43 Chaplin Ave, St. Catharines, Ontario, L2R 2E4, Canada
983 Bank St., Ottawa, Ontario, K1S 3W7, Canada
Indirect Support:
43 Chaplin Ave, St. Catharines, Ontario, L2R 2E4, Canada
983 Bank St., Ottawa, Ontario, K1S 3W7, Canada
1983
0
261
90
Nursery/Toddler to 12
7 to 12
Coed, Girls
Coed
eSchool, Homestay, Day, Boarding
Day
English
English
Nature-based
Academic
Progressive
Traditional
Varies
6 to 16
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
In-class adaptations
$350
$23,550 to $27,750
$9,158
No
Yes
0%
4%
None
7 to 12
$0
$6,500
15
15
0%
0%
0%
95%
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
No
Yes: grades 7 - 12
No
No
information not available
information not available
Agate Private School was created to reflect the Sudbury Model of education, which gets its name from the Sudbury Valley School founded in 1968 in Framingham, Massachusetts. An experimental school at the time, there are now more than 60 schools around the world that identify as Sudbury schools, all reflecting a core belief in educational freedom within a democratic learning environment. It’s an example of the free school movement, established in Europe in the 1920s, and perhaps peaking in the US in the 1960s and 1970s. It was a response to regimented learning of the kind that we still think of as stereotypically "school": students in rows of desks, learning a set curriculum in consort with their peers, and following a set schedule. In a sense, some of the core concepts of free schooling—instruction that is personal, student-directed, unregimented—have filtered their way into even the most traditional school settings today. Classrooms furniture is varied, with areas for quiet reading, group collaboration, etc. But Agate is an example of all of that and then some. Students guide their learning, choose how to spend their time, and follow their personal instincts. And, just as the Sudbury Valley School, or the Summerhill School in the UK—and indeed Agate itself—the model has proven itself effective. Perhaps it’s not the school for every student, though, indeed, there’s no school that is. The families that turn to Agate find a place where students are challenged to grow and learn in new ways. And they do.
View full reportSam Blyth founded Blyth Academy in an understanding that, as the world changes the needs of students change, and education therefore must to evolve to meet them. Throughout the decades of its life, Blyth Academy has consistently proven its ability to meet that mandate. It began by offering a global curriculum, one that covered the basic literacies as well as collaborative and leadership skills. In addition to 10 brick-and-mortar campuses, Blyth Academy Online, launched in 2014, offering asynchronous courses that students can start at any time throughout the calendar year. In response to the COVID crisis, Blyth Academic Orbit added a synchronous virtual school to the offering, bringing all the schedules, teachers, peers and relationships of a traditional academic experience, the only difference being that all was mounted entirely . In all, it’s hard to imagine a school more suited to our time, or making more out of the technologies available for program delivery. Blyth Academy is now effectively the largest single private school network in Canada, the student experience remains intimate; in the both the physical and virtual synchronous classrooms there are never more than 15 students. True to Sam Blyth’s original vision, there remains a focus on global learning, citizenship, and ethical leadership. There might have been a time when Blyth was an anomaly within the world of education—smaller schools, virtual offerings, an agile approach to learning—though it certainly isn’t now. It’s hard to imagine a school better suited to our time and the needs of the current generation of learners.
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"Agate Private School can help your child succeed in anything."
Yulanda Vanleer - Parent (Mar 09, 2023)
Ari was really able to thrive with the help of Gayle. She is so good at bringing out the best in her...
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"At Agate Private School, the teaching experience is unique as parents take on the role of educators for their children."
Celene Dobson - Parent (Feb 23, 2024)
At Agate Private School, my child's homeschooling experience has been nothing short of exceptional. ...
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"My son is learning at a faster rate with far more retention."
Kathy Parris - Student (Feb 28, 2024)
I love Agate Private School. My son is learning at a faster rate with far more retention. I am able...
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"All the students in the school are very sweet and welcoming."
Sarah Mankour - Student (Jan 23, 2023)
I've attended numerous schools throughout my life, where I've met a variety of teachers who used a v...
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"They inspired me to keep pushing forward to be a better version of myself."
