2975 Edmond, Kirkland, Quebec, H9H 5K5, Canada
Blyth Academy Lawrence Park, 2660 Yonge Street, Toronto, Ontario, M4P 2J5, Canada
1987
2015
985
90
Preschool to 12
7 to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Liberal Arts
9 to 22
8 to 16
Learning
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
In-class adaptations
$23,550 to $27,750
No
Yes
0%
4%
None
7 to 12
$0
$6,500
62
15
0%
0%
100%
95%
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades 7 - 12
No
No
No
No
information not available
information not available
Kuper was founded in 1986 as a means of providing an intensive, imaginative program for the early grades. The school has grown since then to include the upper grades, and housed within modern facilities, with physical expansion completed in 2008. The attention to an intensive curriculum remains, one that seeks to straddle the goals of a traditional liberal arts education with a range of 21st century literacies. While not expressly intended as a gifted program, the ideal student is one who is able to thrive within a traditional, challenging, yet diverse learning environment inclusive of a relatively large student body.
View full reportSam Blyth founded Blyth Academy in an understanding that as the world changes the needs of students change, and education therefore must evolve to meet them. Throughout the decades of its life, Blyth Academy has consistently proven its ability to meet that mandate. It began by offering a global curriculum, one that covered the basic literacies as well as collaborative and leadership skills. In addition to 10 brick-and-mortar campuses, Blyth Academy Online, launched in 2014 and offers asynchronous courses that students can start at any time throughout the calendar year. In response to the COVID crisis, Blyth Academy Orbit added a synchronous virtual school to the offering, bringing all the schedules, teachers, peers and relationships of a traditional academic experience, the only difference being that all was mounted entirely. In all, it’s hard to imagine a school more suited to our time or making more out of the technologies available for program delivery. While Blyth Academy is now effectively the largest single private school network in Canada, the student experience remains intimate in both the physical and virtual synchronous classrooms there are never more than 15 students. True to Sam Blyth’s original vision, there remains a focus on global learning, citizenship, and ethical leadership. There might have been a time when Blyth Academy was an anomaly within the world of education—smaller schools, virtual offerings, an agile approach to learning—though it certainly isn’t now. It’s hard to imagine a school better suited to our time and the needs of the current generation of learners.
View full reportinformation not available
"I see such a positive change in my son's social skills."
Vanita Jassal - Parent (Dec 15, 2022)
My son has low self-esteem and benefits from unique learning experiences. We met with Sarah when pla...
View full review
"Kuper Academy is a private, non-subsidized, coeducational preschool, elementary and secondary school serving the West Island of Montreal. A modern building complex situated on a six-acre campus provides a wealth of facilities, including two libraries, three gymnasiums, playing fields, three science and two computer laboratories. Kuper's reputation for academic excellence is built upon its challenging curriculum, the dedication of its staff and its positive learning environment."
"Blyth Academy Lawrence Park is a private school that has been wonderfully embraced by its families and neighbours since opening in 2010. Small class sizes and a trusted personalized approach to learning gives every student the attention they need to succeed."
Information not available
"Communication is the cornerstone of our commitment to each family at Blyth Academy Lawrence Park. The learning experience is a partnership between teacher and family and, as such, you will hear from your child’s teacher weekly: the great, the good and the could be better. Parents and guardians also have access to our online learning platform, Edsby, in which gradebooks are always up to date, assessments with feedback can be reviewed, and classroom announcements and resources accessed."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"You will often get schools that have teachers who are not specialists in the subjects they are teaching. We encourage and expect our passionate team of teachers to really live their subjects. We have an English teacher who studied Literature at Colombia University, a professional photographer on staff as our in-house media teacher, and an astrophysicist teaching physics. The faculty brings an academic energy and passion to the campus every day."
Information not available
Information not available
Information not available
"We want our students to be a bit uncomfortable and for them to lean in, and grow from the discomfort that something new and challenging brings. This will not look the same for everyone; for one student it may be coming to school each day on time and for another it might be taking an AP physics course. That is the beauty of our campus though; we identify where each student is, and meet them there to help them thrive in their learning, growth and happiness."
