A Floor, But Not a Ceiling

Exam Evolution

Once upon a time all the high schools in our community – both public and private – gave formal exams in Grade 9. And so it was not only natural, it was an advantage for students at OJCS to take a series of exams during the Grades 7 and 8 years. It checked (at least) three meaningful boxes:

Our students learned valuable note-taking, study and organizational skills by going through the process of preparing for an exam.
Our school learned valuable information about what our students did (or didn’t) learn as they were preparing to exit OJCS. Exams that were able to stretch back across grades allowed OJCS to know not just what students learned that trimester or year, but what they learned while at OJCS.
Our students gained real-world experience that they could utilize in service of the exams they would be taking in Grade 9 (and beyond).

And then…say it with me…COVID.

And ever since, the public high schools have not offered exams in Grades 9 & 10 and do not seem to be on a path towards doing so again. Private schools in our community do offer exams in Grade 9. And to the degree that context matters, we did some digging and it is additionally true that other independent schools in our community do offer exams in Grade 8 (or even earlier) and so if that is the water we are swimming in, perhaps it is that simple. But part of being “independent” is that we get to make the decision for ourselves, and so it begs the question about what ought we do at OJCS if one of our three boxes no longer applies? Do the other two warrant the energy (and for some students the anxiety) for OJCS to continue to offer exams, and if so, in which grades and subjects?

Zooming out, there are lots of skills and experiences we teach and provide at OJCS that are not necessarily formally carried forward to high school. I have learned this firsthand as a parent of two OJCS graduates, one now in university and one still in high school. Those skills – whether they be technological, organizational, public speaking, self-advocacy and many others – may not have had direct application to this (high school) class or another, but have definitely served them well as students. If we were deciding whether or not to use iPads, or host hackathons, or a million other things based on what will be true in public school in grade nine, we might as well be public school ourselves. So we feel very comfortable suggesting that whether or not our graduates going on to public schools do or don’t have formal exams in grade nine, it ought not determine what we do. So much for “Box #3”.

Boxes #1 & 2 still feel very valuable. While always managing and paying attention to student anxiety and their version of “school/life balance” – and always honouring IEPs and Support Plans – we definitely believe that the process of preparing, studying and taking formal exams is a value add for our students as they prepare for the added rigours of high school. Grit and resiliency can only come about through authentic experience; sometimes you have to be a little uncomfortable, suffer a little adversity, be a little anxious. So there’s “Box #1”.

Box #2 is interesting and at least for this year (and likely next) determinative. We have lots of opportunities to utilize external benchmarks and standardized testing to provide data on what students who are graduating OJCS have (and haven’t) learned. We have the most data on Math and Language Arts by virtue of the CAT-4, Amplify, IXL, etc. If we wanted to gather similar results for Social Studies and/or Science we could decide if and when to add those modules to our CAT-4. The two places where we could benefit from better knowledge is in Jewish Studies and French. We have made significant progress in knowing what is true in French with last year’s introduction of the DELF Exam, but it only targeted the highest achieving students. No such external standard exists for Hebrew / Jewish Studies.

And so for all of the above reasons, here is what will be true this Spring at OJCS. Students in Grade 8 will take two exams. They will all take a Jewish Studies Final (which is completely consistent with past and present practice) and they will take either a French Final or the DELF (the “French Final” being an in-house exam offered at both the Core and Extended (if needed) levels). We’ll see how that goes, check results, solicit feedback and make any adjustments if needed for future years.

And with this totally normal little blog post in the middle of what is still a very complicated world and time…Winter Break. See you 2024.

A Carnival of Blogs

What a wonderful evening last Tuesday night was at OJCS! A FULL Gym and even-fuller hearts from a Chanukah Family Program for the (Rock of) Ages! And that candle-lighting ceremony…I am still choked up. Thanks to our teachers, our students and – of course – our families and friends for filling the darkness of these troubled times with the light of our spirit and ruach. You can check out all the beautiful images and videos (Flashmob says what?) on our various OJCS social media.