Arash Mirghassemi - Student (Jan 23, 2023)
If I could describe Blyth Academy it is a remarkable place to go. I started back in the ninth grade ...
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"They always look out for you and they always want to make sure you're doing well."
Hafsa Mankour - Student (Jan 23, 2023)
I personally enjoy the school as it is and the school is very cozy and small. The one thing I would ...
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"Agate Private School is an alternative private school specializing in designing, developing and engaging individualized programs for our autodidactic students. Borders, distance learners and day students collaborate to make a unique learning experience. Founded in 1983 by the Ontario Ministry of Education and Training, expressly for home educators, alternative needs and like-minded families. Agate private school strives to offer spontaneous diversity of choice with students stimulating an open-ended curriculum."
"We provide individualized learning tailored to each student's unique learning style. We believe that education should not only equip students with knowledge, but also provide them with a nurturing environment where they can develop as individuals and thrive in pursuit of their goals. With a robust curriculum, we challenge students to think critically, explore new ideas, and reach their full potential. We take advantage of the community around us with activities like camping trips and outdoor learning."
"Our school allows children and parents to exercise agency, choice, and personalization in education. The students are permitted to choose, what, how, and when they will learn. We, as Staff and Parents, support them in their strengths-based approach to learning.
We also offer a Forest School Option- Monday to Friday located in various locations around the Niagara peninsula."
"There is no student that gets lost in the crowd or is overlooked in the classroom. Staff quickly make sure they know each student’s learning style and academic needs. Beyond that, the supportive guidance department has an extremely low student to guidance counsellor ratio, ensuring that each individual has as much time as they need to discuss academics or social/personal challenges."
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"Families choose Agate Private School for their ability to choose their own educational method and agency in learning tools, curriculum and direction. Families and students are autodidactic and can self-graduate.
No other school allows you and your children to choose your own learning journey, create and curate your own curriculum and design your own education plan.
Never again feel lost, helpless and powerless in your child learning journey."
"We keep our class sizes small so students get regular and personalized teacher attention. This helps them feel comfortable asking questions and collaborating with their peers and their teachers. Teachers quickly learn the strengths and weaknesses of their students and are able to tailor their lessons to the various learning styles of their students, and implement accommodations effectively when necessary."
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"The removal of obstacles to learning ie: age segregation, grades, grade levels and standardized tests. Children are not standard; they are unique and individual. They have their own strengths and abilities, which we respect and foster. We identify and focus on strengths not deficiencies, allowing your children to build and accept their utmost potential."
"The level of flexibility that we can provide with our four-term structure and our various course delivery options ensures that we are able to accommodate most schedules and academic requirements. Students can be in a classroom with 10 others during first period, followed by a private course where they benefit fully from the attention of their private teacher. Students study only two courses per term intensively without the distraction of multiple teachers, transitions and assignments daily."
"We support all styles and methodologies in learning. We also believe that everything counts and matters, that the child and their instincts and agency matter, regardless of where or what they do. We include everything as part of their learning.
Learning is like breathing, it happens all the time. Everything they do matters, they matter!"
"Students often look at a private school as a formal environment where teachers talk at the students and the students sit, listen and take notes. This could not be further from the truth in our case. While they do get an excellent, enriching education, they do so in a relaxed environment where they learn while engaging with peers and teachers, having fun, participating in school clubs and school-wide events. All this leads to a feeling of belonging which aids in their overall academic success."
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In 1996, I became the owner and principal of Agate Private School. I was blessed with the opportunity to allow families and children to choose their own learning paths.
One of the most important skills for students to learn is how to think independently. This can be difficult in a world where we are constantly inundated with messages telling us what is right and wrong, what we should believe and how we should behave. In order to develop this skill, students need space to explore their own curiosity.
One way you can help your students develop this skill is by creating spaces where they have a choice about what they do, when, and how they do it. Allowing them to make choices will allow them to develop the ability to make good decisions for themselves and will give them practice at being responsible for those decisions.
Another way we can help your children develop independent thought is by allowing them plenty of time for play. Play allows children's imaginations to run wild and gives them opportunities to explore new ideas without any pressure from adults or peers telling them how things "should" be done.
