641 Sladen Avenue, Ottawa, Ontario, K1K 2S8, Canada
7215 & 7205 Millcreek Drive, Mississauga, Ontario, L5N 3R3, Canada
2007
1997
400
380
Nursery/Toddler to 12
JK to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
10 to 15
16 to 18
Learning, Developmental
Learning
Dedicated class; in-class adaptations
In-class adaptations
$13,000 to $17,000
$16,950 to $21,550
No
Yes
0%
3%
None
JK to 8
$0
$800
24
25
0%
0%
90%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 4 - 12
No
No
information not available
Founded in 1997, the mission of Lynn-Rose is to provide individually oriented, student-led instruction, challenging all to reach their potential within the core academic fields and beyond. The blend of the Ontario and International Baccalaureate (IB) curricula is a draw for the families that enrol here, as are the quality of instruction and the very porous interface between families and faculty. The math and literacy programs have students working a grade ahead of their peers in the public system, with further acceleration offered to students able to function at that level. The attention to values, including those underscored within the IB programs, is also a draw. There is a lot going on, though a close attention to the specific skills, abilities, and needs of each student—as well as a broad range of resources to address them—is a distinguishing factor of the Lynn-Rose offering.
Read The Our Kids Review of Lynn-Rose School
St-Laurent is still fairly young, having been founded in 2005, though it certainly hit the ground running. Today it rightly has a strong reputation for the strength of its academic programs and the vibrancy of the school community. The program stretches from the early years through high school, and that’s a draw for families who would like to have a consistent school experience. There are two locations, one dedicated to augmenting the early years program. Neither location is smack dab in the centre of town, with a residential neighbourhood offering a welcome buffer and heightening the sense of place. There are of course very many resources on offer in the capital region, and instruction, rightly, reaches out to make good use of them. Also a draw is an active approach to emotional and social development, as is the attention to physical education and interpersonal and environmental empathy. The school was formed through a partnership with parents, and a very porous interface between faculty and families remains a strength of the school today.
View full reportFounded in 1997, the mission of Lynn-Rose Heights is to provide individually oriented, student-lead instruction, challenging all to reach their potentials within the core academic fields and beyond. The blend of the Ontario and IB curricula is a draw for the families that enrol here, as is the quality of instruction and a very porous interface between families and faculty. The math and literacy programs have students working a grade ahead of their peers in the public system, with further acceleration offered to students able to function at that level. The attention to values, as those underscored within the IB programmes, is also a draw. There is a lot going on, though a close attention to specific skills, abilities, and needs of each student—as well as a broad range of resources to address them—is a distinguishing factor of the Lynn-Rose offering.
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"he has done a 180, and we owe it to the school"
Eric Purdy - Parent (Feb 10, 2018)
My son loves his experience so much that he is first in the car every morning. He has done a 180 in ...
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"The academic program focuses on developing inquiring, knowledgeable and well-rounded individuals."
Sabine Kussmann - Parent (Feb 21, 2018)
My sons love the school and have had a wonderful experience. They like the warm and and positive sch...
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Atmosphere, experience, communication
Mrs. S. - Parent (Mar 06, 2018)
Our child loves Lynn-Rose Heights and has had a great experience attending this school. Our child lo...
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relationships that stay, year over year
Laura Trujillo - Parent (Mar 08, 2018)
I have two children enrolled at LRH, my youngest daughter is currently in grade 4 and my older daugh...
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"Centrally located in Ottawa, we have everything in place to help each student discover their unique path from daycare, JK-Gr. 12. Our teachers offer diversified approaches to learning, incorporating a universal design tailored to students’ individualized academic pathway. Our award-winning programs feature strong academics, project-based science program, speciality programs (art, tech, music, dance), daily physical education with weekly specialty lessons (gymnastics, archery, golf etc). Ministry Inspected."
"At Lynn-Rose School the philosophy is to create an environment that is challenging and rewarding, focusing on social, intellectual and emotional aspects of development. At LRS, your child will thrive within our rigorous academic curriculum combined with the International Baccalaureate Programmes (IB) JK-Grade 10, and Advanced Placement (AP) Grades 11-12, thus preparing and inspiring our students to become life long learners and global citizens."
"Our diversified approach fosters creativity, integrates French and English language, encourages physical fitness, as well as provides for a curriculum that balances academics with the application of real-world learning. Students are set up for success as they follow their pathway from Elementary to Junior High and then to High School, enabling them to move forward to the University or College of their choice."