Somehow we had a whole rest of the week to navigate after that…

I spent ten minutes of actual time trying to find out what the analogy is from a gaggle of geese or a flock of seagulls is to a bunch of (mini) blog posts and, indeed, it is a “carnival of blogs”. (For real.) And so, with Winter Break Itch starting to spread, I thought it might be useful to swap out my usual way-too-long blog post this week for a small series of mini-mini-posts, updating and reminding you of things to know.

Let the carnival begin…

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

Remember at the end of last year and the beginning of this year when we said we would be leaning farther into the Science of Reading? Well, that is well underway with our investment into Amplify Reading.

Why did we choose Amplify?

It is the platform that most closely aligns with the evidence-based body of research referred to as the ‘Science of Reading’. The Science of Reading research shows the need for students to have word recognition skills (such as phonemic awareness, decoding skills through phonics, and reading fluency) and language comprehension (including knowledge of vocabulary, morphology, and syntax) in order to read and comprehend text.

Teachers have been rolling it out and you can check (Guess where!) Classroom Blogs for more information. Like this one from our Middle School Language Arts Teacher, Jess Mender.

What about this renovation we’ve been hearing about?

That is a thing that is going to happen! After having to share the sad news of our postponement last year, we are back on track. We will be confirming the project and the schedule in the weeks ahead and with that comes the contingency plans for the end of this school year when we fully expect to be under construction so that we are “move-in ready” for the start of the 2024-2025 school year. This is tremendously exciting and I cannot wait to share updated renderings with all the magic coming our way. We know that the true value of what happens in a school is in the people and the activities, but we do know that the physical space matters. Our children and teachers deserve a space as innovative and creative as they are and we are looking forward to this first phase of renovation launching the transformation from past to future.

Like the renovation – oft-discussed, but not-quite-yet tangible – is our school’s 75th Anniversary. And like the renovation, which has slowly been ramping up quietly and is going to be ready for take off near the end of this school year, so, too will be the series of events celebrating the 75th Anniversary of the Ottawa Jewish Community School (founded as Hillel Academy). There are (I checked) fewer than 15 Jewish Day Schools in North America older than the Ottawa Jewish Community School, and most of those are in communities with much larger Jewish populations. This is an incredible achievement and an extraordinary validation for those with the vision and the courage to create and sustain our special school. An anniversary year is an opportunity to celebrate and to appreciate – and yes, to fundraise. The past and the present of Jewish Ottawa is entwined with our school; securing the future of OJCS is how we help secure the future of Jewish Ottawa.

Now more than ever.

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

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

The following things have happened since…

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

…on Monday all our energy was dedicated to…

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

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

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

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

And it is only Wednesday…

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

Well.

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

Chag urim sameach.

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

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

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

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

Public Displays of Judaism: Chanukah After 10/7

What I am thinking about today in the midst of all the noise, is the holiday of Chanukah, which begins next week and what can be learned by refracting it through the lens of a post-October 7th landscape.

There is something about Chanukah which is tailor-made for this moment. Chanukah is the only Jewish holiday without a sacred text of its own. (There is a Book of Maccabees, but it is part of the Catholic Bible.) Instead of a public reading, we are commanded to bear silent witness to the miracles of the season with a public doing – the lighting of candles in a window.

There may be no simple Jewish ritual more fraught at this moment in history than this. A common act that, for some, now may be heavy with anxiety, or infused with politics, or mixed with defiance, or filled with pride – or some combination thereof and therein. To do something that is visible to the public through a window that makes it clear that you are Jewish means something this year other or more than it has in other years.

Chanukah is a fascinating holiday for many reasons. In large part, the historical story is more of a civil war within Jewish society than a rebellion against a foreign power. The Maccabees were fighting against (at least) two different strata of Jews – the Hellenizing elite and the acquiescing pietists. The former were all too willing to assimilate and the latter believed it was only for God to act in the world. The Maccabees took matters – and the covenant – into their own hands. They were not content to let the world perfect itself; they understood themselves – and humanity – to be partners in the sacred work of repairing the world.

That’s a gross oversimplification, of course, but that idea of striking a balance between not letting the world overwhelm you, and taking appropriate action to perfect it, feels right – if not a bit too aspirational – for our first post-10/7 Chanukah. Since then, our school, our community and each of us in our own ways have been trying to control the things we can while forgoing what may now feel risky. But we all very much want to feel like we can do something.

