110 Doon Road, Kitchener, Ontario, N2G 3C8, Canada
560 Guelph Line, Burlington, Ontario, L7R 3M4, Canada
1945
2021
327
25
7 to 12
1 to 8
Coed
Coed
Day, Homestay
Day
English
English
Academic
Academic
Traditional
Progressive
15 to 24
Varies
Learning, Developmental
Learning, Developmental, Behavioral
$18,400 to $26,950
$24,000
Yes
No
25%
0%
7 to 12
None
$3,000
$0
55
3
0%
0%
90%
90%
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 2 - 8
No
No
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In some ways, Rockway was born out of a pacifist impulse, established by Swiss Mennonites who were concerned about the military tenor that seeped into the public school system leading up to and during WWII. Times of course have changed, though the foundational principles remain, as well as the values that lay behind them: compassion, understanding, and an open mind to the experiences and perspectives of others. If all you knew about the school was its name, a closer look would reveal a lot of surprises. The school has a robust international program, welcoming students from around the world as well as an extensive exchange program. The curriculum is taught through a Mennonite lens, while also partnering with a local Muslim school, and creating regular opportunities for students to interact with local Jewish, Hindu, and Sikh communities. It’s a unique school, to be sure, which is exactly why families, both within and without the Mennonite community, enroll their children here.
View full reportElevate 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.
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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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"A Small School for a Big World! Located in Kitchener, Ontario, just one hour west of Toronto, Rockway Mennonite Collegiate focuses on academic excellence, service, and peace-making through a diverse learning community of students in grades 7-12 including a dynamic international student exchange program. Rockway is an inclusive and supportive community that embraces academics, the arts, and athletics to help students to become well-rounded, responsible, global citizens."
"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."
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"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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Dear Parents,
Thank you for considering Rockway Mennonite Collegiate. I believe that we offer one of the best overall middle and secondary school experiences available in our region, with opportunities for personal growth and learning that are unique to our school community. If you visit Rockway, interact with our students, meet our teachers, or talk with our alumni, you will learn how deeply connected people feel to this place. Rockway provides exceptional learning opportunities in a setting where faculty and staff are committed to creating a a sense of belonging and purpose. We seek to educate and develop young people who respect one another and who understand their role as contributing global citizens.
Rockway is, first and foremost, an outstanding school with a robust academic program. Well over ninety percent of our students go on to universities and colleges in their program of choice. We offer small classes designed to reach students of diverse learning styles, taught by a remarkable team of dedicated teachers. Our students are deeply involved in the life of our school. As you will see throughout this website, our small size is a huge asset, and it offers us great flexibility in developing and delivering a rich, creative program that addresses the academic, athletic, artistic, social and spiritual needs of our student body in an affirming learning environment.
Rockway is a Mennonite school, and approximately half our students have personal connections to that faith tradition. Ours is a religious tradition concerned with putting its values into action through service and peacemaking, with an awareness of our obligations to one another in community, and to discerning together what makes for a just and compassionate world. We welcome students from diverse backgrounds and appreciate the richness that this diversity brings to our classrooms and our school.
As a Mennonite school, Rockway welcomes students and families of all walks of faith and appreciates the richness that this diversity brings to our classrooms and our school community. Approximately half of our families have a personal connection to the Mennonite church. Ours is a faith committed to putting its values into action through service and peacemaking, with an awareness of our obligations to one another in community and, to discerning together, what makes for a just and compassionate world.
Rockway students grade ready to pursue their dreams, eager to make a difference, and prepared for life's challenges. If you have any questions about what Rockway has to offer your child, please contact us.
Elaine Ranney, Principal
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.
Progressive
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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.
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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Rockway Mennonite Collegiate forms faith and builds character in an academic environment for students who work hard, respect the values of the community, and are open to guidance and instruction that will enable them to become responsible, globally minded, compassionate and reflective citizens of our community and world. Families of Rockway students commit themselves to collaborative relationships between home and school that foster the best possible learning outcomes. Students who thrive at Rockway immerse themselves in our rich and diverse range of academic and extracurricular opportunities, and make positive contributions to the classroom, sports, chapel and the arts.
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.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Rockway offers a full slate of academic and applied course options as set out by the ministry of education for Ontario. At the present time we do not offer the college technology math courses. The students are exposed to a variety of learning opportunities within the courses as well as the opportunity to participate in a variety of contests. A combination of direct instruction and inquiry based learning are used in all of the courses. In the grades 9 and 10 courses we have employed the use of video to provide the content and have the students do the practice in class in the presence of their teacher. This allows the student to move at a pace that is appropriate to their individual needs. Students who successfully complete an academic program of studies in Mathematics at Rockway are well prepared for the expectations of university and college mathematics programs.
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.
Multi-Sensory Math Jump Math Ontario Curriculum spiralized to lessen learning gaps and build foundational skills
Students are encouraged to use learning tools and manipulatives.
Phonics-intensive
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.
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.
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.
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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
Inquiry
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.
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.
Students at Rockway have the opportunity to study biology, physics, chemistry and environmental science. Rockway science courses are based on the Ontario Science Curriculum. These courses are taught through exploration of scientific theory and application. This is accomplished with a balance of inquiry-based investigations and teacher-led activities to build a solid foundation in scientific theory. Through the study of science at Rockway, students are challenged to relate science to technology, society and the environment, as well as to foster habits required for scientific inquiry in university and beyond. Rockway has collaborated with local universities to expose students to post-secondary opportunities in science. Rockway students in grades 11 and 12 have the opportunity to explore biology and environmental science through our Costa Rica Eco-Adventure where students learn about the unique forest and marine ecosystems in a tropical climate.
