’s ask Talia:

It was such a meaningful experience for me to be able to help my community in a time of crisis. It always feels good to give back to the Jewish Community, and be a part of something bigger.

What does it mean when we say #TheOJCSDifference? Let’s ask Jessica:

Over the years, Hillel Lodge has provided me with so many life lessons and experiences that have enriched me as a person. Since kindergarten I have been involved with Hillel Lodge therefore, I wanted to give back to a place that has so much significance in my life.

Thanks to everyone at OJCS and Hillel Lodge who played a role in bringing this partnership and project to life! Let our next innovative collaboration be inspired by health and joy…

Becoming a Dugma Ivrit

How about we take a break from social protest, social distancing and COVID-19 for just a week?

Next week, we will laud our amazing OJCS Graduation Class of 2020, and then we will introduce the 2020-2021 OJCS Faculty & Staff, and – of course – we will have ongoing conversation about how we will safely reopen school.

But just for a week, can we pretend that things are normal? It would be so good for my state of mind to talk about normal things for just a week, so please indulge me in a non-emergency, non-urgent, post about something I care a lot about…Hebrew.

There is a Hebrew expression often used in Jewish educational settings known as a dugma ishit – a personal example. We remind ourselves as leaders, and our students (or campers or youth group members) of what it means to be a role model and an example to others. I take this concept seriously, not only for my teachers and students, but for me. As a Jewish educational leader, I should strive to be a dugma ishit. However, as I am constantly reminded in conversation and meetings with Jewish Studies Faculty, Ellie, and not-an-insignificant-number of parents in a school like ours that prides itself on language immersion, what that really means is that I also must strive become a dugma ivrit.

My youngest daughter is now in grade six. Having attended preschools where she always had at least one Israeli teacher and being in day schools that utilize immersive curricula, she has developed a cute little Israeli accent. She, like many of her classmates, have been listening to Hebrew for as long as they can remember and although they (naturally) vary in their abilities, they are comfortable speaking Hebrew.

Let me define “comfortable”.

The biggest difference between adult learners and child learners is self-consciousness. As an adult, I am very conscious when I make mistakes and, as an adult, I am uncomfortable making them. As a child, I am often less conscious when I make mistakes, but more importantly, as a child, I am comfortable making them – because that’s what learning is.

You can learn Hebrew as an adult. I did. I was in my 20’s attending ulpan as a prerequisite to begin graduate school before I spoke my first Hebrew sentence. I was a pretty good student and so I learned. But as I good as I ever got in the heart of my studies, I could never escape the heart palpitations when called upon to speak. What if I didn’t know the correct word? What if I mixed up my verb tenses or used the wrong grammatical construct? And so even though I have lots of Hebrew in my head and would be considered somewhat “fluent” by some, I still have to manually shift my brain and screw up my courage to speak.

For example, Jewish Studies Faculty meetings are typically conducted in Hebrew. And I am perfectly capable of participating. But when it is my turn to speak, I may get a few Hebrew sentences out, but will almost automatically switch to English.

Here’s the irony. (Or, perhaps, hypocrisy.)

I have been on a mission since arriving here to up the intensity of our Hebrew immersion. As an educator, I know that any hope at true second-language (or in our case third-language depending on how you rank them) acquisition and authentic fluency is dependent on our ability to provide as pure an immersive environment as possible. And yet when Dr. Mitzmacher comes to teach prayer – I mean Tefillah – to First Grade – I mean Kitah Alef – he speaks to the children in English, while praying with them in Hebrew.

Some dugma ishit that guy is!

So after almost three years of hearing me preach Hebrew immersion (in English!), it is time to ask a hard question: Why don’t I speak to the kids in Hebrew when I am teaching Jewish Studies? If we want to truly be more of a trilingual school why don’t I make school announcements in Hebrew or speak Hebrew during school assemblies and other events?

Why don’t I?

Because it scares me.

What if I forget the words? What if I say it incorrectly? What if I get nervous and go blank? What will people think?

And for me it is about more than Hebrew. Because if a school prides itself on transparency and praises spirited failure, then it requires that leaders lead.

So even though it terrifies me, I have set some new professional goals for next year. I am going to try to speak in Hebrew when I am teaching Jewish Studies. I am going to try to include spoken Hebrew in major school events, like graduation. I am going to try to speak Hebrew during Jewish Studies faculty meetings. I am going to try to speak Hebrew with my daughters. I am going to try and I am likely to fail. But I will try to keep trying.

