Local News
Gray Academy has made elaborate preparations in advance of school reopening September 8
By BERNIE BELLAN
With schools in Manitoba set to reopen on September 8, it goes without saying that there is an enormous amount of apprehension among both parents and students as to what will happen once students are back in class.
Gray Academy, however, has gone to unprecedented lengths to plan for the coming school year. The school prepared a 36-page “Framework for Reopening” pdf that touches upon almost every conceivable concern that parents and students might have. (The pdf is available for viewing on Gray Academy’s website.)
On Thursday, August 27, we had a chance to speak with Gray Academy Head of School Lori Binder about some of the preparations that Gray Academy has taken.
Lori began by referring to the “Framework for Reopening” which, she noted, “was sent out to all our families on Friday (August 21). Our staff is returning on Wednesday (Sept. 2) and then, after Labour Day we are reopening for full days of learning for students from Junior kindergarten all the way through to Grade 12 (although, as she explained later during our conversation, different grades will be returning to school on a staggered basis for an orientation day during the first week).
Lori noted that because there are such major differences between the rules that will be in place for elementary schools as opposed to high schools, based on the ability to physical distance, for the elementary school (which consists of Grades 1-6) “we measured and re-measured and measured and re-measured and we are able to commit to 1.5+ metres across the school with two metres (between each student) for students in 1-6 and are therefore capping enrolment where there’s no more space…so that leaves us (only) with a couple of spots in a couple of elementary grades.”
I asked whether, with the new spacing requirements between students that the province has imposed upon all schools – especially as it applies to elementary, that has forced Gray Academy to turn down applications from parents whose children might have gone to other schools last year?
Lori did acknowledge that “we have had to say no to some inquiries that are most recent, so now Grades 1-4 are full.” (She also explained that no class in elementary will have more than 19 students, whereas some classes last year did have more than that.) “In a normal year,” as Lori explained, “in Grades 4-6 we could go up to 24 students, but we have made the decision to put health and safety first, so if there is no room for another desk (that would allow for more than 19 students), there will only be a wait list if a spot came open.”
That led me to wonder whether there has been a notable increase in interest among parents of elementary aged students who had been enrolled in other schools to send their kids to Gray Academy?
“We’re getting inquiries a little bit more than we normally would at this time,” Lori responded. “It’s August 31st when public schools will be sending out their plans for reopening” so, depending on how those plans unfold, there may be even more interest from parents of students in other schools to send their children to Gray Academy.
(Lori noted, as well, that some high schools will only be having in-class learning two days a week, so that might also affect some parents’ plans.)
As far as grades other than elementary are concerned, Lori explained that “in our junior kindergarten and kindergarten programs – also in our high school, we are 1.5 (metres) plus and 1.5 plus means that in early years, it’s very similar to the provisions for child care: You’re not seated at a desk all day; the kids learn a little bit differently through play, so the provisions in JK and K are therefore very different” (from elementary).
“In high school,” Lori continued – and all across the whole school, we’ll be cohorting – so every two grades is a cohort. The purpose of a cohort is really to help insure some separation for entry to the school, exiting from the school. For elementary, it’s divisions at recess. We’re very fortunate to have a lot of space for play, so cohorts (in elementary) will stay in their recess location – and switch the next day.
“In high school we have two grades for every floor so the cohort stays on the floor. The teachers now moves to the classroom.” (Until this year students would move to different rooms depending upon the subject being taught.)
I wondered how, notwithstanding the creation of cohorts of students, how much the school would be able to maintain separation of students at arrival and departure times?
Lori answered: “Our JK and K, which is our early years wing, has an outside door – which we keep locked during the day, but we’re going to use it for drop-off and pick-up of the kids…when you walk into the school from where the play structure is, one doorway will be where the (Grade) 3’s and 4’s will enter; another doorway for the 1’s and 2’s leading to their hallway, and there’s actually a third door that has a staircase that goes up, and that’s where the 5’s and 6’s will go straight to their floor and where they’ll come out at the end of the day – and for recess.”
