Local News
Gray Academy excels at online teaching during pandemic with ‘Gray Away”
and Annie (Gr. 6)
By BERNIE BELLAN
It was March 13 when the Province of Manitoba announced that, effective March 23, all schools in Manitoba were going to close for three weeks – with the possibility that the closure might be extended.
While it shouldn’t have come as a major surprise, given the speed with which the novel coronavirus was sweeping across Canada and the United States, still, how do you prepare for something as huge as the closing of all schools?
For staff at Gray Academy, however, adapting to new technology has always been a strong suit. Within a period of days the school informed parents that almost everything that had been done in the bricks and mortar Gray Academy was now going to be carried over into what was titled “Gray Away”.
Now, after over two months of having transitioned to a totally new way of learning, the results are in – and it seems that everyone, from staff to parents to students themselves, are more than satisfied with how Gray Academy has managed to adapt so well to the demands that were thrust upon that school.
Staff forced to pivot to online learning in a very short time
On Friday, May 15 I spoke with three members of Gray Academy: Head of School and Gray Academy CEO Lori Binder, Director of Teaching and Learning Rob Dalgliesh, and Director, Marketing and Communications Andrea Ritter.
We discussed how Gray Academy has responded to the demands of taking an entire curriculum online and what the reactions of parents and students have been.
Lori Binder began the conversation by saying: “We’re phenomenally grateful to all of our staff for being able to pivot so quickly in the middle of March in caring for all of our students.
“No one could ever have imagined that within 48 hours we’d have to figure out an infrastructure to care for all of our students and our learning.
“It’s been going incredibly well. We have been able to solicit feedback along the way in the last eight and a half weeks. Feedback has been immensely helpful to help create “our Gray Away infrastructure.
“We had some things in place in the school before the pandemic hit that allowed us to pivot more successfully – especially in the upper elementary to the high school.
“I think it was caring for our littlest kids – nobody in this world would have fathomed children learning virtually at three, four, or five years of age, but I think the biggest drivers for us were insuring that our students in their isolation had very strong connections with their teachers and with their peers on a daily basis through having a timetable and live classes, also a solid structure.”
How the curriculum was developed
Rob Dalgliesh added: “Although our time line was very short, great care went into the creation of ‘Gray Away’ – our virtual academy. It wasn’t rushed. We spent a lot of extra time in the wee hours of the morning creating the pieces that went into it.
“We started with standard curriculum creation by looking at the principal foundations of what we would then carry forward. We looked at the research that is in the area of online learning.
“We looked at pillars – things that we could build on. We wanted to make sure that our kids felt that they were being cared for and safe, but to do that we wanted things to be somewhat familiar – that connection with their teachers, that connection with their peers.
“We also wanted to include a spiritual element. Being a Jewish school we wanted that to be there, so we have our ‘Kabbalat Shabbat’, we have things for holiday programming. Even during the Pesach break we had educators dedicate time to bring forward programming connected to the holiday.
“Another pillar was physical health. It’s easy for a kid not to get up and get going, so we wanted to make sure that there’s an expectation that we wanted them to continue with their phys ed programming.
(Another pillar was) “Mental health – we wanted to help kids with that; showing kids that there’s more to learning than reading a text book. We looked at calming exercises, at the integration of a variety of techniques that our teachers are great at using that help kids with their mental wellbeing.
“For instance, we had wonderful suggestions for creating art at home, also project based learning.”
Zoom for JK-Grade 2; Google Meets for students in Grade 3 & up
At that point I asked “whether the lessons for the kids are individually tailored or are they done in group Zoom sessions, for instance?”
Lori Binder answered: “We’re using the Zoom platform from junior kindergarten through to Grade 2 and we are using the Google classroom platform – which uses Google Meets, in Grades 3 through 12. There are live classes that occur every day – mornings and afternoons.
“We have also built in one-on-one time in our elementary so that teachers have a chance to connect with kids and do some assessment. In our high school there’s a little bit of one-on-time on a daily basis.
“We’ve also set aside blocks on day 3 for all teachers to have an open meeting.”
School still starts at 9 a.m.
I asked: “Can you give an idea how much time a typical student would be online – either individually or within a group setting?”
