65 Glen Manor Dr, Toronto, Ontario, M4E 3V3, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
Indirect Support:
65 Glen Manor Dr, Toronto, Ontario, M4E 3V3, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
2000
1993
90
300
Preschool to 8
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
Varies
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
Dedicated gifted school
$7,200 to $22,275
$18,500
Yes
No
5%
0%
1 to 8
None
$10,000
$0
8
38
0%
0%
90%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 1 - 8
No
No
information not available
information not available
Avalon began in 2000 with a single toddler room and one casa classroom and has happily grown ever since. The program today extends through Grade 8, offering a consistency for children through the primary and elementary grades. Likewise, the breadth allows for a greater interaction between generations than elsewhere, something that is rightly a cornerstone of the Montessori approach. The best Montessori schools are those that retain a fidelity to the core of the method while also meeting the needs of the community it serves, expressing their diversity and their values. Certainly, that’s a great strength of Avalon, and one of the reasons that families consistently turn to it. In the nearly two decades of the school’s life it has earned an impressive reputation for good work, professional development, and a strong delivery of the core curriculum. No doubt, it continues to provide all of that and then some.
View full reportThe PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
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"The teachers at Avalon are truly phenomenal."
Cassidy Barbour - Alumnus (Aug 29, 2022)
I attended Avalon for many years, and during that time I experienced some of the best education I ha...
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"The school was always a warm and welcoming place."
Onnie Barbour - Alumnus (Aug 29, 2022)
My overall experience at Avalon was being able to explore learning in a more flexible manner. The Mo...
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"The small class sizes help the teachers really connect with each of their students."
Hannah M - Parent (Aug 29, 2022)
Our children have both loved attending Avalon. They started in Casa, and our daughter graduated from...
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"he administration and teaching staff truly want all students to succeed to their highest potential."
Melanie Maresch - Parent (Mar 09, 2023)
Both of our kids love the culture and environment at PACE. They have many close friendships that hav...
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"It offers a challenging, yet well-balanced curriculum in every grade."
Yuliya M - Parent (Mar 13, 2023)
Our daughter's experience at the Academy for Gifted Children - P.A.C.E. has been rewarding. She has ...
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"The quality of teaching at PACE has always surpassed our expectations."
Raminder Juneja - Parent (Mar 22, 2023)
Both of our children have had wonderful experiences at PACE. The collaborative, supportive learning ...
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"Avalon strives to provide a dynamic & nurturing environment where learning takes place naturally. We encourage our students to continually challenge themselves. We are a small, independent, co-educational school that supports the Montessori philosophy. Our objective is to guide the children with respect and understanding, developing in them a love of learning that will last a lifetime."
"P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to identify and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children require high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program, including Arts and Athletics, complements this specialized academic program."
"In nurturing the balance of the individual child a love is found. A love for kindness, wisdom, knowledge, repect and character. Our small multi age classrooms provide a rich learning environment designed to help children develop focus, independance, exploration skills, responsiblity and a sense of order. Our program instills confidence, independent thought and a lifelong love of learning."
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"Founded in 1999, School Directors Sherry VanDerKooi, Angie Samis and Christine Kerry started a school where the needs of the children were the number one priority and integrity was a key element in the daily operation of the school. All three Directors are still actively involved in the teaching and day to day operations. We are an intentionally small montessori school with a mission to provide quality education that embraces the unique characteristics of each and every child."
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"We value diversity, and are an inclusive school that encourages collaboration, cooperative learning and moral development. Our students are educated in a way that ensures opportunities to achieve, be challenged, learn and find happiness in their work. It is the individual needs of each student and the integrity of the Montessori philosophy that are the guiding principles of our programme."
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"Over time we build partnerships with our families, by the time children graduate grade 8 students, staff and parents have all formed a deep and meaningful connection that doesn't end at graduation. Students, parents and staff continue their relationships beyond the elementary years. We continue to mentor, support, cheer for and celebrate together."
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Our doors opened in September 2000 with a toddler room and 1 casa classroom. Through the commitment and dedication of our staff and families, we have grown into a dynamic school that provides a quality education for children in pre-school through to grade 8.
We are very proud of the work that we do on a daily basis and enjoy a solid reputation in the Beach and surrounding area as well as within the private and Montessori community.
At Avalon, we are proud of the instruction that is delivered by our outstanding staff. Over the years, we have built a very strong team. People who are committed to the children and providing the opportunity for an exceptional experience. I was recently speaking to a group of private school educators and it was noted that working at a private school is not a job, it is a lifestyle. That is absolutely correct; our staff have made that choice and we all benefit from it!
