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Gray Academy excels at online teaching during pandemic with ‘Gray Away”

Gray Academy students Ethan (Gr. 9)
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

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Allocations to Beneficiary Agencies of Jewish Federation largely unchanged from previous year

By BERNIE BELLAN I’ve been reporting on allocations given to the 12 beneficiary agencies of the Jewish Federation for over 10 years now. I have also been producing tables each year to show how much allocations have gone up or down over the years, but I’ve simply run out of room to produce a table that would be readable and fit into a reasonable amount of space, so this year I’m providing a table that shows allocations only for this year and each of the three preceding years.


By way of explanation, each year the Jewish Federation of Winnipeg allocates funds to 12 beneficiary agencies, although one of the agencies, The Irma Penn School of Jewish Learning, did not apply for funding this past year (nor either of the two preceding years). As well, as the report of the Allocation Committee notes, “The Jewish Learning Institute resumed their participation in the Allocations process after a hiatus of a few years to enhance their revitalized programming. “

The allocations are to be given to the agencies on September 1.
The total amount allocated to the agencies is slightly higher than the total of last year’s allocations to agencies: $2,856,400 in 2024/25 compared with $2,793,000 in 2023/24. Interestingly, the most ever allocated by the Jewish Federation to its beneficiary agencies was $3,003,000 in 2021/22. In 2014/15 the total allocated was $2,653,800, so when one takes into account the effects of inflation, the allocations that agencies are to receive this year are far less than what those agencies received 10 years ago.
In the report of the Allocations Committee, it was noted that The Jewish Federation of Winnipeg (JFW) raises funds through the Combined Jewish Appeal (CJA) Campaign, which are used to sustain the programs and services it offers to the Jewish community, its beneficiary agencies, and global needs. The Allocations Committee has developed a process for beneficiary agencies to request a portion of the funds raised by the CJA Campaign and reviews these requests while considering community priorities. This year, the events of October 7, 2023, and the subsequent war meant that the activities of the Jewish community here and in Israel are more important than ever.
Our committee is aware of the increased financial pressures that are being faced by Jewish community organizations. High inflation, the rising costs of goods and shipping, as well as needed increases in staff wages, means that our community organizations are being challenged. These rising costs are also being met by the JFW. Thank you to the tireless CJA Team, professionals and volunteers, who make the Allocations process possible. The money given by our donors is vital to the continuing growth and success of the Winnipeg Jewish community.
The Allocations Committee is composed of volunteers who sit on the Committee, as well as; the President and Vice President of the JFW Board; the Chair and Vice Chair of the CJA Campaign; the Chair(s) of the Women’s Philanthropy program; the Chair(s) of the Planning Committee; and the Chair of the Jewish Foundation of Manitoba. The Asper Foundation’s President participated in the committee this year and was an invaluable resource. Volunteers who serve on beneficiary organizations’ boards are not permitted to sit on the Allocations Committee, as this presents a conflict of interest.
2024 Innovations to the Allocations process
Last year, only those organizations which requested $250,000+ were asked to present to the committee, but many of the smaller beneficiaries told us that they wanted to discuss their organization’s requests in person. After receiving feedback from the beneficiary organizations, the Allocations committee decided to reinstate presentations by all beneficiaries.
2024 was Brent Schacter’s last year as Chair of the Allocations committee. Thanks to Dr. Schacter, the Allocations process was able to become more aligned with granting processes common in non-profit and scientific funding. Vice Chair Jack Hurtig will be assuming the role of Chair for next year’s process.
The committee allocated a slightly larger amount of total dollars than what was recommended by the Board before the process began. The Board approved this slightly larger amount to ensure that our community organizations can continue delivering their high quality of services and programs.


There were no major differences in allocations between the 2023/24 allocations and the 2024/25 allocations.
Gray Academy of Jewish Education did see an increase of $15,000 in its allocation, although the total allocated to Gray Academy is still down $160,000 from what it received in 2021/22. As well, the Rady JCC will see an increase of $20,000 in its funding over the past year’s funding.
Something else of note is that the position of “senior concierge,” which was created in response to the isolation that many seniors experienced during Covid, has received an increase of $10,000 in funding. In an article I wrote in 2023, Danielle Tabacznik, who was the first senior concierge for the Jewish community, explained what the role of senior concierge was: “I’ll be reaching out to seniors in the Jewish community who may or may not be isolated and who may not be connected to services. I’ll be checking in with them to make sure they’re doing okay…to see whether they do need referrals to services. I’ll also be asking them whether they’re feeling isolated, what programs or services might help them.”