Lori Binder: “I’ll paint you a picture of elementary: At 9 a.m. every student comes on to Zoom – JK through elementary. The whole school is welcome, but it’s mostly elementary. There are live announcements and the anthems (both O Canada and Hatikvah), and then they head straight to their live classes. They start with a live class with their general classroom teacher, then they continue on either to a live specialist class, which could be French, guidance, music…and then they’ll continue on live.
“I wanted to clarify that in an hour for instance in the high school, it’s not just live teaching.” (Later Lori explained that there is also time set aside for students to study on their own during the school day – just as if they were in the actual physical school.)
Rob Dalgliesh added: “One of the pillars (upon which the virtual school was built) was having a balanced day so that there is online collaboration, for example, small group work.
“At the high school level, there is a teacher giving a lesson, then there is Q and A time afterward – just like in a bricks and mortar school.
“Sometimes the collaboration with other students is just over the phone – like we are right now, having a conversation. It’s not necessarily in front of a screen.
“There are off line working sessions with students doing homework with paper and pen. There are research and innovation projects – personal passion projects that a student wants to research and carry on by him or herself.”
Lori Binder: “I would say it’s about 41/2-5 hours a day (spent in the virtual classroom), but again – it’s not sitting and staring at a screen.
“We’ve got some incredible things going. For instance, a couple of nights ago, the Grade 9 science teacher invited all the students at 9:30 (p.m.) to hop on to a live meeting to look at Venus. It was a particular night that Venus could be visible in the sky.
“Our younger kids would be spending less time (in the virtual classroom) – more around three hours a day, divided up into smaller chunks.”
Close monitoring of each student’s performance
I asked: “Are you able to monitor individual students to see how much time each student is actually spending online?” (I asked that question because I was skeptical that all students are responding with equal eagerness to adapt to the “virtual classroom”).
Lori Binder: “One of the most amazing ingredients to this has been the very close connection between the teachers, the students, and the families. Every three days there are phone calls home.
“If a child has not arrived in the classroom and we have not heard from the parents, then we’re following up. We have very high engagement. I would say that almost every kid is learning.
“Where there’s a differential is in the junior kindergarten – kindergarten, where it’s a little more challenging to be regimented. But, because of the technology (we’re using) all our classes are recorded (and remain on our password protected website for five days), so that if a child did miss a class the parent could go on at any time (and play that lesson for the child).”
Andrea Ritter explained that the younger children spend about 20 minutes at a time online, then they go off to do something on their own, such as art , music, or gym. The teacher is available live, but the student can go and do their work on the dining room table for instance. All the students may be doing their math work, but the teacher is on their screen if they need help.
I asked whether there is a full slate of classes, including Judaic studies, for all students?
Lori Binder answered: “Every single program is running, including English as an Additional Language, our special education department, our guidance department.”
I wondered whether the curriculum being followed thus far in the virtual classroom is keeping apace with what would have occurred in the actual physical classroom?
Lori Binder: “It’s hard to compare going completely virtual. I would say that we are confident we will have achieved the proper outcomes of the curriculum by year end.”
Rob Dalgliesh added: “We’re carefully mapping what’s being done, what’s completed and what’s not. We will be able to determine what a student hasn’t completed before the next year begins.
Rigorous timetable being followed
Lori Binder: “We made a decision to exceed the provincial requirements. We decided to have a rigorous timetable that was also balanced so that, for instance, the lunch hour is a little bit longer than what students would have had in the actual school because we thought the students would need a ‘quiet hour’ getting off the screen time.
“There’s a break of half an hour in the morning and afternoon for the elementary kids so that they can get up and stretch.
“The schedule ends around 3:15 instead of 3:40. Instead of starting at 10 to 9 we’re starting at 9 o’clock.”
I said: “What I’m getting from this is that the kids are adjusting to a situation that would be as comparable as possible to the actual classroom situation.”
Lori Binder: “Yes, we really felt that our kids needed routine, that in their isolation they needed to be connected to the school, to the school community, and to their classmates.”
She went on to explain how the timing of having to switch to the virtual classroom was quickly interrupted by the Pesach break: “In a normal Peasach break we would be off and relaxing, but we knew that our kids would not have the luxury of a Pesach break where they could go out of town so on the non-Yom Tov days we put together a program (with about 20 volunteer staff) where we went on Zoom and we had everything from a pet parade, story time for the young kids, we had an author (Jon Waldman) read from his Jets book, we had teachers eat lunch with the kids – because we just couldn’t go from 13 days of virtual school to a Pesach that was quiet.