"Authorized International Baccalaureate World School for the Primary Years Programme (PYP) and Middle Years Programme (MYP) and provides Advanced Placement certified (AP) . LRS provides the most effective and sought after programme for the leading Post Secondary institutions in North America. Through LRS's curated programme from early years to secondary, your child is able to better develop the strong academic, social, and emotional characteristics they will need to find success in their life."
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"St-Laurent Academy is continually identifying, developing and implementing the best approaches to learning. Our focus on each child’s profile and needs, allows us to ensure student success in all areas of development, from Junior Kindergarten to High School. Our campus is equipped with a range of facilities which include the latest technology for all ages."
"Lynn-Rose Schools has earned accreditation by Cognia™, a nonprofit organization that provides quality assurance for schools, school districts, and education service providers. School accreditation as conferred by the Cognia Global Accreditation Commission provides LRS a nationally recognized mark of quality; it demonstrates to our community our commitment to excellence, our openness to external review and feedback, and our desire to be the best we can be on behalf of the students we serve."
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"Communication with parents, students and team members is at the center of our success. Tools such as Google Classroom, Google Calendars, our School Portal, regular email updates, accessibility for parents to meet and contact our teaching team and administration, and formal and informal student/parent meetings are just a few ways that we ensure everyone is moving toward the same goals for your child."
"Amazing Learning is at the forefront of Lynn Rose Schools, which is why LRS has three significant accreditations. Ontario Ministry of Education, International Baccalaureate and Cognia, all require annual audits of the campuses. Cognia specifically focuses on the continuous improvement and development of not only students, but also our staff and facilities, which marks our commitment to better learner outcomes."
"Our private elementary school in Ottawa Program reflects our belief that physical activity and well-being are essential to learning. On a daily basis, and within a safe and dynamic environment, our students participate and have fun in daily Phys. Ed classes, 2 outdoor recesses, a variety of clubs and teams, as well as a weekly, enriched Phys Ed program. This program takes us out into the community to work with specialists in areas such as tennis, swimming, yoga, golf, skiing, archery, rock climb"
"Lynn Rose Schools has two distinct campuses to better support learners with their educational needs, starting from Early Years to High School . Our warm and inclusive school atmosphere is brought to life through decorated student work that flow outside of the classroom into the hallways; ensuring that our student body is always surrounded by their continuous progress. Upon initial conversation with our students you can feel their passion for curiosity and knowledge."
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"We're thrilled to introduce the Advanced Placement (AP) program at Lynn-Rose School, offering an exciting opportunity for high school students to engage in challenging university-level courses. Developed by the College Board in the 1950s, this program spans subjects such as math, science, history, literature, and foreign languages.
Tailored for students passionate about specific subjects and who value essential skills like critical thinking and time management, the AP Program encourages your child to apply. It's a pathway for academic excellence and the cultivation of a strong work ethic. Lynn-Rose is proud to be part of the educational collaboration between high schools and colleges or universities.
Additionally, we're pleased to offer the International Baccalaureate Middle Years Programme (MYP) in grades 9 and 10. In grades 11 and 12, students can choose to continue with their Ontario Secondary School Credits or opt for AP courses; providing flexibility to our students."
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"We're thrilled to announce that renovations will kick off at our 7310 Rapistan campus, focusing on revamping the interior. Among the improvements, we're creating new classroom areas and redesigning the entrance to seamlessly integrate with the quiet lounge. Our plans include the creation of brand-new classroom areas, strategically positioned to optimize the learning environment. Additionally, we're redesigning the entrance to seamlessly blend with the tranquil ambiance of the quiet lounge, fostering a conducive atmosphere for study and relaxation. Picture this: flooded with natural light and boasting a sleek, modern aesthetic, the upcoming classrooms will inspire creativity and productivity. Meanwhile, moving offices to the revitalized interior spaces guarantees convenient access for students to guidance and support services, placing emphasis on well-being and practicality. This project is already in progress and slated for completion by the end of August."
St-Laurent Academy offers your child engaging and caring teachers, a small class size, and a safe secure learning environment where diversity is celebrated. Whether in our daycare, elementary or high school program, your child will benefit from close personal relationships with teachers, and a focus on their individual success. I invite you to visit our classrooms and experience first hand the difference a St-Laurent Academy education can make for your child.