Information not available
"As a small school, many families think that we are limited in the extracurriculars that we can offer. This is far from the truth. We are a member of the Small Schools Athletic Federation (SSAF), which allows for our teams to compete against other independent schools. Our campus hosts a Spring triathlon at Glendon College, where students from across the city complete against one another. We also host an annual Model UN conference and student can take part in student council and various clubs."
Information not available
Information not available
Information not available
Information not available
We recognize that the selection of a school is an important decision for both you and your children. At Kuper Academy, we offer a challenging English academic program, French courses suited to individual ability, as well as a rich school life in a safe, suburban setting.
Our teachers and staff guide our students as they move from childhood to young adulthood, preparing them to meet the challenges of life with confidence and enthusiasm. We always strive to ensure that each student enjoys academic success, experiences personal growth, and develops lasting friendships through participation in school activities.
Welcome to our Kuper community!
At Blyth Academy, we know our students. With an average class size of 10, and youthful, engaging teachers who motivate and inspire, the roles of student and teacher are as collaborative partners in discussion or exploration. It is an entirely different model than one in which the teacher teaches and students are left to find ways to engage. Our young learners are active and acquiring knowledge themselves; very much empowered in understanding the ‘how’ and ‘why’ over the ‘what’ of education.
Our space is fresh and intimate, and our student body is active in building our own colourful range of club, team, and leadership opportunities. Come and ask the tough questions — our doors are open, we’re proud of what we have built, and prouder still to have a mix of students with varied pursuits and passions who are ‘together’ here and happy.
Liberal Arts
Information not available
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
Kuper follows a traditional approach to learning that nurtures the relationship between the teacher and students. In the early elementary years learning is focused on the development of foundational skills, language, numeracy as well as exposure to physical and artistic activities. As learning progresses students continue to develop fundamental skills as well as become self reliant learners. In secondary school, grades 7 to 11, students are exposed to a structured six period school day focusing on the importance of self discipline. Learning is not limited to the classroom. It is reinforced at home through well thought out assignments.
Blyth Academy offers a private school experience that focuses on personalized education, very small class sizes and experiential learning. Our unique approach allows us to tailor the curriculum to the individual student, not the other way around. By taking into account each student’s learning style and extra-curricular responsibilities, we are able to customize a plan unique to the individual.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics instruction follows two primary approaches, skills conceptual learning and problem solving. Students are expected to develop the mathematical concepts but must also apply these in the context of complex multi-layered problems. Hence reading skills are further developed within the mathematics context.
We use an inquiry-based approach to instruction, supplemented with traditional direct instruction. New topics are presented using real-world scenarios and students are then prompted with questions such as: “What do you notice?” or, “What do you wonder?” This open-ended questioning allows students to begin engaging with concepts without being limited by preconceptions. At this point, the teacher may ask additional open ended questions, or offer prompts if students are stuck. After they have had a chance to brainstorm, it is up to students to articulate what materials and skills they might need to solve the problem. The teacher then provides some direct instruction to introduce the necessary new skills. Having students engage with a problem prior to direct instruction not only makes math more meaningful, but also fosters more engagement, as students will be more invested in learning new skills if they are instrumental to a pre-existing task.
Nelson textbooks are used across grade levels, with supplementary learning facilitated by Desmos online graphing calculator.
Only non-graphing scientific calculators are permitted during test and exams. (Smart phones are also not permissible, as they do not always handle order of operations appropriately.) Students are encouraged to use their own calculators during regular practice, so that they are comfortable with their devices during tests and evaluations.
Not applicable
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Not applicable
The early reading combines both mini word recognition and phonetic blending. Students are exposed to progressively more complex words and sounds. Very simple readers are used to reflect the child's pacing and ability.
Information not available
Equal balance
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.
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.
Students are encouraged to develop comfort with writing. Students at first learn to write imaginary words which become more robust as formal spelling is introduced. This is designed to nurture the passion for writing while introducing the rigor of formal structure.
Information not available
Equal Balance
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.
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.
The school places emphasis on experiment driven learning within the context of theoretical learning. In elementary, this is reflected in the bi-annual science fair. In senior school mandatory science fair participation obliges grade eight and advanced grade ten students to propose an original scientific experiment and present it in the annual science fair. Many students have gone on to provincial acclaim, some even starting commercial ventures based on their high school projects.
