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
A response to Isha Khan’s op-ed in the August 1st, 2026 issue of the Winnipeg Free Press
By SIMONE COHEN SCOTT Ed. note: Isha Khan is the CEO of the Canadian Museum for Human Rights. In the August 1st issue of the Winnipeg Free Press Ms. Khan wrote an op-ed defending the museum’s decision to mount the exhibit titled “Palestine Uprooted: Nakba Past and Present.” The Free Press has published many letters about the exhibit, but some readers of that paper are frustrated that their letters were not published. We were asked by Simone Cohen Scott whether we would print a letter that she had sent to the Free Press, but which was not published.
Since there is always room on this website to publish as many articles as we’d like, we agreed to publish Simone’s letter, which follows here:
Isha Khan states in her op-ed piece that the choices of what to exhibit, what to examine, what to feature, were made according to certain parameters, which she called a “framework.” What, specifically, comprised this so-called framework? It is obviously exclusive of elements relative to the history of the period displayed. She said the purpose of the exhibit was….”to promote reflection and dialogue.” Reflection and dialogue about what? Did the Arabs who left the area know that the United Nations had offered them a state too? If they had known, would they have wanted to accept? If, given the choice, would they have stayed and lived beside the Jews? Or, did they indeed, want five Arab nations to attack the Jews? Such questions as these would have promoted “reflection and dialogue.”
What is the understanding implicit in the exhibit? Khan quotes from a banner that hangs in the museum: Article 1 of the Universal Declaration of Human Rights, “We are all born free and equal in dignity and rights.” Should the Jews have rights? If so, what should they be? May they have a state? When a people is attacked by 5 nations, as Israel was in 1948, wherein lie the human rights?
Why did Khan’s advisors choose to use the word Nakba in the exhibit title? The original use of the Arab word ‘nakba’, meaning disaster, was intended to depict, that in spite of being assured by the Arab/Islamic leaders that it would be a quick war and that they would win, that did not happen. The word disaster was meant to mean the shock and the disappointment. The real disaster, or tragedy, ‘Nakba’ if you will, is that the Arab/Islamic countries in the world, (and there are plenty of them), have refused to welcome refugees of a war their own leaders chose to start. They have allowed these displaced persons to stagnate in UNRWA, an industry in itself. Where are the stories of the people in UNRWA housing? Another group it would have been enlightening to hear from is today’s Israeli Arab population – the doctors, dentists, nurses, lawyers, judges, entrepreneurs, business moguls and more, the descendants of those who stayed in the country in 1948, who had and whose offspring have had the same opportunities as every Israeli citizen. There is much easily accessible research that has been neglected in the preparation of this exhibit. This blatant lack of effort is shameful.
Kahn explained, when asked, that the context of the conflict of the time is too complex to have been included. Is she saying that people who go to museums can’t handle broad, multi-faceted ideas… that she deliberately designed a walk-though soundbite, not a process for mind-expanding grasp of history?
Simone Cohen Scott,
(sent to the Free Press August 13th, 2026)
Post script from Bernie Bellan: This website has never refused to carry any post that may be critical of the CMHR, despite what some readers of this website might think. We do allow comments to articles, but anyone commenting through our “Comment” portal has to register by giving their name and email address so that we can confirm they are a real person. In addition, we welcome longer contributions from readers. Many of the posts you will find on this website come from regular contributors, such as Henry Srebrnik. If you have something you’d like us to consider publishing – and the only criteria are that it be reasonably well written and void of slanderous remarks, email to us at jewishp@mymts.net.
Local News
Young Winnipegger Dr. Yale Michaels receives $550,000 Canadian Cancer Society research grant
By MYRON LOVE It has been shown on many occasions that a teacher can have an outsized role in shaping a young person’s life. Dr. Yale Michaels’ life story is one example.
During a recent interview with the young cancer researcher – the son of John Michaels and Karen Stern – Yale recounted how a Grade 7 teacher at Grant Park High School was largely responsible for his decision to pursue a medical career in medicine.
The young Michaels attended Brock Corydon Elementary School and was a long time Massad camper. In junior high school at Grant Park, however, he recounts, “I was having a tough time staying on task. Thankfully, my Grade 7 science teacher suggested that I might find it interesting volunteering to help in a cancer research lab. He had a contact and got me in. I loved it. It was a good fit for me. I never looked back.”