For our school, it has included things like the amazing experience of welcoming new Israeli families in search of safety and joy or the massive participation in Monday’s Rally. For me, personally, it has been taking on a lot more thought-leadership than I typically do in a bit more political vein than I am normally comfortable doing (see below). People are learning more about Israel, sharing more about Israel, advocating more for Jewish Community and for Israel, and there are lots of stories of folk using this moment to rediscover and reconnect to their Jewish roots. Like the Maccabbees, through human ingenuity and effort, we are active agents in our own salvation.

As we hopefully come through this crisis in the months ahead, let’s hope that by next Chanukah the image of a lit chanukkiah behind a window no longers resonates as a courageous act, but as a simple sharing of our collective joy of the holiday.

Finally, this and each Chanukah, let’s not forget our Jewish values of tzedakah (charity) and kehillah (community). Along with your normal gift-giving, consider donating a night or two of your family’s celebration to Israel whose light of courage amplifies and enhances this Holiday of Lights.

Chag urim sameach from my family to yours.

If you haven’t read, but would like to, my Op-Ed in the Ottawa Citizen, you are welcome to follow this link.

ExPat Files: American Thanksgiving In Canada Comes With a Side of Gratitude

To all my friends and family in the States, I wish you a “Happy Thanksgiving”. And to all my friends in Canada, I wish you a “Happy Thursday”.

Sigh.

I know, truly, all the things about Thanksgiving in America. And I know, truly, all the things about Thanksgiving in Canada. [If you don’t believe me, I wrote a post about it a few years ago.] And yet this time of year brings such strong feelings that “body memory” has to be real. It actually starts on the weekend prior where you just know that Thanksgiving Week is coming…it is the shortest of school/work weeks…children are coming home from college (that’s American for “university”), relatives are gathering, food is being cooked, football is coming on, a four or five-day weekend is ahead, and it just goes on and on. The whole week is filled with such anticipatory joy.

I fully acknowledge that if it has not been your experience, it may not make sense; but if it has, then it is the only thing that makes sense. [Ask an American.] The fomo really starts on Wednesday when you realize that you should be starting to relax and it is just another school night. And now, today, when the only emails and social media posts you get are full of Thanksgiving, the games are starting up, and you are just…at school or work…that’s some next-level fomo.

Whatever your position on Thanksgiving (either of them) are, I would hope that we can all agree that the giving-of-the-thanks part is a net positive. We could and should be grateful more than once a year and at a Jewish school, we have multiple opportunities each day to express our gratitude. But since I am feeling all the Thanksgiving feels as I write my weekly blog post, I figured if I can’t watch the game, or see the family, or eat the food, the one thing I can do is express a little gratitude.

What I am grateful for this (American) Thanksgiving:

I am grateful for the soon-to-be gift of dual American and Canadian citizenship. (Spoiler Alert! Jaimee and I passed our citizenship tests and are waiting for the call to God Save the King! We are looking forward to sharing the ceremony with our local community.) Seven years a Canadian has been a blessing for our family and we remain proud Americans. Doubly-blessed are we.
I am grateful for the men and women who defend the Land, State and People of Israel, our Holy Homeland. We pray for the return of all the hostages and a peaceful resolution to this current conflict. We are so hopeful that the world calms down enough for our younger daughter, Maytal, to have her semester-in-Israel experience this January, but regardless, the safety and security of Israel is never to be taken for granted and always to be grateful for. Now more than ever. Am Yisrael Chai.
I grateful for the technology that keeps me connected to friends and family. COVID or no COVID, it is miracle that FaceTime, Zoom and Google Meet allow us to “see” parents, grandparents and friends across borders and thousands of miles.
I am eternally grateful to have a wife, Jaimee, whose Type A/perfectionist mothering and wife-ing creates so much space for me to dedicate my time and energy to my work and my passion.
I am thankful to have landed in a Jewish community that is extraordinarily capable and generous; a community that is committed to its future by its support for Jewish day school.
I am grateful to have landed in a Jewish day school that is full of committed, talented, caring, innovating and hardworking teachers. A school is only as good as its teachers and we have a pretty great school!

