Local News
Gray Academy pivots once again to “Gray Away” during provincially mandated week of remote learning
By BERNIE BELLAN With the decision by the provincial government to require online learning in all classrooms for students from K-12 from January 10-14, Gray Academy was well positioned to implement what it began to refer to as “Gray Away” when it was first introduced in May 2020. As well, the school has also taken steps to provide all parents of students in JK-6 with test kits that the parents are being asked to administer every three days beginning January 16.
‘“Gray Away” was reintroduced this past week, from kindergarten to Grade 12,” Lori Binder, Head of School at Gray Academy, said during a phone interview.
“Our junior kindergarten students have been able to remain on site,” Lori added, “since JK falls under early learning child care.”
As well, similar to all other schools in the province, Lori noted that “we are supporting children of critical service workers or those students who need supports. We’ve had about 80 kids in the building even during Gray Away. Most of those kids have been K-6, along with junior kindergarten – and just a sprinkling in the high school.”
“All teachers have been on site, so remote learning was taught from the school…Even though we were made aware [remote learning] was a possibility, before vacation was over, staff got together in a Zoom meeting to be prepared for the transition.”
As well, Lori added, “prior to break we sent stuff home with kids because Omicron was spreading – so at least we were able to prepare most of our students to have their belongings they needed for learning.”
Something else that the school will be able to give students is rapid test kits for all students (including those in JK) up to Grade 6. Lori noted that the province had supplied the school with sufficient quantities (five tests per student) of rapid test kits for all students in K-6 to be tested every three days. With school set to resume in person on January 17, parents are to pick up the test kits on Sunday, January 16.
As well, Lori noted, “We were given a supply of tests from BB Camp” that had been left over following the summer session of that camp. Those tests were given to parents and have been used for students in Junior Kindergarten, so that they, could also be tested every three days. The test kits were also made available for Critical Care Workers whose children were in school the week of January 10-14 for in person learning.
Parents of all students in JK-6 are being asked to administer tests to their children prior to the resumption of in person learning as an additional layer to mitigate the risk of the spread of COVID upon their return. With five rapid tests for each student to take every three days, this will help for the first two weeks back after the long break from in person learning.
As far as test kits for kids in 7-12 are concerned, Lori said the province did not provide schools with kits to send home as high school-aged students are eligible to be vaccinated. At Gray Academy, students aged 12 and up are all fully vaccinated. (Still, in light of the Omicron variant infecting fully vaccinated individuals, I wonder whether the province might now be giving consideration to giving students who may have received two vaccines test kits as welll? Anyone under 18 is not eligible for a booster shot in Canada, although they could be in the U.S.)
I asked Lori when was the last time Gray Academy had been forced to implement remote learning?
“It was May and June of 2021,” she answered.
When Gray Academy first introduced “Gray Away” in March 2020, however, it was for all students, including Junior Kindergarten. Since then, there’s been the clear realization that “learning remotely is not effective for three and four-year-olds,” Lori explained.
As it was when remote learning was first introduced almost two years ago, classes are structured similar to how they would be in person, with breaks structured into schedules. “In elementary it’s tweaked just a little bit so that there’s more time to move around between classes,” Lori added.
I wondered, when school began in the fall, whether Gray Academy was still maintaining the strict protocols that had been in force all last school year, i.e., social distancing, students remaining in cohorts, no movement of students between classrooms (with teachers moving instead from class to class)?
Lori said that Gray Academy had been adhering to stricter rules than were nominally dictated by the province. When school began in the fall, she explained, “schools were in ‘Yellow’; we were operating a little closer to ‘Orange. For example, our staff were in medical grade masks since September. Our students in elementary have been cohorted and had two metres between their desks.
“In high school this year, because all students were fully vaccinated (which, we noted back in September, made Gray Academy one of only two high schools which required that all students be vaccinated, the other being the University of Winnipeg Collegiate) – in late November it was the first time students began to move around the school again. That was an amazing, refreshing thing for our high school students – being able to move from class to class. For instance, they were actually able to take biology in the biology lab, rather than the biology teacher coming to them.”
It was around the same time that “the library reopened for the first time, singing started again – with masks on. That was before Omicron landed in Manitoba.”
I wondered whether there had been any cases of COVID in Gray Academy since the pandemic took hold here back in March 2020?
“From March 2020 to December 22, 2021, we had one case,” Lori answered.
“Then the school closed on December 22 for winter break; that’s when Omicron was sort of bubbling, and Friday, December 24 we started to receive reports of cases among individuals who had been at school. Even though we were on break we wanted to follow the protocols and communicate with our families. We reported to the (appropriate) grade and to the school that there was a positive case. Between December 22 and 10 days following, we reported on 15 cases after school closed which, in light of Omicron, is not surprising.”
“There was no indication of spread among those cases. They were sprinkled here and there, mostly in elementary, which again is not surprising, since our high school students and all staff are fully vaccinated.”
“Our goal was to keep our school community healthy by informing families of any potential exposure.”