Because that’s what it means to be a dugma ivrit.

By the way…if I had any hope of learning French at my advanced age and reduced bandwidth, I promise I would add that into the mix as well. All the larger points above apply equally well to French. But you have to crawl before you can walk, which for me means that you have to try being bilingual before you try trilingual.

Praying With Your Legs: An Expat’s Perspective

A group held a “Justice 4 George” rally outside the U.S. Embassy in Ottawa following the death of George Floyd in Minnesota. (Leah Larocque/CTV News Ottawa)

I logged into my Google Meet on Wednesday, ready for another adventure in Grade 6 Tefillah, and as each 11-and 12-year old joined up, I noticed that a significant number of them had changed their avatars to symbols and signs of social protest. Here I sit, an American expatriate living and working in Canada’s capital, heading up a community Jewish day school where expressions of social justice and repair are logical conclusions to curricular content, and while the grownups carefully plan what is and what is not appropriate to teach, to discuss and to do – while I struggle to decide whether and how to use my voice – a group of (mostly) white, Jewish Canadian children with little to no education in American race relations, little to no experience of racism or prejudice, and little to no understanding of police brutality have already left me behind.

Yesterday, I had a chance to participate in a very special program and conversation with our Grade 5 students and Special Guest Tande Maughn and we are gearing up for a Middle School one next week. But the impetus did not come from me. Grade 5 General Studies Teacher Melissa Thompson took the lead. While I struggled to decide whether and how to engage our Canadian Jewish school in an American social protest movement, our teachers – almost none of whom share my American background or education – left me behind.

Why?

Lots of unsatisfying reasons…

In March of 2018 (my first year in Canada), I wrote a response to Parkland and Las Vegas where I expressed my disorientation,

…a strong feeling that I cannot quite put my finger on – somewhere sour between FOMO (fear of missing out) and JOMO (joy of missing out). I feel motivated to do something, grateful to not have to, left out of a conversation I don’t want to have to be in, but feel guilty for missing out on…I have neither an audience nor an address.

The issue there was, of course, gun violence.

Now even when working in the States, I always took great care not to wade too deeply into matters of controversy and politics over the years.

Why?

Before moving to Ottawa, we spent 12 years in Nevada and Northern Florida deeply embedded in Jewish communities whose purple and [Republican] red political hues contrasted sharply with our deep [Democratic] blue upbringing and bicoastal lives to that point. We have learned to respectfully disagree with dear friends whose views [on guns] run counter to our own. We are proud Americans. We were proud when we lived in California, New York, Nevada and Florida. We are proud now that we live in Canada.

So there is a part of this that is about having had my cultural and political bubble healthily punctured to welcome people of good intent with very different views than my own brought in. But I don’t think my reticence is just about being worried about injecting myself (and by proxy the school) into a polarized place.

There is certainly a sense that I don’t know enough about the different history of Black Canadians. [Just saying “Black” is hard for me to type as I have been conditioned to say “African American”. When we moved here, one of my daughters asked me what we should call “African Americans” in Canada? African Canadians? It is still hard for me to say “Black” without feeling insensitive. That’s a trivial example of cultural bias for an American living abroad.] I don’t know enough about the relationship between the Canadian Jewish Community and the Black Canadian Community to make best meaning of this moment. And so part of my reluctance to speak is fear of being ignorant.

Our speaker in Grade 5 came to us and spoke from her heart and, thus, touched ours. I told the students that one of the bravest things you can do is to allow yourself to be vulnerable to others. And so, I should try to live up to that myself. To say nothing would suggest that I have no stake in this issue, that it neither impacts me nor is it incumbent upon me to participate in. But as a citizen and as an educator, as a human being and as a Jew, I do have a stake, I am impacted and I do believe it is incumbent upon me to participate. And I will, like many others, have to struggle to figure out what participation looks like because I am unwilling to remain forever a bystander. Are we our brother’s keeper? What does that keeping look like on this issue and at this time?

If Rabbi Abraham Joshua Heschel, who described his marching with Martin Luther King Jr. as “praying with legs,” could risk life and limb to make the world a better place, I can and should do more. If we want our schools and our children to really matter to black (and brown and impoverished and diverse and etc.) lives in our communities, we will need to do more than engage in hashtag activism and social media blackouts. We will need to engage with people, even if doing so is complicated by social distancing. That’s what we did yesterday in Grade 5. That’s what we are doing next week in our Middle School. Small steps forward, but steps nonetheless.

