250 Davisville Avenue, Suite 200, Toronto, Ontario, M4S 1H2, Canada
1550 Laperriere Avenue, Suite 100, Ottawa, Ontario, K1Z 7T2, Canada
2009
2017
430
60
7 to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
14 to 16
13 to 20
Learning, Developmental
In-class adaptations
Dedicated gifted school
$32,250
$15,250
No
No
0%
0%
None
None
$0
$0
72
4
0%
0%
90%
80%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes
Yes: grades JK - 12
No
No
As the name suggests, Toronto Prep School is very much a preparatory academy intending to prepare students for university. The ideal student is one who arrives at the school with a clear sense of where they are going and is able to effectively manage their time and their schedule. The environment is rigorous, and the school operates very much with the demands of a teen lifestyle in mind. Classes start late in order to align with teens sleep patterns; a partnership with GoodLife Fitness, located within the same building as the school, provides an opportunity to maintain physical fitness. Those kinds of things are beneficial to students who are prone to making the most of them.
Read The Our Kids Review of Toronto Prep School
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As the name suggests, Toronto Prep School is very much a preparatory academy intending to prepare students for university. The ideal student is one who arrives at the school with a clear sense of where they are going and is able to effectively manage their time and their schedule. The environment is rigorous, and the school operates very much with the demands of a teen lifestyle in mind. Classes start late in order to align with teens sleep patterns; a partnership with GoodLife Fitness, located within the same building as the school, provides an opportunity to maintain physical fitness. Those kinds of things are beneficial to students who are prone to making the most of them.
View full reportRevel Academy offers a progressive, student-paced curriculum where kids have a lot of flexibility in and take responsibility for their learning. Students thrive in this small and inclusive school community, feeling a sense of belonging that fosters both personal and academic growth. Revel Academy consists of three “studios”—Spark for ages 4 to 6, Discovery for ages 6 to 11, and Exploration for ages 11 to 14—where kids work at their own pace using adaptive technology, hands-on challenges, and real-world apprenticeships. Extracurriculars include plenty of STEM, art, cooking, and entrepreneurship. Revel makes social, physical, and emotional development major areas of focus. For instance, it uses daily mindfulness practice in class and offers plenty of explorative playtime and activities.
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"We have been very happy with the community environment of the school."
Amy R - Parent (Aug 05, 2022)
Our child seems to have really enjoyed the autonomy to choose what they want to work focus on, the g...
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"Revel Academy has reignited my child’s love of learning."
Adrienne Charlton - Parent (Aug 05, 2022)
Revel Academy has reignited my child’s love of learning. The emphasis on self-direction has enable...
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"From what we have seen, it’s a really amazing group of smart, kind, interested, and interesting kids."
Sheri Segal Glick - Parent (Mar 22, 2023)
When our son started at Revel Academy, he was disenchanted at the thought of school. He was bored an...
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"The Toronto Prep School is completely dedicated to providing a superior academic program for the children of parents who value the importance of knowledge, technology, individuality, responsibility, and integrity in a safe, nurturing, and highly motivated environment. Our mission is to prepare our students by equipping them with the academic tools and life skills needed to enter and succeed not only at the post-secondary school level, but ultimately, in their chosen career path. Given the pace of technological change and the growth of information technologies in all aspects of our lives, it is crucial that students gain mastery over these tools. We are committed to developing students who are confident and responsible and exhibit the values necessary to become effective communicators, informed and productive thinkers, self-directed learners, collaborative workers, and skilled information processors and problem solvers. As educators we will develop the facility for learning and foster the motivation for students to continue to learn after their formal school years. We will challenge each student to maximize his or her effort and in so doing realize their potential. The development of a sound work ethic and effective organizational and study skills will be stressed."
"A member of the Acton Academy network, Revel Academy believes that each child has an opportunity to profoundly change the world. Our learner-driven community puts children at the centre of their learning, empowering them to create personal goals and relational covenants, and participate in meaningful real-world projects. Working at their own pace in multi-age studios, learners strengthen their character and leadership skills with Socratic discussions, adaptive technology, hands-on challenges, and apprenticeships."
"Our people, atmosphere, and academic ethos differentiate TPS from other schools. While this sounds like an empty platitude, it is anything but. We believe that a school can be academically rigorous, but we also believe that teachers and administration should be approachable and create a comfortable environment. Growth does indeed occur when we are uncomfortable, but trust needs to be established before this growth exists."
"Accredited by the International Association of Learner Driven Schools, Revel puts our students in control. In each mixed-age studio, learners create their accountability systems, develop personalized SMART goals, and work together to create a culture of warm-hearted and tough-minded leaders. Our learners, known as Rebels, are encouraged to question and think critically rather than blindly follow. As a skills-based program, we value creativity and curiosity over memorization of content."