Naturally, with so much yet to be determined in terms of whether COVID-19 will be successfully contained with all the measures schools will be forced to adopt, Lori added that Gray Academy is also fully prepared to adapt to new requirements – should they be imposed upon the school (and all other schools) by the province.
“Response level two, which corresponds to the provincial response of yellow or orange, only affects 9-12,” Lori explained. In that case, those students would return to remote learning, which is what was in place beginning in April until school ended prematurely for all students in early June. “Students in Grades 1-8 would still stay in the building,” Lori added.
If the province ordered “Response level 3,” Lori continued, “which is the highest response level, then that would take us back to fully remote, except for early years.”
“We have articulated to our parents the entire gamut that the province has set out so we could pivot to our ‘Gray Away’ (which was the term Gray Academy developed to describe its sophisticated remote learning program this past spring), if needed.
School opening itself will be staggered, as was noted earlier in this article, so that each cohort will have a different opening day. This will allow “kids to get used to the routines and parents can get used to the new drop-off and pick-up routines,” said Lori.
Based on how well remote learning under ‘Gray Away’ did in the spring, I wondered whether the school had heard from some parents of students in Grades 9-12 who would prefer that their children be allowed to stay home and take all their classes remotely?
“We have heard from very few parents – very few,” Lori answered, who would prefer that their children learn remotely, “but we have also only heard from a few parents who have chosen to home school” their children.
Let’s face it though – all the preparation in the world isn’t going to dramatically ease the anxiety that parents – and their children, will be experiencing each day as we get closer to September 8.
The staff at Gray Academy have been preparing themselves as best they can, however, and as Lori Binder noted, “we try to be very proactive so that we can have calm parents – so that parents can know what our plans are. It’s one of the reasons that we wanted to get our plans out (via the school’s website) last Friday – also to keep our staff informed as well.
“We have orientation sessions for our parents on-line next week, in addition to what we’re doing with the kids…we want to walk through this and see what’s successful that we’ll keep assessing” and where changes will need to be made.
So, while we all hold our collective breaths – and pray for the best, the pressure on schools to abide by a dizzying array of new regulations handed down by the province is immense. In the case of Gray Academy, at least, no one can say that the administration of that school hasn’t done its utmost to plan for most contingencies. Is it appropriate for a Jewish newspaper to end an article with the expression: Let’s keep our fingers crossed?
Local News
Cheryl Hirsch Katz, Jewish Child and Family Service’s longest serving staffer, set to retire at end of the month
By MYRON LOVE “I loved working at Jewish Child and Family Service,” says Cheryl Hirsh Katz, who is due to retire at the end of June. “I have always appreciated the warm and welcoming atmosphere here. I feel that the people working here are my extended family. I am going to miss my colleagues”.
“I have derived great satisfaction over the years to have been able to help many people in our community of all ages through my work at JCFS,” she continues.
After 44 years at the agency, Katz, the longest-serving member of the staff, was given an appreciative send-off at the JCFS’s recent (June 23) Annual General Meeting at the Shaarey Zedek Synagogue.
The daughter of Art and Bess Hirsh, Cheryl grew up in Garden City. She attended Peretz School, then Jefferson Junior High and Garden City Collegiate. She joined the staff of JCFS in 1981, shortly after receiving her Bachelor of Social Work degree.
She earned an MSW in 1990.
“I chose to become a social worker,” she recalls, “because I always wanted to be able to help people.”
Katz was originally hired by JCFS to work with newcomers. After a couple of years, she was given responsibility for looking after the needs of older adults.
“I really enjoyed working in older adult services,” she says. “That is where I spent the bulk of my time at JCFS.”
After ten years as a case worker, she was promoted to a supervisory role. Later, she was also given responsibility for mental health and addictions programming and settlement services, while keeping the older adult files under her purview.