I wanted to once again remind readers what the overall consequence was of requiring that all students aged 12 and up be vaccinated prior to the start of the school year in September, so I asked Lori whether there had been any further developments insofar as parents pulling their children from the school because they didn’t want to have them vaccinated.
Lori responded that the figures she reported to me back in September had remained the same: A total of only 11 families with 20 children who had been enrolled in Gray Academy last school year had withdrawn their children from the school as a result of the vaccination requirement.
Further, Lori reported that there had been complete compliance among staff with regard to getting vaccinated.
Given the uncertainty about students returning to in school education, I suggested to Lori that the most she and her staff can do is plan five days at a time.
“That’s right,” she said. “Five days at a time.”
Local News
Cheryl Hirsch Katz, Jewish Child and Family Service’s longest serving staffer, set to retire at end of the month
By MYRON LOVE “I loved working at Jewish Child and Family Service,” says Cheryl Hirsh Katz, who is due to retire at the end of June. “I have always appreciated the warm and welcoming atmosphere here. I feel that the people working here are my extended family. I am going to miss my colleagues”.
“I have derived great satisfaction over the years to have been able to help many people in our community of all ages through my work at JCFS,” she continues.
After 44 years at the agency, Katz, the longest-serving member of the staff, was given an appreciative send-off at the JCFS’s recent (June 23) Annual General Meeting at the Shaarey Zedek Synagogue.
The daughter of Art and Bess Hirsh, Cheryl grew up in Garden City. She attended Peretz School, then Jefferson Junior High and Garden City Collegiate. She joined the staff of JCFS in 1981, shortly after receiving her Bachelor of Social Work degree.
She earned an MSW in 1990.
“I chose to become a social worker,” she recalls, “because I always wanted to be able to help people.”
Katz was originally hired by JCFS to work with newcomers. After a couple of years, she was given responsibility for looking after the needs of older adults.
“I really enjoyed working in older adult services,” she says. “That is where I spent the bulk of my time at JCFS.”
After ten years as a case worker, she was promoted to a supervisory role. Later, she was also given responsibility for mental health and addictions programming and settlement services, while keeping the older adult files under her purview.
“As a supervisor, I wasn’t directly involved with individual clients,” she points out. “I was more involved with programming. Among the programs for seniors we organized were – for example – sessions on elder abuse, digital storytelling and memory loss.”
She notes that one of the trends she has seen over the last 44 years is that people are living longer and living in their homes longer. A lot more of our clients are living well into their 90s,” she observes. “We have had to continually expand our staff and the services we provide in order to accommodate the growing demands of an aging population.”
She also spoke of the mental health needs of seniors and aging Holocaust survivors.
She says that she has mixed feelings about leaving JCFS. “After so many years working full time, I am going to have to create a new routine,” she comments.
She notes that, now that she is retired, she will have more time to spend with her parents – who are in their 90s.
And then, there are the two dogs to look after. “I will have time now to try new activities,” she says. “ I might learn to play mah-jong.”
She speaks about maybe doing some traveling – although her husband, Murray, is still working full time.
(She and Murray have one daughter, Farah.)
“Retirement may also include some volunteering,” she adds.
It is quite likely, she will be continuing her association with JCFS but in a volunteer capacity.
Local News
Gray Academy students shine in provincial, national debating competitions
By MYRON LOVE It has been another good year for Gray Academy’s high school students who participated in provincial and national debating competitions. The best results were recorded by Grade 9 student Noa Mednikov, who finished fourth overall nationally, fourth in interpretive reading, and fifth in persuasive speaking at the junior National Public Speaking Championship in early May in Vancouver.
Last October, in the Junior Provincial British Parliamentary Championship – which was held at St. John’s-Ravenscourt – Noa and her partner, Raya Braunstein, finished third as a team while Raya placed third in individual debating.
Their fellow Grade 9 student Maxim Moscalenkov tied for first in persuasive speaking in Vancouver, while the Gray Academy team of Gabe Tapper and Aaron Koplovich finished fifth. Aaron also finished fifth in his individual debate.
Earlier, in March, Maxim finished fifth in the Provincial Juniors debating competition, which was held at Balmoral Hall He and his debate partner, Nate Shenkarow, finished seventh among the teams entered. Last November, he and partner, Ethan Tenenbein, finished seventh in the Junior Prepared Tournament – just behind the Gray Academy team of Nate Shenkarow and Jack Kay.
At the senior high level in that competition, the team of Jacob Tenenbein and Jonah Novoseller finished fourth and Jacob was recognized as fifth best in an individual capacity. Jonah and Jacob also paired up to win the Asper Cup, which was held at their home school.
Jacob represented Manitoba at the Junior National Speech Championship in Vancouver in May and, last October, he and Grade 12 Gray Academy students Julie Krozkin and Daniel Bokser represented Canada at an international debating tournament in Bermuda.
Gray Academy’s debating program was introduced by Linda Martin in 2003. She also led the debating teams at Balmoral Hall. In 2011, Martin was succeeded by Gray Academy high school English teacher Andrew Kaplan.