We focus on experiential learning, and there is no better subject in which to be able to do that than science. From collecting and consolidating the knowledge of students in the junior years to the complex examination of biological process, physical systems, and chemical reactions in grade 12, students are taught science through innovative teaching and learning. In grade 9, students build an understanding of the world as they develop their practical and inquiry skills. In grade 10 we shift focus to cells and systems, chemical reactions, climate change, and light. By grade 11 and into 12, students are encouraged to study each of the subjects individually, where we start to truly explore the nature of the sciences in ever more complex and elaborate ways. Our prime asset is our team of passionate and knowledgable staff, communicating their love of the subject in every lesson.
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
Physiology
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.
Focus is on students understanding and appreciating literature as a reflection of human thought and experience. Elementary students will study simple novels in the middle elementary years. Emphasis is placed on both comprehension and response to the narrative. In high school, students continue novel studies as well as yearly study of Shakespearean plays. Students become familiar with formal literature responses through structured writing.
Our English program encourages students to collaborate in their analysis through the use of formal and informal seminars on a variety of texts and forms of media. Students read a wide array of texts ranging from literary classics to contemporary pieces. Teachers seek to build creative thinking skills within their students by balancing their courses with traditional literary criticism, creative writing, and media analysis.
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
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Not applicable
In addition to thematically studying social studies concepts in the context of history and geography, elementary students participate in a bi-annual international evening where each class studies a specific topic with the context of a broad theme. The class findings and projects are publicly displayed to the wider school community. Focus is to sensitize students to cultural sophistication within the school population.
Information not available
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.
Focus is on citizenship education centered on history and geography in the early high school years. Students are exposed to the study of world history and thematic geography. In the senior grades the study of history shifts to Canadian history with special emphasis on Quebec's particular situation. In the final year a special contemporary world course exposes students to issues of global interests.
Blyth Academy emphasizes experiential learning and so a pragmatic approach is important to making learning memorable and relevant. History, whilst grounded in facts, nonetheless has at its core inquiry skills and the appraisal and interpretation of evidence. Whilst this aspect is often seen as perennialism or the preserve of the liberal arts, the application is very much pragmatic. History, though political and social bias, is created as much as it is studied and the students will reflect critically on this process of creation. This skill can then can be applied to real life scenarios such as political and social education, and applications to social justice. Students will complete projects and be encouraged to reflect on the success of their approaches to learning new topics. The relevance and appropriateness of pragmatism in the social sciences must be critically appraised before it can be usefully employed.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Spanish is taught in the first two years of high school, grade seven and eight. Students become conversationally functional and literate. Students are able to read and formulate coherent written sentences using the basic established grammatical conventions. French is NOT a foreign language and is taught at every grade to reflect the graduation requirements of the provincial ministerial requirements.
We follow the Ontario curriculum, with a focus on oral language and practical knowledge and skills. At the Grades 10-12 level, students are combined in a core/extended/immersion classroom, and are credited based on the competencies they attain during the course. While we are not a French Immersion school, we do offer credit for the French Immersion course. In addition, ESL courses are offered as needed, resulting in a possible maximum of 3 English credits.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
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.
Arts education is a requirement at every grade level. This covers a wide range, including music and band, drama, dance, performing arts (Glee), and graphic arts. The focus is on students understanding the fundamentals of a specific discipline then learning to express these in the context of their own individual experience. For example, students may study a particular genre of painting and will be expected to apply this. Musical education/band allows students to learn to play a specific instrument within the context of the school's band program. In addition, school plays are performed at all levels, pre-school, elementary and high school.
The arts program at Blyth Academy is very much tailored to the students' strengths and interests. In music, for example, if the students wish to study guitar, we locate a music studio in the neighbourhood and provide the appropriate setting and instruction. If students in Visual Arts wish to pursue pottery, classes take place in a nearby pottery studio. Individual creativity is very much the focus of our arts programming.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
All classrooms are equipped with multi media projectors. In addition, students and teachers have access to various computing facilities, including labs and Ipad carts. Focus is technology as an adjunct to learning. Some students may also choose to follow more in depth programming and robotics courses in the later high school years.
