72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
285 Eglinton Ave. E., Toronto, Ontario, M4P 1L3, Canada
Indirect Support:
72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
285 Eglinton Ave. E., Toronto, Ontario, M4P 1L3, Canada
2001
2014
45
45
3 to 12
9 to 12
Coed
Coed
Homestay, Boarding, Day
Homestay, Day
English
English
Academic
Academic
Progressive
Progressive
4 to 6
2 to 10
Learning, Developmental, Behavioral
Learning, Behavioral
In-class adaptations
Dedicated gifted school
$30,750 to $33,270
$14,500 to $17,500
$86,670 to $89,180
No
No
0%
0%
None
None
$0
$0
5
11
67%
0%
100%
70%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 1 - 12
Yes: grades 9 - 12
No
No
information not available
information not available
Every private school exists to meet the needs of a specific set of learners, which is something that on the whole differentiates private education from the public system. And in that sense, you can’t find a better example than Applewood. It isn’t the right school for all students, but for a specific set of students—principally ones that require therapeutic support and individual learning programs—it is unequalled. When students arrive at Applewood they find themselves in an environment in which they are at the centre of the program, not somewhere ancillary to that. They also find a staff that is expert in their needs, and can envision their path to success. It’s a great school, and a great story. The ideal student is the one who is struggling elsewhere, and who can benefit from a dedicated, empathetic, specialized environment.
View full reportIn a general sense, Toronto STEM School is a specialty school in the way that, say, a ballet school is a specialty school—it brings together students who share a passion, and builds the curriculum around their engagement with that curriculum. And, like a ballet school, or a hockey school, it’s not for everyone. But, for the students that it’s for, the experience can be transformative. The school specializes in Advance Placement instrution, and also serves as an AP examination centre. At Toronto STEM School students work and learn alongside true peers, those who share an abiding interest in technology. The core curriculum is the provincial one, though delivered in a technology intensive learning environment.
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"The program at Applewood is designed to solicit my child's best performance and to improve her understanding of how the world works."
Vivian Alexander - Parent (Apr 15, 2019)
My daughter is an international student, and we were looking for an environment, that afforded struc...
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"The environment is very friendly and supportive. The classes are dynamic, with hands-on activities, creating a more inviting experience for the students."
IVANI MANCINI - Parent (May 28, 2019)
My son is attending TSS - Toronto STEM School since September, 2018. Overall the experience at TSS h...
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"The class sizes are very small (4-7) and the teachers are very flexible in their approach. You never feel afraid to ask questions..."
James Davies - Student (May 28, 2019)
This place is fantastic. I started going to TSS in the summer after grade 9 to learn grade 10 math. ...
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"Both my sons began with supplementary tutoring and enjoyed the experience so much they asked to take their full math credits with TSS."
Beth Herst - Parent (May 28, 2019)
Both my sons have struggled with the math teaching in the public system. They were frustrated and de...
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"Applewood Academy is a therapeutic boarding school for students requiring individualized academic, clinical, and behaviour-management solutions. We are experienced in special education, psychiatry, psychotherapy, and child/adolescent management. We maintain academic and residential placements by establishing therapeutic relationships; applying cognitive-behavioural management; implementing individualized learning programs; and utilizing continuous clinical and academic support. Academic: Sept-Jun; Summer: Jul-Aug."
"Toronto STEM School is a not-for-profit independent high school focused on STEM. We are dedicated to providing our selected students with a rigorous and innovative educational experience. We offer a wide range of Advanced Placement courses in various subjects. With a strong emphasis on technology, the school has integrated cutting-edge tools such as coding, robotics, augmented reality, 3D printing, and AI into its curriculum. Our small and individualized learning environment is supportive and collaborative."
"Applewood Academy stands alone among schools, beginning with our clinical orientation. While other schools have special education departments, Applewood starts with a clinical program used to shape personalized educational and residential programming. This results in more comprehensive clinical plans for each student and a much greater likelihood of success in delivering individualized care and personal growth. Applewood elementary and secondary grades follow the Ontario curriculum."