“It was during the Pesach break that our leadership team formulated the next phase of Gray Academy, which was Gray Away 2.0, where we finessed our timetable and we finessed our learning hub, especially with the younger kids, so that we found a way to bring the families into a good structure.
“What about other schools that might not be in as good a situation as Gray Academy?” I wondered.
“Are kids in other schools going to have to repeat the year entirely because they might not have had access to the kinds of technology that Gray Academy kids have?” I noted that in Quebec, for instance, “they’re abandoning the school year for kids who live in Montreal.”
Lori Binder explained that “there is an answer from the province actually.” She asked Rob Dalgliesh to expand upon what the province has asked schools to do.
Rob Dalgliesh picked up: “The province does not want children to be held back based on what’s happening now.” There is a possibility that there may be summer schooling for students who have fallen behind, he noted.
Lori Binder also noted that the province has asked that in report cards at year’s end, for students in Grades 9-12, it will have to be cited whether a student requires recovery learning in the fall or whether they do not require recovery learning. That will help guide students who are moving between schools.
Plans being laid for eventual reopening of the school
“Are you making any plans at all for a possible return to the classroom with social distancing in place?” I asked, or “is that too far ahead to think about yet?”
Lori Binder: “We were just in a town hall meeting with Dr. (Brent) Roussin (Manitoba’s Chief Public Health Officer) yesterday, along with about another thousand administrators from across the province and they just released a draft guideline called ‘limited facility school use’. It’s incredibly limited; it doesn’t involve plans for the fall. It deals with a child needing to meet with a guidance counsellor one on one, for example, or with a therapist.
“We are anticipating planning for a number of scenarios and, therefore, we’re planning with about five or six different things in mind, such as: ‘Are we going to have fewer students in spaces?’ We’ve been looking at what social distancing might look like in a classroom, whether we’re going to have to look at mixed days.
“We are very, very involved with our Canadian accredited independent schools. We meet with the Department of Education weekly. We’re also very connected to the Manitoba Federation of Independent Schools. (I happen to be vice-chair of that right now.) We’re all working together.”
Post script: Following my conversation with the three administrators from Gray Academy on May 15, the Province of Manitoba announced new guidelines for schools. We received the following note from Andrea Ritter on Friday, May 22:
“As you know, the provincial directives have changed since we spoke. Throughout the entire process of building and delivering Gray Away, we’ve had to be on our toes for ongoing changes!
“Right now we’re exploring possibilities of what we might be able to do in terms of allowing limited groups students into our building (and our outdoor spaces) for occasional group activities, one-one-one guidance, exams, etc. There will be no in-class learning; the Province has re-iterated that in-school classes are still suspended for all Manitoba schools. Gray Away remote learning will continue for the remainder of the year, but it could be wonderful to be able to give students the opportunity to visit their teachers and friends, with strict adherence to physical distancing, etc.
“Even with new directives from the Government of Manitoba, we will only open our doors to students when we are fully confident that we can meet all provincial expectations for protecting the health and safety of our school community – staff, students and families. While we do not have all the answers today regarding what will over the next month or so, we will definitely keep our families informed every step of the way.
Andrea also sent links to three videos that provide good illustrations of how Gray Academy has been adapting to the current situation:
Thank You Teachers –
https://www.youtube.com/watch?v=vnNg-dPmTdg
Gray Academy Grad 2020 Tribute –
https://www.youtube.com/watch?v=cTH9dET_Ig4
Song Festival Greatest Hits Vol. 1 – https://www.youtube.com/watch?v=ikx858JUxhU&t=1080s
Local News
Further to the Simkin Centre’s financial situation
By BERNIE BELLAN A while back I published an article about the deficit situation at the Simkin Centre. (You can read it at “Simkin Centre deficit situation.“) I was prompted to write that particular article after reading a piece written by Free Press Faith writer John Longhurst in the August 5 issue of the Free Press about the dire situation personal care homes in Winnipeg are in when it comes to trying to provide their residents with decent food.
Yet, Longhurst made one very serious mistake in his article when he wrote that the “provincial government, through the Winnipeg Regional Health Authority, has not increased the amount of funding it provides for care-home residents in Manitoba since 2009.”