Michaels (whose zaida, Leon Michaels, was a leading cardiologist here) spent much of his free time during his high school years volunteering in the lab. After graduation, he enrolled in Harvard –with help from the university’s financial aid program – where he earned his Bachelor’s degree. He followed that up with a Ph.D. from Oxford in 2019, followed by three years as a post-doctoral Fellow – before returning to Winnipeg in 2023 to work at Cancer Care Manitoba, as well as teach at the University of Manitoba.
“I enjoyed my time both at Harvard and Oxford,” he says. “What made England even more enjoyable is that Yale has family there. His grandparents – Leon and Joan Michaels – were born and raised in London and Yale’s time there overlapped for a few months with his brother Jamie (about whom there was a story in a July issue of the Post), who earned his Master’s Degree in Creative Writing at the University of London.
This past June, the young researcher learned that he was to be the recipient of a $550,000 Canadian Cancer Society Emerging Scholar Research Grant, covering five years of research.
Michaels’ field of research focuses on new ways of combating blood cancers – specifically in the new area of immunotherapy. He is being aided in his research by lab tech Dana Segal and graduate student Serena Dembowksi.
Michaels adds that he is collaborating with a number of other researchers from Winnipeg – and throughout Canada, including Drs. Harinad Maganti, David Szwajcer, Jody Haigh, Versha Banerji, and David Knapp.
Using the patient’s own immune cells – specifically CAR T cells -to treat blood cancers was first approved in 2017, Michaelsreports. “The treatment has shown itself to be really successful. Many patients go into remission and some may have the potential to be cured.”
One of the drawbacks, he explains, is that the treatment is prohibitively expensive. Each dose costs about $500,000 U.S.
“What we are trying to do in my lab and elsewhere is find a way to greatly reduce the cost,” he explains. “It becomes a matter of scale. Other drugs used in treating cancer can be produced in amounts of 1,000 doses per production run. But right now CAR T therapy is made on a one-off basis with an individual manufacturing run for each patient. We are attempting to instead make CAR T cells from stem cells – which can be grown in large quantities. We are trying to use genetic engineering to manipulate them so that they can be administered safely to patients.
“We (Michaels and fellow researchers) are making good progress in this area,” he adds.
He cautions that the research is still in the formative stages and that clinical trials are still several years away. “Our research so far though has shown that our treatment would seem to be effective at killing cancer cells,” he reports. “This grant from the Canadian Cancer Society will help us to further that research.”
Outside of work, Michaels notes, much of his time is spent with his family – Dr. Allison Marmel and their two-year-old daughter, Rose.
(Ed. note: We should note that Yale Michaels was also the punter for the Harvard University football team – by far his greatest achievement.)
Local News
Rabbi Kliel Rose, Etz Chayim’s spiritual leader, taking a new position in Ottawa
By MYRON LOVE It is with mixed feelings that Rabbi Kliel Rose, the spiritual leader of Congregation Etz Chayim for the past eight years, is once again leaving the community in which he grew up. Immediately after Yom Kippur, he, his wife, Dorit Kosmin, and three of their five children are moving to Ottawa, where Rabbi Rose is to become the spiritual leader of Congregation Kehillat Beth Israel (popularly known as KBI).
“My time in Winnipeg has been wonderful,” Rabbi Rose says. “It has been a privilege to have served as Etz Chayim’s rabbi and be part of the Jewish community here. Our Jewish community has a sense of solidarity that is unlike any other Jewish community in North America.”
He wasn’t actually looking to leave, Rabbi Rose explains. “Last spring, I was just having a cursory look at postings for Conservative rabbis and KBI stood out. What attracted me was not simply the opportunity to serve a larger congregation, but the chance to lead a community with such a rich history and such a strong commitment to egalitarian Conservative Judaism, Jewish learning, inclusion and community engagement. KBI is a relatively young congregation that brings together more than a century of Jewish history in Ottawa, and I was very drawn to the opportunity to help shape its next chapter.”
KBI, Rabbi Rose reports, was created in July 2016 through the amalgamation of two long-standing and storied Ottawa congregations: Agudath Israel and Congregation Beth Shalom. The merger brought together the rich traditions of both communities to create a modern, egalitarian Conservative congregation. Today, KBI is the largest Jewish congregation in Ottawa, serving more than 500 families, with a strong emphasis on Jewish learning, inclusion, community engagement and youth and family programming.