I could go on, of course, but let me just say that I am also grateful to anyone and everyone who has ever read, shared, or commented on one of my 450+ blog posts over the years. You often wonder/worry that you are speaking into the wind, but every now and again someone takes the time to let you know that they are, in fact, paying attention. And that always feels great.

For my friends in the States…enjoy Thanksgiving! For my friends in Canada…enjoy Thursday!

This is being planned with all due haste, and I do have a seat at the table, so please know that all the details of the program and our school’s participation are coming out just as soon as humanly possible.

How Did “Going to School” Become an Act of Courage?

I do not have any media training, but I know a good line. And after having done more media hits than I ever would have imagined (and I imagined “zero” so it isn’t that many), the one that seems to resonate the most is the one that still seems the craziest no matter how true:

The choice to open up school should not be considered an act of bravery; the choice to send your children to school should not be considered an act of courage.

And yet that is the current state of affairs here in the Jewish Community School in our nation’s capital. We have parents afraid to send their children to school because of the rise of anti-Semitism and anti-Zionism. We have parents from other local schools looking to move their children to our school because of the rise of anti-Semitism. We have welcomed new Israeli families forced to leave Israel because of the events of October 7th. We have all of that at the same time – we are scared to stand together too visibly and we are scared not to stand together so as not to feel invisible. We are devastated by what is happening in Israel and we are depressed by what is happening around the corner. We are defiant and we are resilient and we are confused and we are exhausted…so exhausted.

My favourite picture of the month is the one featured above – new Israeli students gazing at this thing called “snow”. (And they don’t know the half of it.) Our school is so grateful that it is able to make a meaningful contribution at this time by creating a space for Israeli children to be just that – children. To gaze in wonder at the frozen water dripping from the sky at least for a small while not having to wonder about the wider world and what comes next. We are a school, and that is supposed to be a safe place for children. Canadian Jewish Day Schools are not supposed to be shot at overnight, or receive bomb threats, or be protested. The eight year-olds at our Jewish school in Ottawa are not orchestrating the Israel Defense Forces in Gaza. It would never occur to anyone in the Jewish community I know to find a local madrassa in Ottawa and terrorize their children because we are upset at Hamas. How are we living in a world where it makes sense to attempt to terrorize Jewish children for decisions made by a government thousands of miles away? You want to peacefully protest Israel? Go for it. But making parents afraid to send their children to school?

How do we explain to the children in our school what is happening without traumatizing them? We use examples from Jewish history and from Jewish text to nourish and to inspire. We pray and we write letters and we donate and we welcome new Israeli friends. We teach media literacy and fact from fiction. We lobby and we advocate. We stand together.

How do we ensure our children get to be children? We play and we learn Math and we learn French and we learn Science. We have assemblies and we have field trips and we have special programs. We laugh and we sing and we do all the normal things. We stand together.

I don’t know how long this delicate dance will continue. Each day we calibrate how much space this should take up at each grade-level. Each day we muster up the strength to teach and to love our students, even when brokenhearted. Each day we come prepared for noise, but pray for quiet. Each week we share news about security hoping it will be the last week it is needed.

The goal of terrorism is to cause terror and I’d be lying if I said it hasn’t had an effect. But we refuse to stand down or to stand still. This is an inflection point and our children will be shaped by what we do now. Am Yisrael Chai is not a hashtag, but an imperative. Am Yisrael Chai isn’t just the rallies and the marches – however important those things are – it is living a Jewish life in full and in the open. I’ve never been prouder to run a Jewish day school. What we do now ensures that the next generation will stand up and stand with Israel when it inevitably becomes necessary. What we do now helps ensure that there will be an Israel, which with the rise of anti-Semitism reveals itself to be more needed than ever.

It is true that operating a school shouldn’t be an act of courage, but if it is, colour our school courageous – from the admin to the teachers to the office to the security guards to the maintenance people. And it is true that sending your children to school shouldn’t be an act of bravery, but if it is let Am Yisrael Chai be sending your children to a Jewish school open to receive them with loving arms. Each day the school bell rings, the doors open, Jewish children enter with smiles, and we participate in the miracle of Am Yisrael Chai. Today, tomorrow and forever. Ken y’hi ratzon.

OJCS Announces “The Rabbi Bulka Kindness Project”

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

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

Kindness.

