560 Guelph Line, Burlington, Ontario, L7R 3M4, Canada
250 Lesmill Road, North York, Ontario, M3B 2T5, Canada
2021
2016
25
100
1 to 8
9 to 12
Coed
Coed
Day
Day, Homestay
English
English
Academic
Academic
Progressive
Traditional
Varies
5 to 10
Learning, Developmental, Behavioral
In-class adaptations
$24,000
$14,000 to $20,000
No
No
0%
0%
None
None
$0
$0
3
25
0%
0%
90%
90%
1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 2 - 8
Yes: grades 9 - 12
No
No
information not available
information not available
Elevate Learning Centre provides an opportunity for students with unique needs to thrive in a supportive environment. With programming designed specifically for diverse learners, students receive small group instruction, daily social and emotional learning, and structured literacy. Elevate believes all students can thrive when supported in the right way. Its programming focuses on literacy, numeracy, executive functioning, and socio-emotional skills, enabling students to learn strategies to self-regulate independently. A high educator-to-student ratio means students receive the support they need to thrive and build their academic and social confidence.
View full reportWhile still a young school, founding principal, Henry Michels, brings a wealth of enthusiasm, insight, and decades-long experience to the program. Small class sizes are a draw, with less than 10 per, allowing for a very student-directed delivery, building from individual strengths, talents, and areas of interest. The school addresses itself to students operating at the top of their peer group, granting them the challenges and diversity of approach that can make the most of their gifts. The diversity of the student body—the homestay program attracts overseas students—adds to the experience, allowing for a range of perspective within classroom discussion.
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"It's exactly the type of education experience he needs."
Dana Cooke - Parent (May 10, 2023)
To put it simply, my son loves going to school each day. In the past, he has been frustrated and oft...
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"I can't think of a way for them to further improve the quality of life for the students, because they are already doing a great job at it!"
Stacey Bourbonnais - Parent (May 10, 2023)
If I ask my son, he says he likes how the school goes to the food bank or goes swimming. He enjoys t...
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"The atmosphere exudes warmth, camaraderie, and inclusiveness, as students from diverse backgrounds and with various learning needs come together to form a cohesive and spirited community."
Najwa Colangelo - Parent (May 10, 2023)
My child's experience at Elevate Learning Centre has been truly transformative. She has found a nurt...
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"The unique approach the school took when it came to course planning for my son caught my attention."
Gilbert Tossa - Parent (Jun 08, 2021)
My son joined Webtree Academy during a challenging year, when we were at the middle of a pandemic, w...
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"Elevate is a micro-school for diverse learning needs. At Elevate, we believe that all students can thrive and succeed when they are supported in the right way. Our learning program is designed for the unique needs of students with learning disabilities, ADHD, Type 1 ASD, and other exceptionalities to build student self-esteem and create motivation for learning. Our students work in small groups with one educator providing direct instruction based on student needs."
"Webtree Academy is a private day school for Gr. 7-12 students, focusing on university preparation. Our institution employs an innovative, nurturing approach to education, tailored to each student's needs. By fostering creativity and individualized learning, we aim to cultivate responsible, engaged citizens, and future leaders. Recognizing the evolving landscape of technology, workplace demands, and multicultural societies, we strive to offer a diverse range of educational programs to meet the unique needs of every student."
"At Elevate Learning Centre, we believe that ALL students can thrive and succeed when they are supported in the right way. Our program was created to specifically support students with diverse learning needs. We assess all students before they join us to identify their unique strengths and areas for growth. We use intense remediation and direct instruction in literacy and numeracy to solidify foundational skills with the goal of transitioning students back to their home school."
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"Time and again our families emphasize our care and our expertise. They love that students are in small groups or working 1:1 for dedicated, tailored support. They report that students who hated reading are now reading chapter books. Students that were reluctant to go to school are excited each day. Our parents also appreciate our consistent communication about what strategies we're using, and how they can continue at home."
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"We believe learning happens inside and outside of the classroom. We offer frequent trips into the community, enough that they can seem commonplace. This includes trips to the library, to our local food bank to volunteer, weekly swim time, and in and around the city to support student learning. These trips are fun, but they are also a valuable opportunity for students to learn more about their community and get involved."
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"We believe that open and reciprocal communication is the key to student success. We welcome parent and student feedback as it is a crucial component to student progress and achievement. You may be surprised to see students jumping on our little trampoline or sitting quietly on the couch with headphones on. We encourage our students to voice their needs, and we listen. If they need time, we will give them time."