“As a supervisor, I wasn’t directly involved with individual clients,” she points out. “I was more involved with programming. Among the programs for seniors we organized were – for example – sessions on elder abuse, digital storytelling and memory loss.”
She notes that one of the trends she has seen over the last 44 years is that people are living longer and living in their homes longer. A lot more of our clients are living well into their 90s,” she observes. “We have had to continually expand our staff and the services we provide in order to accommodate the growing demands of an aging population.”
She also spoke of the mental health needs of seniors and aging Holocaust survivors.
She says that she has mixed feelings about leaving JCFS. “After so many years working full time, I am going to have to create a new routine,” she comments.
She notes that, now that she is retired, she will have more time to spend with her parents – who are in their 90s.
And then, there are the two dogs to look after. “I will have time now to try new activities,” she says. “ I might learn to play mah-jong.”
She speaks about maybe doing some traveling – although her husband, Murray, is still working full time.
(She and Murray have one daughter, Farah.)
“Retirement may also include some volunteering,” she adds.
It is quite likely, she will be continuing her association with JCFS but in a volunteer capacity.
Local News
Gray Academy students shine in provincial, national debating competitions
By MYRON LOVE It has been another good year for Gray Academy’s high school students who participated in provincial and national debating competitions. The best results were recorded by Grade 9 student Noa Mednikov, who finished fourth overall nationally, fourth in interpretive reading, and fifth in persuasive speaking at the junior National Public Speaking Championship in early May in Vancouver.
Last October, in the Junior Provincial British Parliamentary Championship – which was held at St. John’s-Ravenscourt – Noa and her partner, Raya Braunstein, finished third as a team while Raya placed third in individual debating.
Their fellow Grade 9 student Maxim Moscalenkov tied for first in persuasive speaking in Vancouver, while the Gray Academy team of Gabe Tapper and Aaron Koplovich finished fifth. Aaron also finished fifth in his individual debate.
Earlier, in March, Maxim finished fifth in the Provincial Juniors debating competition, which was held at Balmoral Hall He and his debate partner, Nate Shenkarow, finished seventh among the teams entered. Last November, he and partner, Ethan Tenenbein, finished seventh in the Junior Prepared Tournament – just behind the Gray Academy team of Nate Shenkarow and Jack Kay.
At the senior high level in that competition, the team of Jacob Tenenbein and Jonah Novoseller finished fourth and Jacob was recognized as fifth best in an individual capacity. Jonah and Jacob also paired up to win the Asper Cup, which was held at their home school.
Jacob represented Manitoba at the Junior National Speech Championship in Vancouver in May and, last October, he and Grade 12 Gray Academy students Julie Krozkin and Daniel Bokser represented Canada at an international debating tournament in Bermuda.
Gray Academy’s debating program was introduced by Linda Martin in 2003. She also led the debating teams at Balmoral Hall. In 2011, Martin was succeeded by Gray Academy high school English teacher Andrew Kaplan.
“Andrew has done a wonderful job with the debating program” says Martin, who has a debating trophy at Gray Academy named in her honour, as well as a provincial trophy for best individual junior debater. “Over the years, Gray Academy students have done very well in many local, national and international competitions,” she adds.
About three weeks ago, this writer had the opportunity to sit down with Andrew Kaplan and six of the school’s top debaters while they discussed the benefits of learning how to debate. According to Noah Strauss – who competed in the Junior Provincials at Balmoral Hall in March, public speaking leaves him with a feeling of accomplishment.
“It’s a good skill set to have,” he observes. “It builds confidence.”
“A benefit of being able to debate is that you learn how to convince people that you know what you are talking about,” adds Maxim Moscolenkov.
Raya Braunstein notes that being able to debate is a skill that she expects to be helpful in many university courses which she may choose to take.
As Andrew Kaplan notes, the ability to express yourself has a great impact in whatever career you choose to pursue.
He points out that debating is compulsory at Gray Academy for all Grade 7 and 8 students – and students can continue debating as an option in the higher grades
Of course, competitive debating is not for everyone. For those students who opt to take that path, the journey begins with internal school debate competition – with the top debating teams and individuals qualifying for local tournaments and – potentially – beyond.