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"According to students and parents who have chosen TPS as their school, it seems personal attention, accountability, and academic flexibility are the deciding factors. Our semestered system, with a plethora of elective courses, allows students to find their passion and build a foundation upon which to launch their post-secondary journey. When students are provided with academic options and have the ability to choose a number of their classes, it makes for a better learning environment."
"As a self-paced and mastery-based school, learners who have been frustrated with the traditional age based approach, finally find a school where they can thrive. We believe that providing a flexible learning environment where kids can work comfortably, take body breaks, and make decisions about which goal they'd like to tackle next greatly improves executive functioning skills and confidence."
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"The most important aspect of TPS is its reliance and insistence on the importance of family. From admissions, through matriculation, and capstoned by graduation, a given student’s personal family blends with TPS’s educational family. By this, we mean that it is essential for the morals, values, and ethics of prospective families to meld with those of TPS. Academic integrity, familial gratitude, and respect for oneself and others are the hallmarks of TPS."
"Our six-week-long project-based challenges, called Quests, combine the arts, maths, sciences, and social sciences, creating real-world learning opportunities. Learners not only see themselves represented in the curriculum but are encouraged to use their strengths to tackle problems they care about solving. Starting in middle school our learners are also required to seek apprenticeships in fields of interest, developing how to pitch oneself, communicate professionally, and discover new passions."
"Once families enter our campus, they are typically surprised by the breadth of our physical location. In addition to our 33 traditional classrooms, TPS bolsters a professional grade music recording studio, a 100 seat mainstage auditorium, a fully equipped, 2000 sq. ft. fitness studio, a wellness centre, and the list goes on."
"Before joining Revel, some families are hesitant regarding the amount of choice, and freedom learners are provided. However, after only a short time, parents realize that the structure of our program sets students up for success while developing time-management, self-advocacy, and perseverance."
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It gives me great pleasure, as Principal of Toronto Prep School, to welcome you to the official Toronto Prep School website. This website has been prepared in the hope that it will become for parents, students, and visitors to the site, a valuable source of school news and timely information. This website has been developed to enable everyone to become familiar with our school, its policies, and other procedures that are basic for the smooth functioning of our school, as well as to provide you with updated school news, schedules and events.
The website is for many an introduction to the Toronto Prep School as a new, private, co-educational, university preparatory day school option.
Parents are increasingly concerned about the role education will play in securing the future they want for their children. Parents recognize that superior schools prepare children not just for today's test but rather for all of life's tests. Acceptance to a prominent university is not good enough; the ability to succeed once you are there and beyond is the goal.
Parents understand that the best education is a values-added experience that offers a rigorous academic curriculum, a structured, nurturing environment with an appropriate integration of technology to promote literacy and numeracy, but also values the importance of hard work, personal responsibility, respect, leadership and maintaining a healthy and active lifestyle. Our small class sizes and commitment to positive discipline play integral parts in the recognition and fostering of individual strengths. Dedicated and caring teachers challenge students to strive for excellence while encouraging social responsibility. We provide a community where achievement, character development and academics are equally important aspects of the total educational experience. Helping students develop a life-long love of learning is our ultimate goal.
Our curriculum places a premium on students taking an active role in their own education. Learning by doing promotes a spirit of inquisitiveness and a deeper understanding of ideas. Talented and committed faculty members put students in the forefront and challenge them to pursue their dreams. Teachers who genuinely enjoy working with and connecting with young people engage our students to take constructive risks as they develop academic and personal attributes we value.
Our goal is to inspire all our students to develop both creative and analytical skills, which are essential to successful learning, while supporting them as they accept responsibility for who they are and what kind of people they want to become. We, as educators, have a rich history of achievement to draw upon. We step confidently forward to challenge ourselves and our students to excel.
A great deal of information about our programs, and our calendar is at your fingertips, and I invite you to explore the Toronto Prep experience.
Sincerely,
Pete Tsimikalis
Principal
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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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Our curriculum places a premium on students taking an active role in their own education. Learning by doing promotes a spirit of inquisitiveness and a deeper understanding of ideas. Talented and committed faculty members put students in the forefront and challenge them to pursue their dreams.Teachers who genuinely enjoy working with and connecting with young people engage our students to take constructive risks as they develop academic and personal attributes we value. Our goal is to inspire all our students to develop both creative and analytical skills, which are essential to successful learning, while supporting them as they accept responsibility for who they are and what kind of people they want to become.