The truth is that to stay on the sidelines for fear of political correctness or for fear of getting a few facts mistaken would be an abnegation of our responsibility. All we can do is our best. We try to live up to our ideals. We teach facts. We provide respectful space for opinions. We encourage civic participation. We acknowledge that when one of us cannot speak, then none of us can speak. And as we have been reminded yet again, when one of us cannot breathe, then none of us can easily draw a breath.

For we are all made in the image of “the God in whose hand thy breath is in” (Daniel 5:23).

L’Zoom V’Zoom: Charge to Kitah Bet Upon Receiving the Gift of Torah

[This is the brief dvar that I shared with Kitah Bet, their parents, grandparents, and special friends on Thursday, May 28th in honour of their Chagigat He’Chumah (Chumash Party).]

As I look at each box on my screen, representing teachers, students and their families, extended families and friends, and so on, I can’t help thinking of the language used to describe B‘nei Yisrael as they prepared to receive Torah at Sinai. It says in Devarim (Deuteronomy) that, “You stand this day, all of you, before the Lord your God…” (29:9).

When it says, “all of you” we are meant to believe that the entire extended Jewish family – past, present and future – stood together at Sinai.

When it says, “this day” we are meant to understand that the gift of Torah was not a one-time act in ancient history, but rather a forever present-tense experience of covenantal renewal as each Jewish person, in their own way, stands to receive and accept the gift of Torah.

There are important lessons to be learned from these ideas…

We are living through most interesting and challenging times. Our senses of time and space are becoming distorted through social distancing, online learning and remote workplaces. We are all playing with differing notions of “together alone” and “alone together” at school, at work, at synagogue, with our families and our friends – all in service of maintaining feelings of connectedness with the people and things that matter most. A day like today bridges ancient wisdom and modern technology. We all stand together today to witness these children accept the gift of Torah – whether that is immediate family physically together, extended family and friends virtually together, or the memory of generations spiritually together.

When we stand together on this day, we are reminded that there are parents and teachers amongst us whose “this day” – an OJCS/Hillel Academy Grade 2 Chumash Party – happened years ago, but lives again today. There are parents for whom this is their first child to reach this milestone and others for whom this is their last. The experience of Jewish memory, however, is not that of fixed moments sealed in amber. Our holidays, our rites of passage, our texts and our prayers are not designed to encourage nostalgia for what was, but rather to make the past present, and thus, enrich our future. On Passover, we don’t remember what took place in ancient Egypt, we relive the experience so that it becomes ours as well. When a child becomes a Bar or Bat Mitzvah – when anyone is called to the Torah – the blessing one says is written in the present tense, “…notain et ha’Torah” – who gives the Torah. God didn’t give the Torah once upon a time to our ancestors. God gives the Torah to each of us whenever we are present to receive it.

And that brings us to today.

We celebrate our children’s first accomplishments in the study of Torah with the (symbolic) gift of Torah. We choose to do this on the morning of Erev Shavuot to explicitly link our children’s receipt of Torah in school with our people’s receipt of Torah at Sinai. Your choice to provide your children with a Jewish day school education forges that link. Your choice 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. Your choice honours the Jewish past and secures the Jewish future through the learning and experiences you have made possible for their Jewish present.

That is why, as was true with the Siddur they received at the end of Kitah Alef, the Chumash they receive at the end of Kitah Bet is not 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 – continue 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.

Thank you.

Thank you to the parents who have sacrificed in ways known and unknown to give your children the gift of Jewish day school. Before COVID-19, we would describe teachers as in loco parentis – teachers who serve as stand-ins for parents at school. Well, in this time of distance learning, we can aptly describe parents as in loco teacheris, and thank them for the extraordinary effort that goes in to schooling-at-home. Thank you for entrusting us with the sacred responsibility of educating your children. It not something that we take for granted.

Thank you to the teachers who give of their love, their time and their talent each and every day. On a day like today, special thanks to Morah Batya who has poured herself into your children and into this day. Our teachers play a significant role in shaping our children’s stories and we are grateful for the care they attend to that holy task.

Thank you to the students who show up each day as authentic selves, even on Google Meet! Your passion and enthusiasm for learning and for Judaism is why we wake up each day at OJCS with a spring in our steps and a smile on our faces. We can’t wait to see who you will become!

Mazal Tov & Chag sameach!

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.