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

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

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

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

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

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

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

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

I Just Need Something Light & Normal: Annual Blog Cloud

As I wrote last week, I just can’t decide if to blog and about what. I realize that it would be perfectly acceptable not to, considering all the things. I will say that the force of habit weekly blogging for over 10 years has built up, makes it almost impossible for me not to, so it seems like the way I am navigating things is a toggling back and forth from posts that are “normal” and posts that are “current”. This week, I just want to write something light and, thus…

…it is a perfect time for one of my favorite little blog posts…running my blog through a “word cloud” program and seeing what happens!

If you missed last year’s punny post…

I genuinely do enjoy this annual exercise in “word-clouding”. If you are unfamiliar with the idea, in a nutshell, word clouds (through an algorithm only they know) take any piece of written text and represents it graphically in a way which highlights frequently-used words. It is a fantastic device for visually summarizing the essence of a written text. Another great feature is that, not only can you cut-and-paste in any written document, you can type in blogs, websites, etc., and it will go back and search them for content, add it all up, and spit out a word cloud representing the sum of all its written content.

This is my seventh such annual post here at OJCS and I have done them each, as stated above, in November. So, what does this year’s “blog cloud” look like and what does it reveal? [If it is too small on your screen/device you can go ahead and zoom in. Or just scroll up!]

I just put last and this years’ clouds side-by-side to do a little comparison.

“Jewish”, “Learning” and “Time” remain strong. Not surprisingly “Goal” made it in. (We are doing our goal-setting conferences as I type.) Israel is also not surprisingly more prominent than last year at this time.

“Students” and “Parents” have also returned to prominence. “Blog” and “Make” are highlighted which makes sense based on our programmatic priorities.

I love to see “Feel” and “Experience” and “Build” and “Plan” make this year’s list. “Share” is pretty nice to see as well.

What words would you have expected to see? What words are you surprised to see?

If you see something interesting in my OJCS “blog cloud” let me know in the comments!

And there you go. A normal post written at a normal length. It feels good for just a few minutes to act as if things are as they ought to be. I look forward to a time when all my posts can be this simple. (But definitely not this short – who can express a coherent thought in less than 1000 words?)

Four Better Questions Than “Are You OK?”

Each morning our students enter school to the sounds of Israeli songs of peace…

Each time we do Tefillah we add tehillim (psalms) and/or special prayers for Israel, the IDF and/or the missing and the kidnapped…

Each week we revisit our layers of security according to what is true and communicate carefully and clearly to our families…

Each day we decide how much “current events” should or shouldn’t be part of each particular grade and class…

Each week brings a new rally or vigil…including this weekend…

Each day brings new and worthy charities and causes to support…

Each week brings new Israeli families to our community and to our school…

Each child in our school, each parent in our community, each teacher in our classroom is differently touched by what is happening each and every moment of the day…

…it makes a routine like “weekly blogging” feel like nothing more than spitting into the wind.

Two weeks ago, I blogged explicitly on the pain and sadness we are experiencing as a result of the terrorist attacks on our beloved Israel. It felt important to say those words and, maybe, it provided me with a hint of catharsis.

Last week, I blogged about the launch of our school’s new “Goal-Setting Conferences” coming in a few weeks. It felt important to share a truly meaningful change in our school’s approach to parent and student engagement, and, maybe, it provided me with a hint of normalcy.

This week? I feel stuck.

All the blog posts have already been written.

I could write about the coming dissonance between those who have already started to move on a bit and those who are still sitting still in the thick of it. This is true for our students, our teachers, our parents, our community and – for sure- the wider world. But someone smarter than I has already written it.

I could write about the challenges our alumni are experiencing in high schools and universities throughout Canada (including my own daughters) with anti-Semitism and anti-Zionism and leaders too careful (or too scared) to call it by its name. But everyone is writing about that and ten minutes of doomscrolling on X (Twitter) is more than enough.

I could write about the impact of trauma on leaders of Jewish schools and institutions. But I just came back from a Day School Leadership Training Institute (DSLTI) Retreat on this topic and there are books and articles you can Google that will tell you all you need to know.

Or.