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The reawakening of Rochelle Rabinovitz

By GERRY POSNER Many of us undergo transformations of some kind during our lifetimes, but surely one of the most profound changes to occur to anyone was one which took place in the life of Rochelle Rabinovitz, formerly Rochelle Brownstone, daughter of the late Jack and Lorraine Brownstone. Rochelle is a former Winnipegger who has been living for the past 50 years in Calgary, which is where she and her late husband Mervin Rabinovitz settled back in September 1974.

Rochelle was the eldest of three children, raised in a secular Jewish home – with some Jewish education, but quite limited, as it was for many Jewish kids raised in the south end of Winnipeg in the 1950s and 60s. Her life began on Borebank Street, later Waterloo, and still later on to Brock Street, all in River Heights in the south end of Winnipeg. She was friends then and remains friends even to this day with (as they were then known and in part still are) Carla Singer, Anna Mae Silver, Carolyn Lupa, Rhonda Krindle, Brenda Jacobson, and Judy and Joyce Wolinsky, both of blessed memory. Tanya Morgan became a very close friend from Grade 7 through university and an adventure travel partner afterwards.

Rochelle attended the University of Manitoba from 1962-66. Upon graduating from Science, she was off to Montreal where she worked as a computer programmer. Rochelle loved being away from home and was part of the Expo experience in 1967 in Montreal. After a brief stop in Scotland and a temporary job in Winnipeg, Rochelle was off to Europe for 4 months as part of her real education. On her return to Winnipeg, she worked for nearly four years as a programmer/analyst at the University of Manitoba Medical School. She even lived on her own in an apartment at the then Canterbury House Apartments on Roslyn Rd.
In 1970, she received a call from a Mervin Rabinovitz, a teacher at the dental school in Winnipeg and a former South African who had accepted an 18-month teaching contract at the dental school. They discovered that they not only worked in the same building, but coincidentally, he also lived in Canterbury House. One thing led to another and, in February of 1972, they were married at the Shaarey Zedek Synagogue. Mervin and Rochelle soon decided to move to Montreal so that Mervin could get his Master’s degree in Orthodontics. During those two years Rochelle worked at the Royal Victoria Hospital in computer programming and taught programming at a private school.

In September 1974 – some 50 years ago, Rochelle and Merv made the decision to move to Calgary where an opportunity beckoned for Merv and, as they say, the rest is history. The couple bought some acreage outside of Calgary, built a house there, and that became home to their three daughters – born between 1979 and 1983.
It was in 1984 when Rochelle’s kind of awakening began with respect to her Jewish roots. It was a time when Rochelle’s eldest daughter was about to start school. To help Rochelle and Merv decide whether they should send their daughter to public school or the Jewish day school in Calgary, Rochelle began reading a well-known book, “To Be a Jew, “ by Rabbi H. H Donin. The values set out in that book resonated with Rochelle and the couple elected to send their daughter to day school.

Rochelle’s real moment of epiphany began when she attended the Jim Keegstra trial. For those not old enough to remember who Keegstra was, he was a high school teacher who promoted hatred against Jews. After listening to all the hateful things Keegstra had said about Jews, Rochelle began to wonder how comprehensive the Jewish education she had received had been in terms of teaching about antisemitism, but after some deep thinking and conversations, Rochelle came to realize that she had to understand and learn her own history. She also realized she had to be pragmatic and face the reality that we Jews were – and srill are, a very small minority in Canada and indeed in the entire world. She concluded that we, as Jews, should not shrink from expressing our Jewish identity – even in the face of people who hate us. At that point, she was ready to embrace her Jewish roots and embrace it she certainly did.