I have been the headmistress of Agate private School since 1996
As a Public Speaker, Educational Agent for NASA and Guest lecturer at various Universities on the subject of Alternative Education, I've recently represented Canada at an international conference on Self-Directed learning.
I have 6++ kids, four grandchildren, two cats, and a passion for Egyptology.
I began University at age 14 and hope to never stop learning.
At Blyth Academy Ottawa, we take pride in our inspiring and personalized educational program. We think outside of the box to develop accommodating schedules and deliver outstanding educational opportunities which take full advantage of the unique location of our school and the partnerships we have forged with local businesses and organizations. Student success and well being are our priorities. The staff of Blyth Academy Ottawa devote themselves to ensuring every student has a BIG experience in our small school.
Traditional
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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.
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.
Not applicable
The buffet-style curriculum is self-directed by the students and their interests. Staff and parents assist when asked and provide direction when asked.
Blyth Academy delivers the prescribed Ontario curriculum, with a twist. By providing experiential learning opportunities in every class, students are able to make meaningful connections between the textbook and their own lives. Highly supportive teachers, very small class sizes, flexible scheduling, and quarterly terms allow the students to focus all energies on two subjects per term, in a calm environment.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Ungraded Student-led not compulsory - Optional
We use an inquiry-based approach to instruction, supplemented with traditional direct instruction. New topics are presented using real-world scenarios and students are then prompted with questions such as: “What do you notice?” or, “What do you wonder?” This open-ended questioning allows students to begin engaging with concepts without being limited by preconceptions. At this point, the teacher may ask additional open ended questions, or offer prompts if students are stuck. After they have had a chance to brainstorm, it is up to students to articulate what materials and skills they might need to solve the problem. The teacher then provides some direct instruction to introduce the necessary new skills. Having students engage with a problem prior to direct instruction not only makes math more meaningful, but also fosters more engagement, as students will be more invested in learning new skills if they are instrumental to a pre-existing task.
Nelson textbooks are used across grade levels, with supplementary learning facilitated by Desmos online graphing calculator, as well as Gizmos virtual manipulatives (explorelearning.com).
Calculators: Only non-graphing scientific calculators are permitted during test and exams. (Smart phones are also not permissible, as they do not always handle order of operations appropriately.) Students are encouraged to use their own calculators during regular practice, so that they are comfortable with their devices during tests and evaluations.
Not applicable
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.
Not applicable
Ungraded Student-led not compulsory - Optional
Information not available
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Ungraded Student-led not compulsory - Optional
Information not available
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.
Ungraded Student-led not compulsory - Optional
Here at Blyth Ottawa, we like to focus on experiential learning, and there is no real better subject in which to be able to do that than the Sciences. From collecting and consolidating the knowledge of students entering in grade 9, to the complex examination of biological process, physical systems, and chemical reactions in grade 12. In grade 9, students build an understanding of the world around as they develop their practical and inquiry skills. In grade 10 we shift focus to Cells and Systems, Chemical Reactions, Climate Change, and Light; By grade 11 and into 12, students are encouraged to study each of the subjects individually, where we start to truly explore the nature of the sciences in ever more complex and elaborate ways. Our prime asset, though, is our team of passionate and knowledgable staff, communicating their love of the subject in every lesson.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
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.
Ungraded Student-led not compulsory - Optional
Our English program encourages students to collaborate in their analysis through the use of formal and informal seminars on a variety of texts and forms of media. Students read a wide array of texts ranging from literary classics to contemporary pieces. Teachers seek to build creative thinking skills within their students by balancing their courses with traditional literary criticism, creative writing, and media analysis. In the senior level courses, there is more of an emphasis on formal writing to ensure that students are adequately prepared for post-secondary. Teachers also provide early feedback and suggestions for improvement to ensure that students remain active during the writing process. Despite a larger focus on formal writing within these courses, there are still ample opportunities for students to demonstrate creativity in the classroom and their evaluations.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Not applicable
Ungraded Student-led not compulsory - Optional
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Ungraded Student-led not compulsory - Optional
Blyth Academy emphasizes experiential learning and so a pragmatic approach is important to making learning memorable and relevant. History, whilst grounded in facts, nonetheless has at its core inquiry skills and the appraisal and interpretation of evidence. Whilst this aspect is often seen as perennialism or the preserve of the liberal arts, the application is very much pragmatic. History, though political and social bias, is created as much as it is studied and the students will reflect critically on this process of creation. This skill can then can be applied to real life scenarios such as political and social education, and applications to social justice. Students will complete projects and be encouraged to reflect on the success of their approaches to learning new topics. The relevance and appropriateness of pragmatism in the social sciences must be critically appraised before it can be usefully employed.