In fact, the WRHA has given annual increases to personal care homes, but its allocations are not broken down by categories, such as food or salaries. As a spokesperson for the WRHA explained to me in an email: “PCHs receive per diem global operating funding based on the number of licensed beds they operate. This funding model is designed to support the full range of operating costs associated with resident care, including staffing, food services, utilities, building operations, and other day-to-day expenses.”
Now, one can make a perfectly valid argument that the level of funding from the WRHA has not kept up with inflation, especially inflation in food costs, but the Simkin Centre is in an even more precarious position because of the skyrocketing cost of kosher food.
“In recent years,” according to an article on the internet, “the cost of kosher food has increased significantly, often outpacing general food inflation due to unique supply chain pressures and specialized production requirements.”
Yet, when I asked Laurie Cerqueti how much maintaining a kosher facility has cost the Simkin Centre, as I noted in my previous article about the deficit situation at Simkin, she responded: “approximately $300,000 of our deficit was due to food services. I do not have a specific number as far as how much of the deficit is a result of kosher food…So really this is not a kosher food issue as much is it is an inflation and funding issue.”
One reader, however, after having read my article about the deficit situation at Simkin, had this to say: “In John Longhurst’s article on Aug 5, 2025 in the Free Press, Laurie (Cerqueti) was quoted as saying that the annual kosher meal costs at Simkin were $6070 per resident. At Bethania nursing home in 2023, the non-kosher meal costs in 2023 were quoted as $4056 per resident per year. Even allowing for a 15% increase for inflation over 2 years, the non-kosher food costs there would be $4664.40 or 24% lower than Simkin’s annual current kosher food costs. If Simkin served non-kosher food to 150 of its 200 residents and kosher food to half of its Jewish residents who wish to keep kosher, by my calculation it would save approximately $200,000/year. If all of Simkin’s Jewish residents wished to keep kosher, the annual savings would be slightly less at $141,000.”
But – let’s be honest: Even though many Jewish nursing homes in the US have adopted exactly that model of food service – where kosher food is available to those residents who would want it, otherwise the food served would be nonkosher, it appears that keeping Simkin kosher – even though 45% of its residents aren’t even Jewish – is a “sacred cow” (pun intended.)
So, if Simkin must remain kosher – even though maintaining it as a kosher facility is only adding to its accumulated deficit situation – which currently stands at $779,426 as of March 31, 2025,I wondered whether there were some other ways Simkin could address its deficit while still remaining kosher.
In response to my asking her how Simkin proposes to deal with its deficit situation, Laurie Cerqueti wrote: “There are other homes in worse financial position than us. There are 2 homes I am aware of that are in the process of handing over the keys to the WRHA as they are no longer financially sustainable.”
I wondered though, whether the Simkin Centre Foundation, which is managed by the Jewish Foundation of Manitoba might not be able to help the Simkin Centre reduce its deficit. According to the Jewish Foundation’s 2024 annual report, The Saul and Claribel Simkin Centre Foundation, which is managed by the Jewish Foundation, had a total value of $11,017,635.
The Jewish Foundation did distribute $565,078 to the Simkin Centre in 2024, but even so, I wondered whether it might be able to distribute more.
According to John Diamond, CEO of the Jewish Foundation, however, the bylaws of the Foundation dictate that no more than 5% of the value of a particular fund be distributed in any one year. There is one distinguishing characteristic about the Saul and Claribel Simkin Centre Foundation, in that a portion of their fund is “encroachable.” The encroachable capital is not owned by JFM. It is held in trust by JFM but is beneficially owned by Simkin, similar to a “bank deposit”. While held by the JFM, these funds are included in the calculation of Simkin’s annual distribution.
I asked John Diamond whether any consideration had been given to increasing the distribution that the Jewish Foundation could make to the Simkin Centre above the 5% limit that would normally apply to a particular fund under the Foundation’s management.
Here is what John wrote in response: “The Simkin does have an encroachable fund. That means that at their request, they can encroach on the capital of that fund only (with restrictions). This encroachment is not an increased distribution; rather, it represents a return of capital that also negatively affects the endowment’s future distributions.