“There is a tremendous amount of energy and possibility at KBI,” Rabbi Rose says. “It is a community with deep roots, but also a very strong desire to think about what Jewish life should look like in the future. That is exciting to me as a rabbi.”
As with many rabbis, Kliel Rose’s career path has been a long and winding road. The son of the revered Carol and Rabbi Neal Rose, he first left Winnipeg after graduating from Grant Park High School.
In an interview with the Jewish Post & News in 2018, shortly after he returned here to serve Congregation Etz Chayim, Rabbi Rose credited his parents with being tremendous role models. “They are a dynamic team,” he commented, “but they never pushed any of us (Kliel Rose is the middle child in a family of four brothers and one sister) in any particular direction. They were really nurturing. They were okay with anything we decided as long as we were passionate about it.”
For the longest time as a young man, he noted, he fought against going into “the family business”. But, he said, working in Jewish summer camps, people in leadership positions in the camps saw something in him and convinced him to pursue rabbinic ordination.
Thus, after graduating with a Judaic Studies degree from Gratz College in Philadelphia, Kliel Rose enrolled in the Jewish Theological Seminary.
He noted that the most important piece of advice his father gave him before he enrolled in a rabbinic studies program was the suggestion that he should work for a time in a large congregation to see what it is like – “both the joy and the underbelly,” as he put it.
“I took his advice,” Rabbi Rose said. “For two years, I worked under the umbrella of a special fellowship at Bnai Jeshurun Congregation in Manhattan. The congregation had 4,000 members at that time. It had been a dying congregation which had been revitalized by Rabbi Marshall Meyer, who had previously helped revive Jewish life in Argentina. Rabbi Meyer, with his vision of social justice, was an inspiration for me.”
Rabbi Rose also spent a year at an Orthodox yeshiva in Israel and a couple of years as a youth director at a large Conservative congregation on Long Island.
Before coming to Winnipeg, Rabbi Rose served congregations in Miami Beach (for three years), Nashville (for five years), and Edmonton (for five years).
The past eight years at Etz Chayim have certainly brought their share of challenges, but Rabbi Rose says they have also been deeply meaningful. Just two years after arriving, the COVID pandemic transformed congregational life. Then there was the congregation’s decision to sell its 70-year-old building on Matheson Avenue and move to a smaller facility in south Winnipeg – a process that was completed just over two years ago.
“It has been really challenging these past few years,” he recounts. “It was difficult leaving behind our old building with so much history. But I think Etz Chayim made the right decision, and I am proud of how our community came together to navigate these challenges and build a new future for the congregation.”
Rabbi Rose says he is particularly grateful for the relationships he has built during his eight years at Etz Chayim and throughout Winnipeg’s Jewish community. “There have been so many meaningful relationships and experiences during my time here. I feel very fortunate to have had the opportunity to serve this community and to have been part of Etz Chayim’s story during such an important period of transition.”
“I’m leaving with an enormous amount of gratitude,” he adds. “Etz Chayim has given me the opportunity to grow as a rabbi and as a leader, and I hope that I have been able to contribute something meaningful to the congregation and to the wider Winnipeg Jewish community in return.”
Another factor that made Rabbi Rose’s decision to leave difficult is that his parents moved back here two years ago and his older brother, Carnie, returned about 18 months ago to become Shaarey Zedek’s senior rabbi.
“It has been wonderful having my parents and brother here,” Kliel says. “This has been the first time that my children have had grandparents and an uncle and aunt in the same city.”
The Rose family will also miss the many friendships and connections they have made in Winnipeg.
Our community will also miss Kliel’s wife, Dorit. “My wife is a talented and caring individual who has worked in different areas of the community,” he notes. “Most recently, she was working in spiritual care at the Simkin Centre. She has made a tremendous contribution to the community and will certainly be missed.”
For Rabbi Rose, the decision to leave Winnipeg is less about leaving something behind than about embracing a new opportunity. After eight years of helping Etz Chayim navigate a period of profound change, he says he feels ready to take on a new leadership challenge while carrying with him the lessons and relationships he has gained here.
The Rose family will be leaving two days after Yom Kippur. Kliel reports that they have sold their house and have just a few things to wind up.