Welcome to Lynn-Rose! As Head of School, I join our educators in approaching every school year with enthusiasm. Our philosophy is to treat every student with respect while ensuring they have the opportunity to explore, create and thrive in a programme of academic excellence. Our school culture embraces character development and values that promote leadership, confidence, respect, strength, wisdom and integrity.
Our goal and the goal of the International Baccalaureate Organization is to help our students develop personal confidence with an emphasis on character and values. As educators we provide opportunities for our students to learn and make wise choices, respect others, protect their environment and overall become contributing and understanding members of our global community.
Lynn-Rose offers a nurturing and stimulating environment where your child is treated with respect preparing them for future success. We are a school of joy and enthusiasm that encompasses the arts and athletics with exceptional academics. At Lynn-Rose, your child will thrive within our outstanding academic curriculum and will have the opportunity to explore the arts through creativity, music, and drama. Beyond the classroom our students are encouraged to join our sports and outreach programmes and participate in field trips.
Lynn-Rose is committed to our parents/families and value their input. Here your child will thrive as an individual with the opportunity for personal growth. We take pride in understanding the students as individuals and supporting the student to reach their personal potential socially, emotionally and intellectually.
Thank you for considering Lynn-Rose as a choice school for your child. We encourage you to talk to our dedicated staff and community about our school and please feel free to ask questions. We are proud of our schools and are here to help make this important decision with you.
I encourage you to explore what our various programmes offer and come in for a visit to see firsthand what we do.
Sincerely,
Sara MacDonald
Head of School
Progressive
International Baccalaureate
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Our youngest Daycare students (10 months - 3 years) follow the principles of How Does Learning Happen? - an Ontario Ministry of Education inquiry-based approach, which builds on children's interests and is directed by educators observations of their learning. Learning is documented and shared regularly with parents. Parents are an important part of the learning community and we invite them to extend learning at home. Parents are also invited to Open Houses regularly to participate in their child's learning. Our progressive Elementary & Secondary curriculum offers every student what they need to succeed; filled with hands on activities, regular field trips, and enriched projects, students are engaged and school becomes a challenging and fun part of life. With the Ontario Curriculum in mind, we differentiate our teaching and our assessment to meet the needs of each individual student. Multiple Intelligences are recognized, assessment is progress-oriented, and cross-curricular themes integrate subjects for learning connections. At St-Laurent Academy learners are active participants, problem solvers, and planners.
At Lynn-Rose we align our overall school curriculum within the framework of the (IB) International Baccalaureate Programme, providing the most unique and comprehensive learning experience available in the Greater Toronto Area. Flexibility in our Programme encourages students to achieve the expected outcomes in a manner conducive to their own learning style. At Lynn-Rose, your child will thrive within our outstanding academic curriculum and will have the opportunity to explore the arts through creativity, music and drama.
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.
Math is taught with all learning modalities in mind, and differentiated for individual student success. We enjoy math conversations, visual math, hands-on activities as well as traditional math learning.
Aligning the Ontario Mathematics Curriculum with the framework of International Baccalaureate Continuum is a unique opportunity for Lynn-Rose learners to build, develop and enhance their numeracy skills. In the IB Primary Years Programme (PYP), mathematics is viewed primarily as a vehicle to support inquiry, providing a universal language through which we make sense of the world around us. Mathematics is an essential tool for transdisciplinary and interdisciplinary inquiry. As students progress from the MYP to the DP, the emphasis on understanding increases as students work towards developing a strong mathematical knowledge base that will allow them to study a wide range of topics. At Lynn-Rose Schools, mathematics is a tool for solving problems in an authentic real-life context.
Jump Math, because of its scaffolded and spiral nature works for learners at both ends of the spectrum. Our students love the Smart Board integrated lessons. Students also have Mathletics accounts for online practice and international competition!
Nelson Mathematics, Prism
Calculators are used regularly to support student learning.
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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.
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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Lynn-Rose Schools strives to help students become enthusiastic readers and writers. Our phonics program carries both systematic and incidental approaches starting in Junior Kindergarten. The first approach follows a consistent framework, and uses systematic synthetic phonics as the main route to reading unknown words. However, students also have the opportunity to inevitably encounter words through reading and responding to texts. Combining both approaches in our classes helps students develop automaticity as they move to higher grade levels.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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At Lynn-Rose Schools, writing is a fundamental skill, starting in early years as part of our literacy program. Students develop the skills to use the evidence-based strategy of combining words and sentences. Moreover, students combine multiple ideas into a single sentence. Students learn to edit, proofread and and publish their writing while being provided structured instructions and feedback. Lynn-Rose strives to plant the love of writing in all students and develop their talents and skills through unstructured and creative writing opportunities inside and outside the classroom.