”It is strongly recommended that encroachable funds not be used for operating expenses. If you encroach and spend the capital, the organization will receive fewer distribution dollars in the next year and every year as the capital base erodes. Therefore, the intent of encroachable funds is for capital projects, not recurring expenses.”
I asked Laurie Cerqueti whether there might be some consideration given to asking for an “encroachment” into the capital within the Saul and Claribel Simkin Centre Foundation?
She responded: “We are not in a position where we are needing to dip into the encroachable part of our endowment fund. Both of our Boards (the Simkin Centre board and the Saul and Claribel Simkin Centre Foundation board) are aware of our financial situation and we are all working together to move forward in a sustainable way.”
At the same time though, I wondered where donations to the Simkin Centre end up? Do they all end up in the Simkin Centre Foundation, for instance, I asked Laurie Cerqueti on December 15.
Her response back then was: “All donations go through our Foundation.”
I was somewhat surprised to read that answer, so I asked a follow-up question for clarification: “Do all donations made to the Simkin Centre end up in the Simkin Centre Foundation at the Jewish Foundation?”
The response this time was: “No they do not.”
So, I asked: “So, how do you decide which donations end up at the Foundation? Is there a formula?”
Laurie’s response was: “We have a mechanism in place for this and it is an internal matter.”
Finally, I asked how then, the Simkin Centre was financing its accumulated deficit? Was it through a “line of credit with a bank?” I wondered.
To date, I have yet to receive a response to that question. I admit that I am puzzled that a personal care home which has a sizeable foundation supporting it would not want to dip into the capital of that foundation when it is facing a financial predicament. Yes, I can see wanting the value of the foundation to grow – but that’s for the future. I don’t know whether I’d call a $779,425 deficit a crisis; that’s for others to determine, but it seems pretty serious to me.
One area that I didn’t even touch upon in this article, though – and it’s something I’ve written about time and time again, is the quality of the food at the Simkin Centre.
To end this, I’ll refer to a quote Laurie Cerqueti gave to John Longhurst when he wrote his article about the problems personal care homes in Winnipeg are facing: “When it comes to her food budget, ‘we can’t keep making the same number of bricks with less straw.’ “
Local News
Exclusive: Security Enhancement Fund to be announced by Province in coming days
By NOAH STRAUSS The province is set to announce a new program called the Security Enhancement Fund, which
will provide funding to religious and faith groups to improve security at institutions such as
synagogues and mosques. In an exclusive interview, Minister of Justice Matt Wiebe outlined the
plan and detailed what the province has already done to help protect Jewish Manitobans.
“What we want to do is to be able to provide the community with the kind of tools that they need
to stay safe and to ensure that everyone in the community feels safe,” said Wiebe.
The fund will provide a missing link between government and religious communities, and
communities will now be able to make their own choices without money being a big restraint.
Essentially, the power will be in the hands of community leaders and not government officials.
The minister noted that the new partnerships will provide the province a better understanding of
the needs of every community. Rather than the province making the choices, they are
essentially giving a voice to each community. The grants, totalling $1 million, will provide funds to enhance security at facilities like synagogues.
The Jewish Post reached out to Dr. Rena Secter Elbaze, executive director of Congregation
Shaarey Zedek. “It’s important that the government show us that they’re taking security seriously and stepping up to the plate to make this offer. We will absolutely be applying for grant money,” she said. Elbaze also wants to know whether or not the government will cover the costs of things the synagogue has already spent money on. She noted that the province has, in the past, made grants available to have security guards present.
When speaking about what the Justice Ministry has already done to protect Jewish Manitobans,
Wiebe brought up the new special prosecutor that is focusing on hate crimes. Wiebe said the
special prosecutor works closely with the Winnipeg Police Service “to support investigations and
prosecute hate crimes. Wiebe also went on to say how the Department of Education has been helping to fight antisemitism. “The creation of the Holocaust education curriculum is an important step in the right direction,” he said. When asked about Oliver Didtger Ederhof, the individual charged with 14 counts of mischief including vandalism of Shaarey Zedek, Wiebe said decisions like bail and police undertakings are decisions that are in part made by the federal government through the criminal code and policies. “We’re going to continue to advocate for stricter bail reform at the federal level…. I’ve been very clear, we issued clarified directives around bail to our Crown prosecutors.”
The full announcement from the province is expected in the coming days.