I could write my first “Tour of the OJCS Blogosphere” where I highlight the amazing work that our teachers and students produce and share with the world. But it just doesn’t feel like this is the time for that kind of post. (Don’t worry…that post is coming one of these weeks.)

Or.

I could skip a week. I could give myself permission not to blog. Other than my mother, my wife, my friend Nancy and my Aunt Donna…I mean…

Of course, I’m nearly 500 words in now so I guess that’s out.

So here is what I will do. A simple request. If you are feeling like asking people if they are okay feels a bit trite or tone-deaf these days, but you want to show that you care…please take time this week to ask all the people you care about in your life, these four questions (yes, of course it had to be “four questions”):

Are you getting enough sleep?
Are you getting enough exercise or fresh air?
Are you eating healthily and properly?
What can I do?

If we can each do that for a few people in our lives this week, maybe, just maybe, it will be a slightly better week than the one before.

Ken y’hi ratzon.

Introducing Goal-Setting Conferences at OJCS

[General Note: It still feels awkward pivoting towards “normal” school conversations when the situation in Israel rages on and we are all still carrying varying degrees of anxiety, pain and sadness about what has happened and what still may be yet to come. However, part of how we create psychological safety is by carrying forward with as much normalcy as feels appropriate and respectful. And so it is in that spirit that I share framing thoughts about this year’s inaugural “Goal-Setting Conferences”.]

[OJCS Parent Note: Yes, you got a much more detailed version of this via email earlier this week. Feel free to read this edited version for additional clarity…or…please read this edited version if you feel asleep halfway through the email.]

In June of last year, I blogged out the rationale for us shifting from “trimester” to “semester” and in that post, I shared the following:

We love the idea of bringing parents (and possibly students) together in late October-early November to share the goal-setting that we have done with our students. It is a great opportunity to strengthen and clarify the school-family partnership, to personalize the learning, to build in student accountability and to set students up for success.

And so we shall.

One of the “7 Habits” that anchors a lot of the work in our school is “Begin with the End in Mind” and one of our North Stars is “We Own Our Learning”. There is a lot of research about the importance of students of all ages learning how to set goals and learning how to create plans to achieve those goals. Here is an article from this past January that I think frames it well. One takeaway from the article is that,

Students are people too, and like all people, they benefit from having goals. Learning goals, much like life goals, can help students in a number of ways.

Here is a brief summary of those ways:

They help students stay focused.
They help students measure their progress.
They help make students accountable for their learning.
They help to motivate students.

Another article on goal-setting that I really like adds a few more critical points about the benefits of goal-setting on students of all ages:

Set a clear path to success.
Learn time management and preparedness.
Boost self-confidence.
Provide challenges.

For all these reasons and more we believe that the time we are spending teaching our children – again, I keep emphasizing at every grade-level because this can be, and is, for students of every grade – what “goals” are, how to set them and make a plan for success, how to measure progress, how to reflect on the learning journey, etc.. It is time well-invested to set our children up to not only do their best in school, but in life. As parents will see, goals are not only limited to academics, but to all aspects of schooling (art, music, PE, etc.) and life (friendships, self-control, positive mindset, etc.).

Things are already happening and things are set to launch. Teachers have already begun teaching in developmentally appropriate ways what “goals” are, why they work and how to use them. Teachers have also begun meeting individually with students to set goals for this year. Parents are receiving information from teachers with more details about how all of this is working at different children’s grade-levels, and how parents can also contribute by both discussing goals at home and by coming to “Goal-Setting Conferences” with goals that they have for their children.

This pilot is strongly encouraging that parents bring children to school for these conferences. We’ve finessed the timing and the team nature to allow this to be comfortable and doable at each grade-level. We will have teachers and support on-site so that parents have a supervised landing slot for siblings. We also understand that there could be conversations that a parent would prefer to have without their child present and thereto, the supervised locations can come into service. We additionally understand that virtual conferences were helpful for some families and will continue to offer them, although hoping they will be restricted to just those who could not otherwise participate. (And even there we encourage student participation.)

We are very much looking forward to this parent engagement opportunity. Now, more than ever, we feel the value of the strength of our community. We are partners with parents on the journey of children’s lives while at OJCS and we feel the weight and the joy of that now, more than ever.