"- Focus on Science, Technology, Engineering and Math.
- Not-for-profit and student-centered.
- Advanced Placement option and potential to earn an AP Capstone Diploma for interested students.
- Diverse learning environment. Most students share a passion for STEM."
Information not available
"At TSS, we value creativity, critical thinking and problem-solving. With the emergence of new technologies in general and artificial intelligence in particular, preparing students for their post-secondary journey is quite essential. We believe that most "transactional" tasks will be eliminated in future jobs. Therefore, to be successful at university, college or one's career, it is crucial to focus on developing traits and acquiring skills that overcome day-to-day robotic tasks."
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"Students who get the most out of our program are those who thrive in an environment where academia is taken seriously and success and achievement is celebrated. Our student body consists of a balanced mix of mostly local and several international students whose top priority is advancing in their studies, becoming well-versed in STEM-related subjects, build a strong portfolio in order to apply to universities and colleges and improve in math, sciences and coding."
Information not available
"Families looking for a school with maximum flexibility might not appreciate our student-centred approach to achievement and success. We do take academia seriously!"
"Families choose Applewood Academy because of the close relationships we establish with the family and the student. We approach education from a clinical perspective, which means that we can quickly understand and respond to the different challenges of each student. We “get” each and every unique situation. Families quickly gain confidence that we can craft and implement a plan—from accommodation, to education, to social/recreational activities—that is going to work. And it does."
"- Competitive tuition.
- Passionate teachers.
- Individualized learning.
- 6 report cards issued per each academic year."
Information not available
"Our admission rate to top universities and colleges is one of the main reasons families choose our school. Families manage to receive a quality service without bearing the cost of a "campus school" but seeing better results in terms of growth, achievement and admission. At our school, students' route to success is in-line with our organization's success. Therefore, families may count on our guidance services without reaching out to expensive schools or counseling services where the cost of enrollment or guidance towards receiving an admission to a top Canadian, US or UK universities is not affordable."
"We can’t overstate the significance of Applewood Academy’s clinical orientation. Many of our families arrive overloaded with diagnoses and reports, whether academic, behavioural or medical. Our ability to make sense of all this information and to map out a clinical program that pulls in the education component is without parallel. Our follow-through with families is just as good. Applewood is never closed during the school year; we are always here to communicate and optimize."
"Please visit our team's page: https://www.torontostemschool.com/team
A small, dedicated and professional team of people who prioritize students' well-being and success. Every member of our team is essential to our success."
"What families find surprising about Applewood Academy is the quality of care. Our materials speak to the level of care that we provide, but experiencing our care first hand is typically a revelation for families. Care for Applewood students doesn’t end after the academic day is done, nor Friday afternoon. From individualized learning plans, to the most suitable accommodation option, to after-school activities that are both fun and build towards a normalized life; care is what we are all about."
"Small is better! The amount of attention and care your child receives won't be comparable to that of a large learning space with multiple elements of behaviour issues, student engagement and reaching a common goal! At our small community, we follow a shared focus: academia with a passion for STEM!
As an example, your child will be taken to 10 field trips per school year! Why? because they are effective, targeted, promote field learning and all in all, easy for us to plan and run!"
Information not available
"Recently, we have introduced a new school calendar. We're now a semestered school - but similar to universities - as opposed to other semestered secondary schools. Our Fall semester concludes before December holidays. Our Winter semester end in early May - just in-time for AP exams. Students have a short Summer course in the month of June!"
Information not available
"Universities and colleges face admission issues ranging from mark-inflations to AI-interfered supplementary application entries. Therefore, they'd like to see hands-on portfolio building, standard and measurable academic achievement metrics (such as AP's) and solid proof of a track record of success. We are seeing their need and we're responding to it!"
Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage.
Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered a dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry and Social Work.