Andrew Kaplan reports that a small number of high schools in Winnipeg and southern Manitoba have active debating programs – including St. Johns Ravenscourt, St. Paul’s High School, St. Mary’s Academy, Garden City and Maples Collegiates in the Seven Oaks School Division, St. Maurice (a Catholic School), as well as Morden Collegiate and Dasmesh, a Sikh private school.
Kaplan expresses his appreciation to the Asper Foundation and an endowment spearheaded by the Kives Family for providing funding for the Gray Academy debating program – as well as the Andrew Slough Foundation – which was established by his friends in memory of the outstanding former Ravenscourt student debater and lawyer who passed away suddenly two years ago at the still young age of 38.
I am confident that our Jewish community can look forward to the continued success of Gray Academy’s star debaters and to the continual emergence of future stars as the times goes by.
Local News
Antisemitism has crept into grade school in Canada
Antisemitism in Canada has moved beyond protests and politics; it is now entering classrooms and altering how Jewish children see themselves functioning within them.
A a university student I have observed the experience of my younger brother in grade eight as a Jewish student. Over the past few months, his school has been at the center of several deeply troubling incidents that have made him feel unsafe in our parks, community, and even his school. Swastikas were drawn around the community, in parks and ponds. Additionally, an older man, who claims to be a pro-Palestinian influencer, stood outside his predominantly Jewish school wearing a keffiyeh, filming a video which then circulated between students on TikTok.
This same man later showed up to our local Jewish community center in keffiyeh to allegedly watch his son play basketball where my brother and many of his classmates go for their lessons, basketball games, and Jewish events. These moments made him and his peers feel watched and targeted just for being Jewish. Local political representatives condemned the incidents and raised awareness about antisemitism, but the fear among students didn’t go away. The feeling of being targeted for simply existing has been taught to my brother, something my parents had tried their hardest to escape from.
Most recently, my brother was chosen to represent his school at a regional science fair. When one of the judges arrived wearing a keffiyeh, he froze. For many, including my brother after the incidents he has faced, the keffiyeh represents a political message. But even more so for my younger brother, it is tied to the fear and intimidation he had already experienced. He felt nervous, distracted, and unsure of how to act.
This is not about silencing political expression. It is about a child who came to share his ideas and left feeling uncertain and afraid. It is about the atmosphere forming in Canadian schools, where Jewish students are being made to feel targeted and unwelcome.
His school made an effort to address the incidents, but the impact is lasting. Posts on social media, much can be very vague at times about inclusion cannot fully undo the feeling of being singled out. A kind word from a teacher does not erase the fear that builds when threats are left unspoken but deeply felt.
I am writing this as a sister who watched her younger brother lose a moment that should have been filled with confidence and pride. He deserved to feel safe. So do all Jewish students in this country.
Moving forward, schools must take concrete steps to protect all students. Antisemitism cannot only be addressed when it becomes violent or overt. It must also be recognized when it appears as intimidation, symbolic targeting, or political messaging that creates fear among students. Children should never have to question whether they are safe in their own classrooms or community spaces.
Events that are meant to support and celebrate students must remain focused on them. Individuals who feel the need to bring political symbols or messages into school grounds or children’s events should not be welcomed in those spaces. Schools must make it clear that their environments exist to support learning, safety, and inclusion, not to host agendas that can intimidate or isolate students.
Administrators and educators must develop clear guidelines for identifying and responding to antisemitic behavior in all its forms. This includes strengthening security measures, offering ongoing staff training, and engaging directly with Jewish families to understand their concerns. Inclusion is not a one-time statement. It is a responsibility that must be reflected in everyday decisions and actions. No child should ever feel unsafe or unwelcome because of their identity.
The author is a Campus Media Fellow with HonestReporting Canada and Allied Voices for Israel who lives in Toronto.