Communicative
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.
Ungraded Student-led not compulsory - Optional
We follow the Ontario curriculum, with a focus on oral language and practical knowledge and skills. At the Grades 10-12 level, students are combined in a core/extended/immersion classroom, and are credited based on the competencies they attain during the course. While we are not a French Immersion school, we do offer credit for the French Immersion course. In addition, ESL courses are offered as needed, resulting in a possible maximum of 3 English credits.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Ungraded Student-led not compulsory - Optional
The arts program at Blyth Ottawa is very much tailored to the students' strengths and interests. In music, for example, if the students wish to study guitar, we locate a music studio in the neighborhood and provide the appropriate setting and instruction. If students in Visual Arts wish to pursue pottery, classes take place in a nearby pottery studio. Individual creativity is very much the focus of our arts programming.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Ungraded Student-led not compulsory - Optional
Students are highly encouraged to bring their own device to class each day. Laptops are used extensively in each class, and the majority of resources and assignments are posted on our educational portal, ensuring that students always have access to class notes, upcoming assignments, and pertinent digital resources. In addition, students who opt to delve further into Information Technology, Media or Film Studies are encouraged to equip their devices with appropriate and efficient software.
Web design
Robotics
Computer science
Ungraded Student-led not compulsory - Optional
Physical Education takes many forms at Blyth Ottawa. Outdoor education is the backbone of our programming, however we do regularly access a nearby gymnasium as needed, as well as a gymnastics center, martial arts studio, and workout gym. As part of our extracurricular programming, physical education is delivered by means of a school soccer team, running club and rowing club. Students are required to complete the pertinent theory components to all Physical Education classes, which is delivered in the classroom.
Not applicable
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.
Not applicable
Information not available
Standard-enriched
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.
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.
Students learn best at their own pace. Whether fast tracking is a priority, extra help is needed, or athletics/homeschooling play an important roll in our students’ lives, we offer flex schedules, night school, private/semi private classes, summer/accelerated course, and a Post Grad program to accommodate students’ diverse academic goals.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At Blyth Academy, we have high academic expectations, and provide students with the supportive and flexible environment in which to reach those high standards. Teachers are very much focused on student learning and success, ensuring understanding for each individual, and engaging the entire class in the learning process. The academic success of each student is based entirely on the individual's learning style and academic goals.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Graduates of Blyth Academy will step into post secondary education with an appreciation for hard work and their fellow peers. While supportive by nature, our staff pushes students to strive for academic excellence, without sacrificing the human element. Empowering each student to be emotionally mature, socially balanced, academically driven, and personally open and accepting is an inherent goal for each student who spends time with us.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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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
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We partner with Dr. Charles Solis from Brain Fit Kids to train families and Educators. We are Trauma-informed.
Information not available
We try to assist all families who have children with special needs as best we can.
Academic success presents itself in many forms, and requires diverse learning situations. At Blyth Academy, we are well versed in the role of accommodating students with various challenges. Differentiated learning is common place in each classroom. These accommodations, by way of student support plans, are developed in cooperation with the student, family, teacher, guidance counselor and administration, as a whole team approach.
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
2 - 12
7 - 12
0%
4%
$300
$6,500
0%
95%
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
No
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
A student who loves learning, or used to love learning and wants to again.
Students wishing to attend Blyth Academy should be academically oriented, with post-secondary education as the goal.
Parents who are wanting to take responsibility for their children's education can fill out our application. Then there is an interview about the parent's values and student goals.
Students and families are required to meet with both administration and guidance as part of the initial application to ensure the goals of the student are in line with the philosophy of Blyth Academy. Formal application and registration may then take place online, or in person.