Applewood Academy for Progressive Learning is a privately operated school, licensed by the Ministry of Education, to provide educational programming for students from kindergarten to grade 8, who have exceptional treatment and behavioural needs.
At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences.
Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs and continuous clinical and academic support.
Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions.
Applewood Academy for Progressive Learning has set its’ goals:
We look forward to hearing from you with any inquiries you may have. Feel free to contact us at any time!
Sincerely,
Terry Stevenson
At our school, “Putting Students First” means providing quality education, beyond the regular frameworks. While we have a great deal of respect for the established standards and expectations, we think innovatively to cater to our students and the evolving world around them. We elevate our curriculum in and out of the classroom, actively seek new resources, and ensure that our students are prepared for any post-secondary stream they choose. We aim to prove that school can truly be a place of positivity, genuine connection, learning, and fun.
Progressive
Information not available
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.
Not applicable
Many of our students have experienced frustration and lack of success in the school setting. Some also struggle with peer connections in this setting. We strive to create a program in which our students feel emotionally and practically supported in reaching their highest potential in the school setting. The elementary program focuses academically on the a direct instruction program model and Ontario curriculum. The high school program focuses on direct instruction programming and supported distance education through local community schools and Independent Learning Courses. Applewood Academy for Progressive Learning is structured around 5 key presentational competencies that support successful transition through school and into adulthood: 1. Academics: The student increases his/her academic functioning; 2. Internal Regulation: The student improves emotional and behavioural functioning; 3. Social Presentation: The student matures in social functioning equivalent his/her ability; 4. Safety: The student achieves and maintains a safe presentation; 5. Participation: The student maintains an academic based placement
We focus on mathematics, science, and engineering studies by supporting those who seek admission into such post-secondary disciplines. We value small classes to facilitate close relationships and to best support the needs of our individual learners. We offer: - University Pathway Program - Hands-On Learning - IELTS Preparation Sessions (for international students) - Fast Track Courses - One Field Trip per month - Enthusiastic teachers certified by Ontario College of Teachers
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Applewood provides direct instruction programming until the student achieves Ontario Curriculum grade level in remedial math.
We aim to offer students a taste of what lies ahead. For many students graduating from high school, it isn't obvious, for example, how their math courses will relate to physics and chemistry courses encountered in their post-secondary studies. We value foresight in our teaching methods so that students become proactive learners who accurately predict what concepts and skills await them in future courses.
Variety of material are used to support the mathematics program. Each students receives an individual program that is developed by the teacher using several learning tools the meet the students need.
Nelson and Mcgraw Hill
Students are allowed to use calculators only when they have shown they are able to add, subtract, multiply and divide independently as a basic skill.
We do not recommend calculators for grades 10 and below; however, all students are allowed to use scientific calculators for tests and exams.
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
Applewood uses the direct instruction reading programs. Kindergarten to Grade 2 level teach sounds and sounding out. Grades 3-8 focus on grade level vocabulary, reading fluency and reading comprehension. Students who are not receiving direct instruction are completing programs from the Ontario Curriculum and/or individual academic programs developed to enhance a specific academic skill.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
A psycho-educational assessment is completed for each student and is updated yearly using assessments - such as the Wiatt.
Not applicable
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.
Not applicable
Applewood delivers writing instruction with a focus on the conventions of proper spelling, sentence structure, and punctuation. Students learn the basic structures of the paragraph and the essay, along with the writing skills necessary to produce them, There is an emphasis on clear and concise communication.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Applewood exposes the elementary students to the Ontario Science Curriculum standards through a variety of hands on activities and highly visual presentations. High School level students receive courses through community High School programs and/or academics individually developed to teach and expand academic skills.
Our goal is to offer these students a taste of what lies ahead. For the student graduating high school, it isn't obvious how their math courses relate to physics and chemistry courses. We would like to paint a clear picture of the relationship between these courses to give students a head-start on their university careers. What isn't standard about our courses is the view ahead our instructors offer. Our tech workshops are a key component to this philosophy.