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.
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
Zoology
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.
The English curriculum is dedicated to developing strong, core competencies in listening, speaking, reading, writing, viewing and representing. It integrates studies in literature (all genres from various periods) with communication (written structures and oral expression of learning) as well as functional language studies. Much of our English curriculum is literature based, meaning that our teaching and exploration of the skills of the English discipline are centred around and spring from the study of carefully selected classic and modern complete works of literature, including Canadian, Canadian Indigenous, American, British and international authors. In addition to the intensive study of literature, we include independent study of novels selected by students, with guidance and the study of poetry. Rockway’s library has an extensive, vital and up to date collection of literature and we promote a reading culture by initiating programs to help students select good works to read independently.
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.
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
Expanding Communities
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.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
All students must take Grade 9 Geography (Canadian) and Grade 10 History (20th Century Canadian). In the senior years, there is a wide variety of courses from which they may choose. They include: World Religions (Gr. 11), Ancient History (Gr. 11), Media Studies (Gr. 11), Introduction to Social Science (Gr. 11), Society, Challenge and Change (Gr. 12), World Issues (Gr. 12), Philosophy 12 (Gr. 12), World History: 1500-Present (Gr. 12). Through this wide offering of courses, students learn a lot about their world and their place in it. They will learn to consider a variety of worldviews, to set aside their own ideas for a brief period of time, and consider the world and its history from multiple perspectives. This helps prepare them to engage our contemporary world. Through these courses, students also refine their reading, writing and critical-thinking skills in preparation for life and the next level of education.
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students at Rockway have opportunity to study two principal second-languages: French in grades 7-12 and German in grades 10-12. These programs provide for a balanced development of skills in listening, speaking, reading, and writing within the framework of the audio-lingual and communicative styles of language instruction. Second-language learning at Rockway is a unique discipline in that it naturally integrates the development of academic skills, attitudes of openness and respect, and marketable career skills. Through the study of French, students gain an understanding of and appreciation for a pan-Canadian scope - a mutual understanding among both language groups in our officially bilingual country. Exchange: Students in grades 11 and 12 have the exceptional opportunity to participate in the language-based Rockway/Weierhof Exchange program. This 17 day exchange greatly enhances the students’ cultural understanding, fluency and comprehension in the target languages.
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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
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.
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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."
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
While technology is integrated into all of our course work, Rockway\'s Computer Studies courses provide a distinct opportunity for students to explore modern digital technology and its application with an in-depth focus. To meet the needs of a diverse student body, our courses are balanced between business applications, communication technology and computer programming. Students from grades 7 - 12 are challenged to work across multiple platforms and languages, with a range of current computer applications. Courses aim to balance hands-on hardware exploration with more conceptual problem solving skill building. As a school that values community, we regularly examine ethical considerations around technology and are intentional about prioritizing face-to-face relationships despite offering a high-tech learning environment.
Computers are used for assistive technology, inquiry and to directly teach typing skills. We use computer games to compliment our math teaching.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at Rockway have significant activity time built into the school day. Grades 7&8 have 210 minutes per week of physical education, while grade 9’s have 215 minutes per week. Grade 10\'s have the opportunity to take physical education all year on an alternating daily basis (175 min/week). These courses include livefit, powerfit, and regular classes. Gr 11 is a semestered lifestyle activity course while gr 12 is a science based kinesiology course with a significant fitness component. Courses are structured to support interschool athletics with active movement units preparing students to tryout for school teams. This supports physical literacy and skill development while increasing confidence to participate in extracurricular activities. Health is taught from a lifelong, inter-relational, balanced, and overall perspective. We begin with mental wellness as a core and examine how it relates to fitness, nutrition, safety, sexuality, growth and development, substance use and abuse, sleep and community.
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.
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Student-paced
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.
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.
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.
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.
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.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At Rockway, we help shape students through a rigorous academic environment and strong community atmosphere that creates responsible, globally minded, compassionate and reflective citizens for our community and the world. We immerse students in our rich and diverse range of academic and extracurricular activities which facilitates them making positive contributions in the classroom, sports, chapel and the arts.
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.
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
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
In Rockway’s Learning Resource Centre, students learn to develop the strategies they need for academic progress through high school and beyond. Learning Resource Centre staff work collaboratively with teachers, parents and professionals to help students build literacy, math, problem-solving and organizational skills. We actively pursue professional development opportunities, combining classroom experience with current education research and knowledge, for effective student support.
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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RecreationalRec. |
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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
7 - 12
25%
0%
$3,000
$0
90%
90%
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 2 - 8
No
No
No
No
No
No
No
No
No
No
i. Rockway Mennonite Collegiate is for grade 7-12 students of all faith and cultural backgrounds who want to belong to an academic community that thrives within a Mennonite tradition of peaceful conflict resolution. Rockway Mennonite Collegiate forms faith and builds character in an academic environment for students who will work hard, respect the values of the community, and be open to the guidance and instruction that will enable them to become responsible, globally minded, compassionate and reflective citizens of our community and world. Families of Rockway students commit themselves to collaborative relationships between home and school that foster the best possible learning outcomes. Students who thrive at Rockway immerse themselves in our rich and diverse range of academic and extracurricular opportunities, and make positive contributions to the classroom, sports, chapel, and the arts.
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.
To apply for admission to Rockway:
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.