As a self-paced and mastery-based school, learners who have been frustrated with the traditional age based approach, finally find a learning environment where they can thrive. Each student Due to our belief that children need to be able to move, our learners with ADD or ADHD are able to take the body breaks they need, allowing them to in turn make more progress.
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.
Learners engage in a weekly Math Lab where they are invited to notice and wonder about curious, real-life mathematics. They are coached to develop a Growth Mindset, utilize concrete tools as a foundation towards the abstract, and develop deep conceptual understanding by discussing personal strategies and reasoning with their peers as a part of a critical math community working towards procedural fluency. The weekly lab is balanced with daily independent work using adaptive learning technologies, allowing every learner to work at their own pace towards both automaticity with math facts and mastery of grade-level concepts and skills. Learners are encouraged to keep a portfolio throughout the school year, reflecting on strengths and areas of challenge and interest for future learning. This balanced approach allows Revel Rebels to experience Math as a fun, creative and interconnected domain accessible to all learners.
Learners have the opportunity to find what program and delivery method works best for them, making our math program extremely personalized.
We want every learner to develop a strong numeracy foundation, if a learner requires a calculator for the purpose of speed and higher level concepts, we are more than happy to provide this tool.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Children learn to read at very different rates. Our approach in our Spark Studio is to provide an environment rich in books and model a love of storytelling and reading. When learners demonstrate an interest in reading, we provide them with tools and direct and guided one-on-one instruction to work on their communication skills, letter sounds, words, and comprehension strategies.
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.
Each week, Rebels participate in writing activities designed to foster a variety of 21st-century skills like communication and leadership. Workshops link to other disciplines such as science, technology, humanities, entrepreneurship, and the arts so that writers can explore various genres and connect to different purposes and audiences for writing. Blending other systematic models such as the 6 Traits of Writing permits learners to develop critical competencies in planning, revising and editing their work based on specific criteria relevant to their projects. This development is further supported by daily independent work using adaptive learning technologies which focus on typing skills, phonological awareness, structural analysis, vocabulary and comprehension. The balanced approach engages learners in meaningful writing that they can be excited about each and every day.
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.
At Revel, our science Quests are designed to encourage curiosity, critical thinking, and a love of learning through holistic, authentic experimentation. While developing an innovation based on biomimicry, learners work through the design cycle while researching and learning about several biological, chemical, physical, ecological and technical concepts. While studying rocketry, learners experiment with various combinations of chemical components, flight principles, and budgetary constraints. Most importantly, these Quests challenge our learners to take risks and work through frustrations and failures.
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.
It is rare to see time carved out for the joy of reading every day, but at Revel, learners spend at least 30 minutes reading something they love daily. This love of literature and respect for its enjoyment is further scaffolded by engaging, contemporary texts studied together through the Book Clubs or workshops each week. Mentor texts are selected to promote a variety of author voices and experiences and often engage learners in the Hero’s Journey mono-myth template. Understanding protagonists’ failures as the staircase to their triumphs and as a mirror to the Rebels’ learning is the literacy approach’s backbone. In our older studios, learners are encouraged to choose life-changing texts that will help add a new perspective or inspire them on their journey.
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Social Studies at Revel are integrated into weekly Civilizations (Civ) workshops and thematic learning Quests. Civ workshops follow a sequential story of the ancient world, building up disciplinary thinking through Socratic discussions around concepts like historical significance, perspective, continuity and change. Learners connect past and present through discourse, considering social, political, economic and environmental issues. Stories are grounded in mapping activities which help develop spatial skills and a greater understanding of patterns and trends in physical features of geography. Throughout the year, learners also embark on thematic Quests, typically spanning four to six weeks of more concentrated study in one area of culture, citizenship, or stewardship. Learners progress through a series of real-world challenges and work towards an exhibition of learning showcasing their 21st-century abilities (e.g. to collaborate, be discerning and use technology in government and engage in debate).
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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Exploration and Launchpad Studio learners dive into historical, geographical, political, economic, and moral dilemmas, enigmas and puzzles with the help of carefully crafted Socratic discussions and research. Whether stepping in the shoes of a historical figure at a crucial turning point or looking at a given text with a critical lens, learners are asked to debate and make real-life decisions. Our primary goal is to prepare future leaders to make crucial decisions with deep context and perspective, rather than memorize easily Googled facts for testing purposes. We utilize our Acton Academy networks Quests and Civilization discussions, Big History, the World History Project, University courses, and Rules without Rulers to help drive our discourse.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
We offer French starting in grade 7 through to grade 12. Our classes are teacher directed with lectures, notes and examples. Language skills such spelling, grammar, and comprehension are developed through reading, writing and videos. Interactive group work, games, and conversational exercises contribute to the student's confidence. Quizzes, written tests, and projects are used for assessment purposes.
