34 Madison Avenue, Toronto, Ontario, M5R 2S1, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
2016
2010
100
50
Nursery/Toddler to 12
9 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
1 to 10
5 to 7
Learning, Developmental, Behavioral
Dedicated gifted school
$18,875
Yes
Yes
0%
10%
Nursery/Toddler to 8
9 to 12
$0
$2,000
6
13
0%
0%
95%
80%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades 9 - 12
No
No
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Guidepost Montessori is a network of early-childhood centers and elementary schools, with companion middle and high school programs called the Academy of Thought and Industry. That network currently includes 80 schools across the U.S. and around the world and currently serving in excess of 7000 students. Operated by Higher Ground Education, based in Lake Forest, California, the company’s CEO Ray Girn has commented that the intention is to “mainstream and modernize Montessori education through extending its principles across infancy and into high schools.” Part of that modernization is through the use of technology-enabled spaces and a growing online offering. The pandemic accelerated that goal, given the need for online education, which the programs met and exceeded. Each outlet and online program benefits from being part of something bigger, having a wealth of resources, best practices, and expertise to draw on. So, while the Toronto location is new, the program isn’t. Rather the school is an expression of a much larger project that has rightly and very quickly turned many heads. The location for the Toronto school is a reflection of the Guidepost brand: in the heart of the Annex, it combines traditional elements with a very forward looking, urban, progressive approach. When it opens, the Toronto location will be the first Guidepost Montessori in Canada though, given the success of the schools elsewhere, it will no doubt be the first of many.
View full reportAVRO was founded in 2010 by David Berger and Jason Ellenbogen, both of whom remain at the head of the school, continuing to guide it with a keen fidelity to their initial vision. They aren’t your typical educators which, again, is part of the draw. Berger is a long-time educator, and is also very integrated within the life the community that provides a context for the school, including a co-director of Spiritfest, an annual community arts festival. Ellenbogen, too, brings a unique set of skills and experience, including that of being a psychologist with clinical experience with teens and their families. They tailored the delivery of the curriculum based in a sense of best practices that they’d been growing in their professional lives. The faculty continues in kind. Chriasee Sen-Varma, an instructor and academic coordinator, is a physicist. Mindy Alexander, head of social studies, has taught art in prisons. And it continues from there. The feel is small, personal, and the approach builds from the talents and curiosity that the students bring with them into the classroom. The school was created out of a sense of doing things well, but differently, and with an added bit of spark. As such the school has attracted students and instructors of a like mind. The ideal student is one able to thrive in a diverse, close-knit, challenging while supportive learning environment.
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"My daughter is not always self-motivated, and the staff never gave up on creatively finding ways to motivate her in an extremely positive and supportive way."
Linda mooallem - Parent (Nov 21, 2019)
My daughter thrives on the individualized attention she gets at AVRO. Individualized programming is...
View full review
"Guidepost Montessori offers an authentic Montessori education from preschool to elementary. The new campus in Toronto's historic Annex neighbourhood opens in 2023. Our classrooms and programs are intentionally designed to deliver a powerful education for independence that develops curious, self-motivated children in school and beyond. Guidepost is also partnered with The Academy of Thought and Industry, a network of Montessori-inspired middle and high schools, to offer a continuing education for the emerging adult."
"AVRO Academy is more than a private high school. It’s an empowering community that supports the whole teenager to trust themselves and learn on their own terms. AVRO delivers personalized full & part time programs in engaging ways. We listen and explore individual interests to develop each student’s best learning path. With dynamic IEPs, mentorship and therapeutic counselling, AVRO students build on their strengths and gain the academic confidence they need to succeed in the university or college of their choice."
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"SMALLER CLASSES
We offer 5:1 as well as 1:1 attention to every student.
OUR DYNAMIC IEP
Every student is assessed for their support needs to develop their individual Dynamic IEP - a living, evolving guide for success.
RAPPORT-BASED
Teacher and student rapport builds strong relationships, that re-engage learning, curiosity, initiative and confidence.
THERAPEUTIC PROGRAM
Our team provides students and their parents professional on-site support, for both academic and emotional challenges."
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"Avro supports student who need more from their high school.
Who is the Avro Student?
Teens who aren't thriving in school due to stress, academic and social anxiety, bullying, and scheduling conflicts.
Teens with a complex IEP, identifying learning difficulties associated with attention disorders, in combination
with significant anxiety/depression, or complications due to family circumstances.
Teens who are diagnosed, as well as undiagnosed, with high-functioning ASD"
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"Flexibility
Our admissions are open throughout the year because we know sometimes students need a change of environment that can come at any time. Our team helps onboard new students with assessments of work and progress to date as well as planning and integration into a new class with all the supports needed for success.
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"AVRO’s Therapeutic Program is unique.