From becoming a regular attendee with her family at Shabbat services, to organizing a weekly women’s study group as well as a Shabbat Shalom monthly book club, and establishing a meaningful link with Israel, Rochelle gradually came to appreciate and marvel at the wisdom of Sabbath observance.
All of this led to Rochelle pursuing her Jewish education at the Department of Religious Studies at the University of Calgary. She began to “ appreciate additional aspects of my Jewish inheritance including mysticism, philosophy, Talmud and history,” she says. Her family called her a “born again” Jew, but she regarded her transformation as a “baal-tesuvah,” one who has returned to Judaism.
Ultimately, Rochelle earned a Bachelor of Arts in Religious Studies and later began working on a Master’s degree. She became active in Jewish-Christian dialogue and multi-faith organizations. She has been involved extensively in the Canadian Council of Christians and Jews, serving as Treasurer, later Vice President, and ultimately, President. Her Judaism gave her the confidence to reach out to others and speak up when confronted by ignorance and bigotry. This awakening changed her life.

Rochelle is now the Past President of the Canadian Council of Christians and Jews – Alberta region and a co-founder of the Inter-Faith Network of Calgary. Her Judaism is essential to who she is. In fact, it was only because she was at synagogue on the weekend when I was in Calgary recently attending her synagogue where we bumped into one another at the kiddish table (Where else?), that caused me to realize that the Rochelle Rabinovitz story was one worth telling.

If truth be told, Rochelle looks the same as she did when I knew her as a teenager in Winnipeg, but she is a different person than the girl I knew back in the 1960s. she was always a positive person, but from my conversations with her, I felt as if a light was shining on and through her. Her parents would be amazed.

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After nine months of war and trauma, Israeli kids are finding a respite at Canadian summer camps

Camp Northland B'nai Brith in Ontario appealed for funds to help Israeli kids attend camp. (Credit: Facebook)

By ALEX ROSE (CJN) Camp Northland B’nai Brith has a pretty standard operating procedure for emergencies. When a fire or other urgent situation occurs, a siren rings that triggers a set of emergency protocols.

This year, though, the camp—located in Haliburton, Ont.—is removing the siren from their protocols.

It’s not because they don’t want to be prepared for emergencies. It’s because they want to be prepared for the Israeli campers and staff who are coming this summer. And, as camp director Simon Wolle learned, the sound is unfortunately similar to the air raid sirens used in Israel.

For that reason, Northland decided to ditch the sirens, so none of the Israelis will have to relive the trauma of the last year in the place that is supposed to be an escape from it all.

“We can give these children a home that is safe, that is comfortable, where they’re going to be in an environment full of laughter, full of smiles, full of activities, heavily programmed, being busy, being active. Just being able to be kids means the world,” said Wolle.

“I think the fact that they’re going to come here and be given that experience in contrast to the darkness that they’ve had to live in now, since Oct. 7, is going to be… what will feel like a new life for them. And it’s super exciting to be able to give that to them. They don’t even know yet what they’re about to experience and how positive this is going to be. And they deserve it. These kids deserve it.”

There are five groups of Israeli staff and campers attending Northland this year. The first is Kids of Courage from Beit Halochem, a hospital in Israel for disabled veterans. Since 2016, Northland has been bringing in campers whose parents were severely injured or disabled in the military. This year, for the second time, a former Beit Halochem camper is returning as staff.

The second are the shinshinim, Israeli students who spend a year in Canada between graduating high school and starting their military service. They spend the first 10 months associated with a synagogue or Jewish school, and the last two at camp.

The third are the shlichim from the Jewish Agency for Israel, who spend a summer at camp after completing their service in the Israeli military. Some of this year’s shlichim staff were on a navy warship or in Gaza only two weeks before starting camp.

The fourth are independent campers, not associated with any programs, whose parents heard that Canadian Jewish summer camps could be a good option for their kids this summer.

And the fifth didn’t even exist until just before the camp season started. They are a group of 13 campers and two chaperones from Kfar Szold, a small kibbutz just over five kilometres away from the border with Lebanon. A few weeks ago, a group of Canadian Jewish camps and community members worked together to find a summer home for these 15 Israelis, who have been living under the shadow of rocket fire for months on end.

The exact distance between Kibbutz Kfar Szold and the Lebanese border is important, because all residential areas that are within five kilometres of the border have been evacuated because of the constant rocket fire coming into Israel from Hezbollah.

Kfar Szold is the closest residential area to the border that was not evacuated. And although they don’t meet the criteria for evacuation, their situation is very similar to that of their neighbours who were moved away.