Local News
March of the Living 2023 participants form Taste of Hope project to help honour the memory of Holocaust survivor Alex Buckman
By BERNIE BELLAN The March of the Living is an annual two-week international educational program that brings thousands of students and adults to Poland and Israel to study the Holocaust, Jewish history, and the rise of the State of Israel. Founded in 1988, it features a 3-kilometer silent walk from Auschwitz to Birkenau on Yom HaShoah (Holocaust Remembrance Day).
Attendees on the march are accompanied by adults, some of whom themselves have been Holocaust survivors.
Following the week in Poland, participants travel to Israel to observe Yom HaZikaron (Israel’s Memorial Day) and celebrate Yom HaAtzmaut (Israel’s Independence Day), marking a journey from darkness to life.
For many years the coordinator of the march in Winnipeg was Roberta Malam, working on behalf of the Jewish Federation of Winnipeg. More recently Abby Flackman filled that role, and now the person in charge is Lindsey Kerr.
Since its inception 37 years ago the March of the Living has become a rite of passage for many young Winnipeg Jews who have been able to participate as an organized group from Winnipeg and combine visits to the death camp at Auschwitz-Birkenau in Poland with the subsequent trip to Israel.
Then – the Covid pandemic hit – in 2020, and the March of the Living was put on hold for two years – in 2020 and 2021.
In 2022, the March of the Living resumed, but there was no organized contingent from Winnipeg participating. (There may have been some Winnipeggers who did go on the march that year, but if there were any they would have been part of a general Canadian group since there was no Winnipeg coordinator that year.)
In 2023, however, once again a very large contingent of young Canadian Jews – 51 altogether, of whom approximately two-thirds were from Winnipeg, went on that year’s March of the Living. That particular march was memorable for many reasons, including the fact it was the last full march since 2019 and was to remain the last march to have an organized Winnipeg contingent in the past six years as the years 2024 and 2025 were interrupted by the war in Gaza. (There were smaller marches held in 2024 and 2025, but again there was no organized contingent from Winnipeg.)
Recently, we were contacted by one of the participants of that 2023 march, Ethan Levene, who asked us whether we’d be interested in running what turned out be a very poignant story about one particular aspect of that 2023 March of the Living.
Here is what Ethan wrote:
“In April 2023, the Coast to Coast Canadian delegation of March of the Living was privileged to travel with Holocaust survivor Alex Buckman (z”l). March of the Living is a Holocaust education trip that allows participants to visit and bear witness to the sites of the Holocaust. Unfortunately, while sharing his story in Poland, Alex passed away. However, the impact he left on us students was immeasurable.
“While speaking to us in Warsaw, Alex told us the story of his Aunt Becky’s gâteau à l’orange (orange cake). While in Ravensbruck concentration camp, his aunt managed to write down this recipe. After his parents’ murder, his Aunt Becky went on to raise Alex after surviving. In addition to sharing his story, Alex tasked us with baking the cake with family and friends.
“Out of this, a group of alumni from our trip have created this project: ‘A Taste of Hope.’ On February 1st, university students from over 5 universities across Canada will come together to bake the gâteau à l’orange and hear Alex’s story. Proceeds from the event and this fundraising page will support the World Federation of Jewish Holocaust Survivors and Descendants. Alex was heavily involved with this organization, whose mission is to both create community for Holocaust survivors and their descendants and educate about the Holocaust to help fight against antisemitism and all forms of bigotry and hate.
“Here is information from our fundraising page for the event – ‘A Taste of Hope’: Fundraising for A Taste of Hope.
Ethan added that “it’s completely student led, all by alumni from our 2023 trip attending university at these various locations across Canada; Winnipeg, London, Kingston, Montreal.”
He also added: “Follow us on instagram@tastehope.“
Here is a link to a CBC story about Alex Buckman: Alex Buckman story
In a subsequent email Ethan gave the names of Winnipeggers who are involved in A Taste of Hope: Ethan Levene (studies at McGill), Zahra Slutchuk, Alex Stoller (studies at Queens), Coby Samphir, Izzy Silver (studies at Waterloo).
He also added names of others who are involved in the project: Jessie Ages, Anneke Goodwin, Lilah Silver, Ella Pertman, Ellie Vogel, and Talia Cherun.
To find out more about March of the Living in Winnipeg go to: March of the Living