It provides students and parents regular, on-site professional support for both academic and emotional challenges. Our aim is to support the psycho-social needs of our students, in addition to their education.
The program uses a variety of therapeutic modalities, such as Cognitive Behavioural Therapy, mindfulness, as well as music and expressive arts therapy, to enhance creativity and develop a sense of enjoyment in learning."
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We know that choosing a school for your child is a very important decision. I want to thank you for bestowing your trust in our staff to partner with you and your child on their educational journey. I would also like to express what an honor it is for us to participate in your child’s story. Our greatest hope is that you and your family feel loved and accepted into our wonderful community. Welcome to the Guidepost Montessori at Annex “family”, we look forward to partnering with you.
AVRO Academy promotes learning that is collaborative, integrated, and nurturing. Our aim is to deliver high school curriculum that inspires hope, promotes connections, and nurtures change. We do this by recognizing that each student learns and shares their learning in different ways. The wonderful AVRO team offers opportunities for our students to connect their learning to their own goals and interests, while at the same time completing Ontario Ministry of Education approved credits. I believe that learning is created by connecting inspiration with information. We welcome your children to join us and explore their inspiration, their goals, and to work through their challenges.
Progressive
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
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Students at Guidepost Montessori are exposed to science, art, history, literature from multiple traditions, a structured approach to writing skills, and all intellectual foundations of global civilization. Students also engage in the celebrations of many cultures while honoring the many immigrant traditions and music that exist in the ethnically-diverse and socially progressive city of Toronto. Our innovative programs combine rigorous learning with autonomy, which helps to nurture the cosmopolitan adult: an individual who can think and act globally while living a full life unencumbered by boundaries.
We provide programming and resources for students with exceptional and special needs. We encourage students to work with us to design their program so that it engages both their strengths and interests. We also encourage students to connect their learning to the environment.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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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No
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The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Equal Balance
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.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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
Not applicable
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Our approach to computer science is to make it an accessible subject for all students, and to teach students the basics of programming through a series of "hands-on" classes that are also available online.
Web design
Robotics
Computer science
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Many of our physical education programs are offered out of doors. We run an annual summer canoe trip, and have offered march break programs in Costa Rica, and Thailand. In Toronto we use the JCC as our location for our physical education courses. We also regularly do outdoor acctivities.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Guidepost offers Montessori education embedded in urban school environments. At Guidepost, your kindergartner will independently master a hands-on curriculum, explore learning experiences in their city, and have the opportunity to learn about and celebrate a myriad of traditions and cultures.
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Student-paced
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 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.
While our credit structure offers 2 courses per term, and 4 terms per year, some students choose to take longer to complete a particular course.
Supportive
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 “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.
Following the Montessori philosophy of education, Guidepost Montessori offers a rich and supportive learning environment where the individual needs of each child are met. Our academic curriculum is developmentally sequenced, culturally rich, and instilled with the foundations of scientific thinking.
We support students to work at a pace that works for them. We encourage them to discuss their progress, and challenge them to overcome personal boundaries and habits that get in the way of their learning.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Guidepost, we are helping to raise modern citizens of the world. Our programs strive toward self-mastery, in an effort to develop connected and versatile adults who can think and act globally. We aim to raise confident problem solvers who understand that a full life begins with an understanding and respect of self and those around them.
We support students through our strong counselling team to overome their own personal emotional and learning challenges.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We provide appropriate programming and resources for students with exceptional and special needs. We provide programming to meet specialized needs of students with: Autism Spectrum, Cognitive/Developmental Disabilities, Giftedness, Learning Disabilities and other social/emotional/behavioural challenges.
One of the many benefits of a Montessori education is that all students learn at their own pace. This approach means that Guidepost can accommodate a wide range of learning abilities and is willing to work with families to discover their child’s own personalized learning journey.
AVRO is a school that specializes in working with students who have diagnosed Learning Disabilities. We provide an array of assessments to determine each student's specific strengths and weaknesses and provide a variety of resources to help students achieve academic success. Our teachers work closely with an educational social worker who is on-site. We provide all the accommodations and modifications required while preparing students for being able to implement the tools and skills needed to achieve post-secondary success.
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 |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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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
Nursery/Toddler - 8
9 - 12
0%
10%
$0
$2,000
95%
80%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
One of the many benefits of Montessori is that all students learn at their own pace. Guidepost welcomes all students to apply and we are willing to work with families to discover their child’s own personalized learning journey.
We are looking for students who have an interest in learning yet unable to thrive or achieve successes in their current school setting. Some students transfer from their previous school and attend AVRO full time while other attend both settings.
All potential students require an in-person meeting with their family and our Clinical Director. School transcripts and any previous psycho-educational assessments or clinical diagnosis must be shared as part of the enrolment assessment.
Please see our admission information on our website.
http://www.avroacademy.com/registration