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
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Applewood uses a variety of texts to enhance students learning. Students are exposed to a variety of literature through their individual learning programs, direct instruction, and through curriculum based learning.
We teach literature primarily through a "Reader Response Theory" approach, where students are empowered to discover meanings from texts through their subjective experience as unique readers with differing identities and backgrounds. Through this method, we enact inquiry-based learning, where students are prompted with questions to help them delve into texts and develop their critical thinking skills. Students are encouraged to become reflective independent thinkers who confidently express their views on literature with clarity and persuasion. This approach encompasses the belief that there is not one correct interpretation of a text, but rather many possibilities. We see our students become active learners, engaged with a text and with their peers through discussion, rather than passively listening to the teacher. In addition to our reader response approach, we also teach elements of literature so that students have foundational knowledge to refer to in their interpretations.
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
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).
Not applicable
Students are exposed to the experiences of children their own age around the world and in different historical time periods.
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Applewood uses real life, current, and past examples of what students of similar age would be experiencing in other countries in present day as well as what experiences would be relevant to those in other historical periods. Individual and curriculum based programming is included in the Social Sciences.
We use a student-centred learning approach in our humanities and social science classes, where students are encouraged to research topics of personal interest and choose project directions suited to their individual preferences. By facilitating projects and activities centred on students' freedom of choice, we see learners become genuinely invested in their own education journey. We incorporate inquiry-based practices to help students become critical thinkers and cultivate their motivation in delving further into class concepts.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
We offer French, German, Latin and Spanish courses to reinforce the importance of global citizenship. We encourage students to expand their perspective by learning any one of these foreign languages. These courses are also available at AP level.
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
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.
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.
The visual arts program is student-driven with a focus on creativity and art as a therapeutic outlet.
We offer music courses at TSS. The technology element is essential since our instructors use up-to-date methods of digital sound mixing techniques.
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.
Computer are used in the school to enhance learning experiences and/or as a defined accommodation but are not a focus which would distract from the core learning required by our students.
Students analyze algorithms for effectiveness. They investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Ministry of Education supports and promotes the participation of students in daily physical activity. Consequently, Applewood Academy must ensure that all elementary students, including students with special needs, have a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day during instructional time. The goal of daily physical activity is to enable all students to improve or maintain their physical fitness and their overall health and wellness, and to enhance their learning opportunities. Daily physical activity may include walking, active games, yoga, dance, aquatics, sports, and fitness and recreational activities (where facilities permit). In addition to daily physical activity Applewood provides Ontario Curriculum based learning.
Not applicable
Not applicable
Applewood provides programming for Kindergarten students that is focused on developing the foundations of learning in a supported and structured environment. Students are provided direct instruction programming that is suited to individual needs in conjunction with a mental health supported structured environment. Play based and therapeutic play based activities is an integral part of the programming.
Information not available
Student-paced
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.
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.
We tailor the instruction of multiple subjects to meet the individual needs of the students. Cyber learning and technology are used to support and enhance the learning/experience, enticing and encouraging learning that is not well served through traditional educational practices.
To accommodate different schedules, we offer correspondence courses where students earn credits through online platforms that allow flexible pacing, suited to individual needs. Additionally, we provide evening and night classes for students occupied during the day, or for those who simply prefer to be in school after typical hours.
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.
Applewood treats all students with respect and compassion. The following fundamental principles make up our service philosophy to enhance academic achievement: • We work in partnership with all of our students in a way that fosters dignity, self-respect and independence. • We demonstrate cultural proficiency, gender sensitivity, diversity and respect for individuals’ needs and strengths and promote these values within our professional networks and collaborations. • We focus on the students strengths in all aspects of programming, and promote individual achievement as a primary treatment objective.