“Andrew has done a wonderful job with the debating program” says Martin, who has a debating trophy at Gray Academy named in her honour, as well as a provincial trophy for best individual junior debater. “Over the years, Gray Academy students have done very well in many local, national and international competitions,” she adds.
About three weeks ago, this writer had the opportunity to sit down with Andrew Kaplan and six of the school’s top debaters while they discussed the benefits of learning how to debate. According to Noah Strauss – who competed in the Junior Provincials at Balmoral Hall in March, public speaking leaves him with a feeling of accomplishment.
“It’s a good skill set to have,” he observes. “It builds confidence.”
“A benefit of being able to debate is that you learn how to convince people that you know what you are talking about,” adds Maxim Moscolenkov.
Raya Braunstein notes that being able to debate is a skill that she expects to be helpful in many university courses which she may choose to take.
As Andrew Kaplan notes, the ability to express yourself has a great impact in whatever career you choose to pursue.
He points out that debating is compulsory at Gray Academy for all Grade 7 and 8 students – and students can continue debating as an option in the higher grades
Of course, competitive debating is not for everyone. For those students who opt to take that path, the journey begins with internal school debate competition – with the top debating teams and individuals qualifying for local tournaments and – potentially – beyond.
Andrew Kaplan reports that a small number of high schools in Winnipeg and southern Manitoba have active debating programs – including St. Johns Ravenscourt, St. Paul’s High School, St. Mary’s Academy, Garden City and Maples Collegiates in the Seven Oaks School Division, St. Maurice (a Catholic School), as well as Morden Collegiate and Dasmesh, a Sikh private school.
Kaplan expresses his appreciation to the Asper Foundation and an endowment spearheaded by the Kives Family for providing funding for the Gray Academy debating program – as well as the Andrew Slough Foundation – which was established by his friends in memory of the outstanding former Ravenscourt student debater and lawyer who passed away suddenly two years ago at the still young age of 38.
I am confident that our Jewish community can look forward to the continued success of Gray Academy’s star debaters and to the continual emergence of future stars as the times goes by.
Local News
Antisemitism has crept into grade school in Canada
Antisemitism in Canada has moved beyond protests and politics; it is now entering classrooms and altering how Jewish children see themselves functioning within them.
A a university student I have observed the experience of my younger brother in grade eight as a Jewish student. Over the past few months, his school has been at the center of several deeply troubling incidents that have made him feel unsafe in our parks, community, and even his school. Swastikas were drawn around the community, in parks and ponds. Additionally, an older man, who claims to be a pro-Palestinian influencer, stood outside his predominantly Jewish school wearing a keffiyeh, filming a video which then circulated between students on TikTok.
This same man later showed up to our local Jewish community center in keffiyeh to allegedly watch his son play basketball where my brother and many of his classmates go for their lessons, basketball games, and Jewish events. These moments made him and his peers feel watched and targeted just for being Jewish. Local political representatives condemned the incidents and raised awareness about antisemitism, but the fear among students didn’t go away. The feeling of being targeted for simply existing has been taught to my brother, something my parents had tried their hardest to escape from.
Most recently, my brother was chosen to represent his school at a regional science fair. When one of the judges arrived wearing a keffiyeh, he froze. For many, including my brother after the incidents he has faced, the keffiyeh represents a political message. But even more so for my younger brother, it is tied to the fear and intimidation he had already experienced. He felt nervous, distracted, and unsure of how to act.
This is not about silencing political expression. It is about a child who came to share his ideas and left feeling uncertain and afraid. It is about the atmosphere forming in Canadian schools, where Jewish students are being made to feel targeted and unwelcome.
His school made an effort to address the incidents, but the impact is lasting. Posts on social media, much can be very vague at times about inclusion cannot fully undo the feeling of being singled out. A kind word from a teacher does not erase the fear that builds when threats are left unspoken but deeply felt.
I am writing this as a sister who watched her younger brother lose a moment that should have been filled with confidence and pride. He deserved to feel safe. So do all Jewish students in this country.
Moving forward, schools must take concrete steps to protect all students. Antisemitism cannot only be addressed when it becomes violent or overt. It must also be recognized when it appears as intimidation, symbolic targeting, or political messaging that creates fear among students. Children should never have to question whether they are safe in their own classrooms or community spaces.
Events that are meant to support and celebrate students must remain focused on them. Individuals who feel the need to bring political symbols or messages into school grounds or children’s events should not be welcomed in those spaces. Schools must make it clear that their environments exist to support learning, safety, and inclusion, not to host agendas that can intimidate or isolate students.
Administrators and educators must develop clear guidelines for identifying and responding to antisemitic behavior in all its forms. This includes strengthening security measures, offering ongoing staff training, and engaging directly with Jewish families to understand their concerns. Inclusion is not a one-time statement. It is a responsibility that must be reflected in everyday decisions and actions. No child should ever feel unsafe or unwelcome because of their identity.
The author is a Campus Media Fellow with HonestReporting Canada and Allied Voices for Israel who lives in Toronto.