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Welcome to Elevate Learning Centre! Thank you so much for taking the time to learn more about our community. I am so grateful to have the opportunity to support our students on their learning journey. Please don't hesitate to reach out if you think Elevate would be a good fit for your child, we would be happy to have you with us.
DEAR STUDENTS, STAFF, AND PARENTS
Education has been a lifelong passion and is the greatest gift, we give to our youth. It has the transformative power to change lives and continually redefine the limits of what can be achieved. As an educator with over 30 years experiences working with gifted, special needs, second language learners, I am convinced that all students can excel to reach their full potentials with provision of stimulating challenge, encouragement, and the targeted support.
Therefore, at Webtree, we value every individual's uniqueness, recognize his /her strength and areas that need improvement, so as to personalize the academic path leads to each student's ultimate success.
At Webtree., we aim to nurture our student with global version, a sense of citizenship, a critical mindset, in addition to their academic success. Webtree Academy. is the home away from home for our students; is a school where they will laugh and shine.
WEBTREE PRINCIPAL: HENRY MICHELS
Traditional
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Elevate follows a structured literacy approach toward reading using multi-sensory, explicit evidence-based approaches to support the specific needs of students with diverse learning needs. Elevate’s numeracy programming follows the Ontario curriculum’s overall expectations with the primary focus of lessening any gaps in each student’s learning. Our SEL program focuses on developing social-emotional skills while building on themes of self-awareness, friendship, respect, open-mindedness, and community. Students are explicitly taught the ‘hidden rules’ of social interactions, self-regulation tools and strategies. Students are supported to work through any social and emotional challenges that arise throughout the day by caring staff who see each interaction as a learning opportunity. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student’s individual level. All learning is scaffolded so students do not become overwhelmed and can feel confident in their ability to create.
At Webtree., we strive to provide our students with the necessary language, academic, and technological skills required for students to achieve their educational and personal goals as well as being successful in post-secondary studies. Additionally, we aim to assist our students to not only better immerse them into Canadian cultural and social environments but also to thrive in a competitive global environment.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Elevate’s programming follows the Ontario curriculum’s overall expectations in mathematics focusing first on numeracy and number sense, with the primary focus of lessening any gaps in each student’s learning. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student’s individual level. All learning in math builds on earlier concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to master the foundational skills that they will need to unlock higher levels of math in high-school and beyond.
Our OCT Math teachers are qualified in Mathematics and some in Special Education, having the qualifications to manage student groups of varying needs including ESL accommodations, the sequentially-chunked curriculum at a pace that suits the individual student. Being that our mathematics credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements.
Multi-Sensory Math Jump Math Ontario Curriculum spiralized to lessen learning gaps and build foundational skills
Ministry-approved textbooks along with learning materials from SOLARO.
Students are encouraged to use learning tools and manipulatives.
Calculators are permitted.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Elevate follows a structured literacy approach toward reading and reading comprehension, using multi-sensory, explicit evidence based approaches to support the specific needs of students with diverse learning needs. Many of our educators are trained in the Orton-Gillingham approach focusing on direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. We also use Wilson and UFLI to assist in our reading lessons.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Dibels and Woodcock Johnson standardized assessments.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Students develop their ability to compose writing by building their skills over time. All learning is scaffolded so students do not become overwhelmed and can feel confident in their ability to create. Each of these approaches is evidence-based and has been proven to help neurodiverse learners to become strong, confident readers and writers. We also recognize that many of our students come to us with difficulty with both printing and spelling words. We believe that spelling and reading are closely connected and learning how to spell words accurately and automatically helps students to read fluently. During their time with us, students will learn: Cursive writing Printing Common spelling conventions and patterns to “decode” the language Paragraph composition Grammar conventions Proofreading
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Expository
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Science is taught in the afternoon during our FlexBlock. Topics are generated from the Ontario Curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student-guided investigation. With multiple grades, we split students into smaller groups so that they are following their own curriculum expectations. We also group together similar concepts so that students can work together across grades collaboratively.
Our Science OCT teachers are qualified in Biology, Chemistry, and Physics as well as Special Education. Our teachers are qualified to manage student groups of varying needs including ESL accommodations, the sequentially-chunked curriculum at a pace that suits the individual student. Being that our Science credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
We incorporate both of these approaches. It is so vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggle with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to think critically about what they're reading and to form their own opinions. We want our students to feel competent and confident taking on literature.