Students are highly encouraged to bring their own device to class each day. Laptops are used extensively in each class, and the majority of resources and assignments are posted on our educational portal, ensuring that students always have access to class notes, upcoming assignments, and pertinent digital resources. In addition, students who opt to delve further into Information Technology, Media or Film Studies are encouraged to equip their devices with appropriate and efficient software.
Web design
Robotics
Computer science
Focus at all levels is that students must be physically active in order to follow a health life style. Team and individual sports are practised. All instructors are also certified coaches who accompany students in formal sporting activities outside the classroom under the general umbrella of the Greater Montreal Athletics Association. It is of note that many Kuper students have achieved international acclaim within the sporting world.
Physical Education takes many forms at Blyth Academy. Outdoor education is the backbone of our programming, however we do regularly access a nearby facilities as needed, as well as pools, basketball courts, hockey arenas, martial arts studio, and fitness centres. As part of our extracurricular programming, physical education is delivered by means of school soccer teams and clubs. Students are required to complete the pertinent theory components to all Physical Education classes, which is delivered in the classroom.
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
Although social interaction plays an important role in the development of early learners, it is also important to awaken the intellectual curiosity of students through teacher guided activities. Letter and number recognition and mini word reading, are an integral part of the learning process. By the end of the year most students are able to read short basic stories in English. The program also introduces students to French language skills, focusing also on foundational vocabulary.
Information not available
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Mathematics and French language instruction are streamed to reflect student ability and background. Math is enriched to incorporate calculus in grade 11 and students may be certified as native French speakers by ministry of education of the French Republic.
Information not available
Supportive
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”.
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.
Focus is on students developing the foundational skills that result in academic excellence; specifically, self discipline and work ethic. Students are expected to complete daily homework and study as part of the educational process.
At Blyth Academy, we have high academic expectations, and provide students with the supportive and flexible environment in which to reach those high standards. Teachers are very much focused on student learning and success, ensuring understanding for each individual, and engaging the entire class in the learning process. The academic success of each student is based entirely on the individual's learning style and academic goals.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Kuper students are intellectually rigorous, hard working, ethically sound, generous and physically active.
Graduates of Blyth Academy will step into post secondary education with an appreciation for hard work and their fellow peers. While supportive by nature, our staff pushes students to strive for academic excellence, without sacrificing the human element. Empowering each student to be emotionally mature, socially balanced, academically driven, and personally open and accepting is an inherent goal for each student who spends time with us.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
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.
| ||||
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
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At the elementary level, academic resource is available in order to bring students up to speed in the appropriate discipline. In high school students are expected to satisfy the academic requirements, though students may be given special accommodations in writing formal examinations, including, extra time and writing in isolation.
Information not available
Kuper Academy recognizes that some students may require additional support in achieving their learning potential.. Specifically, a limited series of accommodations are available, including extra time on formal exams. Focus, remains, however, on students satisfying the school's academic expectations.
Academic success presents itself in many forms, and requires diverse learning situations. At Blyth Academy, we are well versed in the role of accommodating students with various challenges. Differentiated learning is common place in each classroom. These accommodations, by way of student support plans, are developed in cooperation with the student, family, teacher, guidance counsellor and administration, as a whole team approach.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
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
7 - 12
0%
4%
$0
$6,500
100%
95%
Preschool, JK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades 7 - 12
No
No
No
No
No
No
No: grades K - 11
No
No: grades 7 - 11
No
No
No
Kuper Academy chooses motivated students who are ready for a complete school experience. We expect them to pursue their studies diligently and to participate fully in all aspects of school life. They should be able to express themselves clearly in writing and demonstrate a positive attitude towards learning.
Students wishing to attend Blyth Academy should be academically oriented, with post-secondary education as the goal.
For information about High School admission, please see: http://www.kuperacademy.ca/admissions/high-school-admissions-process For information about Elementary School admission, please see: http://www.kuperacademy.ca/admissions/elementary-school-admissions-process
Students and families are required to meet with both administration and guidance as part of the initial application to ensure the goals of the student are in line with the philosophy of Blyth Academy. Formal application and registration may then take place online, or in person.