Elinor Gofer is one of those neighbours. She lives in Kibbutz Hagoshrim, 2.5 kilometres from the border with Lebanon, where she works as a real estate agent (although business has of course been put on hold for the time being). Hagoshrim is one of a group of kibbutzim, including Kfar Szold, that are all connected, with their children attending the same schools.

“I can’t believe these people weren’t evacuated. Their kids go with our kids to our school and they’re just located shy of 500 meters from what the government said isn’t safe. And as someone from Kibbutz Hagoshrim, I know what my kids are going through. I have teenagers, I also have small kids,” she said. 

“We get hotels, we get help. And this is a major help, but these people don’t even have the opportunity to go anywhere else. They have to stay in their kibbutz and there’s daily missile attacks. The entire area, there’s not even medical care.”

Back in the winter, Gofer had helped a group of children who had been evacuated secure spots at summer camps in the United States. Eventually, word of that initiative got to Amir Epstein, who runs the Jewish advocacy organization Tafsik, and he offered to help find summer camp spots for the kids in Canada. Although the evacuated children had already been placed, Gofer recognized an opportunity to offer some respite to the kids stuck in Kfar Szold.

“I said, ‘wait a second, there’s someone here that can help. Actually, it’s not a bad idea to see, there’s so many other children that need this.’ And specifically on that Friday (that Epstein reached out), we came home to visit our kibbutz and there were two direct hits on Kfar Szold,” Gofer said.

At that point, Gofer reached out directly to Epstein to see if he would help find spots for kids who hadn’t been officially evacuated by the government. She also offered to help with whatever she could, even though none of her own children would be going, because she is fluent in English and there is no real estate to sell. She also sent Epstein photos that she had taken of the direct hits on Kfar Szold. 

Once Epstein agreed to help, Gofer’s next call was to the kibbutz director at Kfar Szold.

“She almost cried on the phone. She was so, so excited that we even thought about them because those people, they feel like everyone forgot about them. I mean, they’re living in a place of war, and they don’t even have financial aid or any kind of notice from the Israeli government,” Gofer said.

Once Epstein and Kfar Szold signed on, it was only a matter of finding spots for the Kfar Szold campers. A message went out to the Canadian Jewish community, and word quickly got around.

Wolle, director of Northland, soon heard about the plight of the kids at Kfar Szold. “For us, this was a very simple answer,” he said.

“There were people from our family, our extended family in Israel, asking for help. And when that happens, we have a policy of saying, ‘We are here,’ and we were prepared for this.”

Multiple summer camps offered spots to the campers, and all of them worked together to find the best solution, Wolle was quick to point out.

Many other initiatives also bring Israelis to camps across Canada. One of those programs is OneFamily, an organization for those who were injured or lost family in terror attacks, which has been sending children to Camp Timberlane since 2006. Another is Israeli Victims of War, which is sending over 200 Israelis to camps across Canada this summer.

In the end, Northland was chosen for the Kfar Szold campers because it had room for all 15 of them—in part because they had held 40 slots in reserve in case just such a need arose. The 13 campers and two chaperones from Kfar Szold will arrive on July 28, for the camp’s second session.

Wolle, Epstein and Gofer are all grateful for the opportunity to help bring these kids to Northland.

Wolle has always been proud of the efforts Northland and other camps have been making over the years to offer a taste of Canadian summer paradise to deserving Israeli campers. But he recognizes the increased importance of providing a safe and joyful home for Israeli campers and staff after a year filled with fear and trauma, and what it means to be able to make a difference from the other side of the world.

“Whether it’s being a camper in the cabin welcoming them, whether it’s being the staff taking them on this journey, whether it’s the board of directors, who have authorized these initiatives, whether it’s the chaperones that are going to be here to facilitate, I think everybody is going to have the reward and that feeling of we’ve done something to help and to contribute… because that’s what everybody that I’ve interacted with is seeking.”

Gofer, who knows firsthand what Kfar Szold is going through, empathizes most of all with the parents, who are able to do something positive for their kids in such a difficult time.

“It’s so fulfilling for me as a person to do something. I don’t know personally the parents or the children, but just to hear their gratitude,” she said. “It’s not even what we’re doing for the kids. It’s even giving the parents the feeling that they’re doing something positive for their child. They can allow their child to have this kind of experience and adventure… it even gives them some kind of hope that they’re able to give their child something like that.”

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