Our English OCT teachers are qualified to manage student groups of varying needs including ESL accommodations. The curriculum is offered at a pace that suits the individual student and is designed thematically. Being that our ENG credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements. Our ESL program is comprehensive in building the reading, writing, listening and speaking skills for other language-oriented credit courses.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Social Studies is taught in the afternoon during our FlexBlock. Topics are generated from the Ontario Curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems, and applications. “Learn by doing” is the core of the Elevate as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem-solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
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Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
One of the best ways to help students learn is to make meaningful connections to real-world experiences. This can help them to contextualize what they've learned and then apply the learning in their own way.
To study History, Economics and Philosophy is to embark on a voyage of discovery, to seek in many ways to advance beyond the limitations and preoccupations of the present. Only by exploring the human experience in the past can we see how and why society changes and develop a sense of perspective on where we are heading in the 21st century.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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At Webtree, we offer Mandarin as an international language credit course.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Our students spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We have explored the Art Gallery of Burlington for a morning program with this feedback from their staff: "You should feel so proud of your students, I was totally blown away by our critical discussion of the art, their thoughtful consideration of the space and their conduct - it was just an absolutely pleasure to host your group."
At Webtree, we offer visual arts, dramatic arts & music (keyboard & guitar) to enrich our academically-focussed students.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used for assistive technology, inquiry and to directly teach typing skills. We use computer games to compliment our math teaching.
At Webtree, students are allowed to use personal laptops to complete homework or assignments such as writing essays, constructing Power Point slides for presentation. Our science teachers sometimes use Virtual Labs on computers to demonstrate physics or chemistry experiments in assisting teaching and learning.
Web design
Robotics
Computer science
Physical Education is taught outside in our beautiful park setting. We have access to fields and equipment. Student swim at Goldfish Swim School once a week during the last term of the school year.
We utilize the soccer field and rented space for physical education credit courses and the afterschool sports program.
Not applicable
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Accelerated
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
At Elevate, we use evidence-based practices to meet our students needs, help them make gains where they struggle, to empower them to feel confident and excited about their learning again. We work with each child’s strengths and identify areas for targeted support documented in an individualized Success Plan.
At Webtree, credit courses can be completed in 10-week blocks in small-sized groups (ranging from 1-6 students per OCT teacher). Teachers are sensitive to differentiated instruction including multiple intelligences.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At Elevate Learning Centre, we believe that ALL students can thrive and succeed when they are supported in the right way. Our program was created to specifically support students with diverse learning needs. Our team of experienced and passionate educators know the students very well. Student strengths and areas for growth are considered for every small group lesson. We use intense remediation and direct instruction in our morning literacy and numeracy classes to solidify foundational skills and practice these skills in our Flex Block courses.
In addition to teaching academic credit courses, we offer specialized learning programs for our students entering into DECA competitions and Waterloo Math Contests. For our International students we offer intensive, personalized support toward accomplishing their post-secondary goals into reputable universities and colleges in Canada, USA and abroad. We offer summer camps for our students to explore different cultural areas of Toronto. We have OCT teachers giving extra hours to tutoring students within our school and other students from leading Preparatory schools.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our students are explicitly taught social emotional learning daily focusing on their personal strengths. We want our students to feel comfortable with themselves and their unique abilities. We teach our students how to make sense of their own and others' thoughts, feelings, and intentions in context to the situations. Respect of self, others and property is explicitly taught and kindness and understanding the perspective of others make a difference. Having a growth mindset is key to learning and Elevate Learning Centre supports students as they learn in this journey.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Elevate Learning Centre program is designed to support the individual needs of diverse learners who are experiencing challenges in the regular classroom. Our low student-teacher ratio offers inclusive and structured learning opportunities for students at their current skill level. Direct and differentiated instruction strategies, including multi-sensory approaches are used to instruct students and consolidate their learning. Our classroom is designed specifically to help diverse students master strategies for coping and self-regulation. Every child is unique, so individual strengths-based Success Plans are created to personally identify address each child's learning needs.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
90%
90%
1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 2 - 8
Yes: grades 9 - 12
No
No
No
No
No
Yes
No
No
No
No
At Elevate, we believe that all students can thrive and succeed when they are supported in a right way. Our learning program is created to specifically support the unique needs of students with multiple exceptionalities that may not have been able to succeed in other learning environments. Your student does not to have an official diagnosis to attend Elevate.
We are looking for well rounded applicants. Who is committed to work towards his/her goal.
Once parents have applied online, a meeting will be arranged with school administration. Parents and students are invited to tour the school and a three-day trial is offered (at no cost).
If the child has medical or psychoeducational assessment, we would ask to see this documentation. An official diagnosis is not required to attend Elevate Learning Centre.
Completed Application Form with Signature
Report Card from Previous School
Copy of Identification
Application Fee - $250 CDN