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
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.
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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
Expanding Communities
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).
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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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.
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
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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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.
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Web design
Robotics
Computer science
Beginning at 18 months of age, students at St-Laurent Academy have physical education EVERY day. We believe active bodies support active minds, and that creating the habit of daily fitness activities at an early age sets students up for a healthly and active lifestyle. Phys Ed is presented in our full-sized gymnasium 4 days a week, and once weekly we travel to the Ottawa Athletic Club for a number of non-traditional activities like tennis, squash, racketball, spinning, yoga, and swimming. Our Preschoolers also have a weekly swimming or skating sessions.
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Academic
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.
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.
Our Kindergarten approach is academically oriented, with our teachers ensuring that students at this age receive time for direct-instruction every day! We also offer time every day for play-based learning and physical education daily. Our small classroom size allows for plenty of one-on-one attention, and close and secure relationships are built.
The Lynn-Rose IB Primary Years Program is the foundation your child needs in order to maximize their potential growth moving forward. With a skilled team of active and versatile faculty, your child will gain the academic base necessary to succeed. LR is founded on a philosophy that recognizes a child's natural curiosity, creativity and the ability to reflect.
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Students are sometimes grouped to work with children at similar levels. At other times stronger students are given opportunities to "teach" with groups of lower performing students. In this sense students are learning with peers, but also learning about collaboration. Students are also grouped by learning style as well.
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Rigorous
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 “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”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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."
The Lynn-Rose Schools leadership team and educators are committed to supporting students throughout the learning process to develop life skills and build their own agency by adapting the IBO philosophy for placing the learner in the center of education. Since experiences during the early years lay the foundation for all future learning, early learners emerge with life skills development with the support of their educators. Our school is proud of the holistic learning experience that integrates socio-emotional, physical and cognitive development.
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
St-Laurent Academy is a school for all kinds of learners. Students who are successful at St-Laurent Academy are of Average to Superior Intelligence, are motivated and engaged learners, who enjoy and value the learning process. Some of these students may not have been able to demonstrate their knowledge or intelligence in a traditional school setting; however, with teachers who understand how they learn, school is once again engaging and challenging, and each success builds upon the last. The majority of our students with special needs are dyslexic, and we support them with a scaffolded Orton-Gillingham remediation program in one-on-one sessions. Students having gone through these programs at St-Laurent Academy go on to be very successful in University and College Programs - often on the Honour Role. Our approach at St-Laurent Academy has prepared them well - giving them the self-esteem and tools to continue learning throughout life.
Information not available
Our Resource Coordinator oversees the development of Individual Education Plans for both identified and non-identified students. Accommodations are suggested to ensure students are experiencing academic success, while leveling the playing field. We have Orton-Gilligham based dyslexia remediation options for students with language learning disabilities - 85% of our IEP's are for dyslexia, which often comes with very high intelligence, sometimes unevenly placed by subject. Average to gifted learners and dyslexic students are well supported by differentiation and Multiple Intelligences Theory to acheive to their best potential at St-Laurent Academy.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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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
JK - 8
0%
3%
$0
$800
90%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
Well rounded, curious students, who enjoy a challenge, and thrive in a close school community environment.
At Lynn-Rose, your child will thrive as an individual with the opportunity for personal growth. We take pride in understanding the students as individuals and supporting the student to reach their potential socially, emotionally and intellectually.
Daycare families are invited to meet our Daycare Supervisor Virtually followed by a virtual tour.
Kindergarten to Grade 12 prospective students are invited to meet with our admissions team virtually, allowing us both to get to know each other and determine if St-Laurent Academy is a good match.
Previous report cards, recommendations, and any previous assessments are also taken into consideration.
Complete an online inquiry form to receive program information.
Register for an Open House event to meet our principals, and connect with our admissions team.
Submit an application and upload all supporting documents (a copy of a birth certificate/passport, up-to-date immunization records, final report cards from the previous 2 years, additional grade-specific documentation).
Once the full application with all supporting documents has been submitted, our team will contact you to confirm whether we can proceed with an interview and/or assessment.
Families will be notified of the admissions decision within 1-2 weeks of the interview/assessment.
If you need help at any stage in the admissions process, please contact us at [email protected] or call 905-816-0301.
We look forward to meeting you soon!