We set high standards to prepare our students for success in their post-secondary education journeys while simultaneously nurturing the curiosity and liveliness of our students by encouraging a learning process that is not based on rote learning or dominated by direct instruction. The academic culture we promote is one of COMMUNITY and APPROACHABILITY, where we seek to eliminate the barriers between teachers and students that are often found in the public school system. We aim to do more than simply impart knowledge on students; we aim to build relationships founded on mutual trust and respect.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Applewood aspires to shape our students into those who: - Have an improved understanding of self; identity, personal strengths, community and cultural awareness, existing resources and personal goal setting. - Achieve academic success and personal achievement with the consistent support and encouragement of the team. - Develop appropriate coping skills, ability to address emotional/behavioural problems and improved mental health. - Experience increased expectations regarding self-management and life skills, in correlation with functioning potential, until reaching full maturity.
Our faculty is comprised of teachers who prioritize - intellectual development - emotional intelligence - social awareness - physical wellness - spiritual resourceful Through these differences, our students are exposed to various teaching philosophies and practices that ultimately bring them a balanced experience. We aim, both individually and collectively, to offer our students a wide-lensed perspective of these multiple modes of development. Extra-curricular activities are key in order to help students develop a better sense of belonging to school community. Arts, Math, Games, Drones and Language Clubs are available on a weekly basis for students.
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
• Integration of psychometric and outcome measures into ongoing Treatment Plan. • Development and adherence to the student’s Treatment Plan. • Provision of clinical consultation services to Applewood Academy based on the student’s level of risk and need. • Treatment Update meetings and Program reviews with Clinical Director • Provision of clinical services to the student internally and/or externally depending on the student’s need. Recommendations for clinical services may include but are not limited to, art, group, play, cognitive behaviour and solution focused therapies. • Fostering the student’s sense of belonging in a school environment, peer group and/our community. • The identification and accessing of community based supports for both the student and family. • Provision of predictable staff availability to support the student in processing historical and current school/life experiences and, whenever possible, to maintain the same educational and clinical team.
The accommodations and modifications we apply to the learning process for our special needs students is derived from communication, observation, and interaction. Our small class sizes allow us the time and energy to understand our students on a deeper level so that changes to instructions, projects, activities, and teaching strategies can be made to help maximize the receptivity of our learners to reach their full potential.
Applewood engages in regular assessment of it's students, supporting and accommodating those who have learning difficulties. The ongoing attention to a students Academic Care Plan allows the team to adjust a students plan as necessary while measuring goal achievement. Those with clinically diagnosed learning disabilities are welcome at Applewood Academy.
We very much value the individuality of each student, and with that, comes the recognition that each individual learner is comprised of distinct needs. We aim to meet these needs through one-one-one interactions, positive feedback and conferences where each student is fully supported and accommodated during his/her learning process. Our small class sizes allow ample attention to be given to each learner so that tailored teaching strategies can be applied to provide the highest quality of student-centered education.
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
0%
0%
$0
$0
100%
70%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 1 - 12
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
Yes
No
AAPL works with students who have difficulty functioning within a regular classroom setting due to behavioural, emotional, social, and psychological problems. These students often have been previously diagnosed with ADHD, bipolar disorder, autism spectrum disorder, depression, learning disabilities, etc.
At TSS we welcome students wishing to learn outside the standard school system. We aim to accommodate students seeking a higher quality of education than what their current school provides. Generally, students at our school have a passion for math and sciences. They love learning through projects: 3D-printing, Drone Building or Math Modelling. If you feel like you need a school that gives you a great opportunity in STEM and provides you a calm, engaging and welcoming environment, then we are what you're looking for!
Given our focus on both treatment and academics, AAPL requires the completion of a detailed application form as well as consent to access and review any previous clinical information related to the student's problems (i.e., school, psychological, medical, psychiatric, etc. reports). This background information, as well as our independent clinical assessment, enables us to develop an individualized treatment and academic plan for the student.
Full application is available at: https://www.torontostemschool.com/admission