We at Revel believe learning a new language should be enjoyable and engaging! Our French Guide works with each studio to create fun activities and games to practice their reading, writing and oral communication skills. Using authentic tasks, our French Guide helps our learners understand the purpose and importance of learning a new language, allowing even our reluctant learners to buy in. Learners have the opportunity to work on their language acquisition skills daily while participating in weekly art, robotics, or woodworking workshops in French.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
We offer classes in Fashion Design, Art, Drama, Communication Technology, Media Arts and Computer Science in addition to all the core courses. Every student is gifted either a MacBook Pro as a tool to help facilitate learning. Our teachers encourage our students to be creative with their work. Our students are given the tools and taught the skills so that they can use their imaginations to create. Many of our students have gone off to post secondary institutions such as Parsons: The New School of Design and OCAD to study their craft. More importantly, our faculty is experienced with Portfolio Management so our students are able to put their best effort and work forward.
The arts are integrated and celebrated at Revel Academy. Drama, dance, music, and visual arts are all incorporated in our Quests and available for self-study throughout the year. Whether staging a play, painting murals, learning anatomy while drawing figures, using graphic design programs to create a business logo, or learning a song to play at an Exhibition, our learners are constantly developing and sharing their creativity and artistic talents. Rebels can also take piano and digital music classes during the day to help ease the after-school rush. In our after-school enrichment programming, learners have the opportunity to study dance, art, and drama further.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
All our new students are gifted a MacBook Pro 13\" to use while at TPS. This laptop is used as a tool for better learning. Students use it to complete homework, write essays and create PowerPoint presentations. Through teacher direction, they are able to use the Internet for research, and resource. Furthermore, the laptop is used for graphic design and communication technologies. It is important to note that the laptop is used as a tool to develop skills such as note taking, essay writing and organization.
Walking through our studios, you will see learners working daily on computer science, web design, robotics, game creation, animation, podcasting, video editing, computer animated design, and 3D printing. In our Discovery (elementary) and Exploration (middle school) studios, each learner has their own computer to complete their core skills with the help of online adaptive programs. As a learner-driven environment, we are responsible for equipping students to seek answers to their questions safely and efficiently. We, therefore, explicitly and frequently discuss internet safety and all learners take part in self-paced typing lessons.
Web design
Robotics
Computer science
Leadership and sportsmanship are encouraged through a range of athletic activities and teams. Students who actively participate in these types of extra-curricular activities find that they are capable of working well in all team settings. In addition, it also helps to emphasize the importance of finding a balance between work and leisure activities, a skill that is useful throughout one's life.
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Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our play-based Spark Studio is designed for 4 to 7-year-old learners. We utilize Montessori materials to help our Sparks gain independence and practical life skills while developing concrete understanding with the help of self-correction. Our two guides work with our 15 learners individually, in small groups, and as a full studio each day. Our mornings begin with mindfulness, Circle Time, and end with personalized core skills. In the afternoon, Sparks take part in project and theme based challenges to help develop their collaboration and problem-solving skills.
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.
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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.
With smaller class sizes, our teachers develop a working relationship with their students and are better able to identify their strengths and weaknesses, helping them overcome challenges through encouragement and greater attention in specific areas of need. Each child and young adult has the ability to overcome his or her individual obstacles through a more focused setting and trusting two-way communication with the teacher. Read for meaning and write for purpose; Locate and evaluate information; Manipulate numbers and interpret data.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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The Toronto Prep School is completely dedicated to providing a superior academic program for the children of parents who value the importance of knowledge, technology, individuality, responsibility, and integrity in a safe, nurturing, and highly motivated environment. Our mission is to prepare our students by equipping them with the academic tools and life skills needed to enter and succeed not only at the post-secondary school level, but ultimately, in their chosen career path.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
CompetitiveComp. |
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
0%
2%
$0
$0
90%
80%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes
Yes: grades JK - 12
No
No
No
No
No
No
No
No
Yes
No
The goal of TPS is to find those students who best fit with our program and values. Students are not chosen merely by their academic qualifications, though these, of course, play an important part in any decision. We are looking for students who want to be a part of our dynamic community, who are concerned about the wider society and are willing to share their talents and improve their skills. We stress the importance of extra-curricular activities and place effort and character above all.
We want to discover who the candidate really is, and as such, rely on a detailed application package (including teacher and community referrals, school reports, a parent statement, and a candidate’s statement) and an interview rather than writing an SSAT or entrance test.