Avalon staff are committed to professional development and collaboration. We have mutual respect and support for each other as professionals. Avalon is an active member of the Ontario Federation of Independent Schools and is aware of developments in the Ministry of Education. Our school is firmly entrenched in the Montessori philospophy and teachers at the Casa and Elementary levels are Montessori trained. As we prepare our adolescent students for the transition to secondary school, the program becomes more Ontario curriculum driven. This has been a very successful approach as evidenced by the experience of our graduates.
Avalon has created a supportive, nurturing and educational environment that motivates students, builds confidence, teaches independent thought and offers individualized attention. The needs and learning styles of the child are recognized and supported in our classrooms. Our goal is to celebrate and embrace the uniqueness of each student. We are concerned with the welfare of the whole child, encouraging a sense of involvement, community and belonging.
One of the things that I love about Avalon is the sense of community that has been fostered. The school itself is a community made up of parents, teachers and learners. Located on the TTC line, Avalon students access all the city has to offer while enjoying the beauty of the neighourhood called the Beach.
With this sense of community comes responsibility and we readily support the students as they explore their social conscience. Students at all ages are involved in a variety of programs including the Hop A Thon for Muscular Dystrophy, the Terry Fox Run, Hero Day for Second Harvest, fundraising activites for Free the Children as well as active involvement in We Schools in Action.
Maria Montessori believed that education should sow the seeds of learning and that is one of our guiding principals. All of our student participate in gym and sports activities, music, drama, art and performance. Our annual school production is the highlight of the year and we just staged an amazing version of Alice in Wonderland. For the sports minded, we currently hold the trophy for the ISAA track and field meet and look forward to defending our title in the next few weeks!
I encourage you to contact us to learn more about Avalon. The best way to experience one of the only JK to Grade 8 independent schools in Toronto is to come for a visit and spend time with us.
Sherry VanDerKooi
My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
Traditional
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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
Avalon adheres to the Montessori principles of education at the early childhood and elementary school levels. Students work at their own pace with the support of Montessori trained teachers. Avalon students are encouraged to develop intrinsic motivation and to be active participants in their own education. At the middle school level, we use a progressive approach while respecting the expectations set out in the Ontario curriculum. Our students' interests and their natural curiosity are the driver for instruction. Avalon teachers provide materials, experiences, tools and resources necessary for students to investigate a topic or issue. Students are then encouraged to explore, reflect on their findings, and discuss answers, solutions, and insights. Collaboration and peer learning are key elements at all levels.
P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. Our courses reflect high powered learning experiences for our gifted learners, including pre-AP courses offered in grade 8. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program. There is something truly special about being surrounded by people passionate about everything they do.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics are an exciting part of the Montessori classroom. In the early grades ( K - grade 3) students use specially designed concrete Montessori materials to explore mathematic concepts. Our older elementary Montessori students ( Grades 4 - 6) begin to move away from the materials to a more abstract study of increasingly complex mathematics, geometry, and algebra. At this point, the JUMP method is introduced as it complements the Montessori approach. Middle school students use the JUMP method and their work is often supplemented with text books at a grade level ahead.
P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics. It's not all about numerical operations but the understanding of mathematical concepts and the application of mathematics to real world experiences.
The Montessori materials are used throughout and JUMP is introduced around Grade 4. Students in grade 4 - 6 use a combination of Montessori materials and JUMP while middle school students use the JUMP method.
A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.
A calculator is a mathematical tool and students are encouraged to use this tool appropriately.
To foster the development of mental math students in grades 1-6 do not use calculators. Starting in grade 7 calculators are used for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but only scientific calculators (without graphing capabilities) are used for evaluations.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Language is an integral part of the Montessori Casa classroom and is fostered through encouragement of self-expression, lessons and freedom of conversation.The language materials introduce the phonetic sound of each letter in the alphabet. Using these sounds, the child is able to build words, thus begins the process of reading. Along with preparatory exercises in Practical Life and Sensorial Education, language materials also foster muscle control for printing.
Children entering in to grade 1 are reading at various levels; from one or two sentences with pictures, to chapter books. Therefore, often there are 2 or 3 reading groups each with different reading assignments. Typically, by January, all of the children have reached a comparable level in their reading fluency but not necessarily in their reading comprehension. By the end of grade one all of the children are reading the same novels.
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.
Language is an integral part of the Montessori Casa classroom and is fostered through encouragement of self-expression, lessons and freedom of conversation.The language materials introduce the phonetic sound of each letter in the alphabet. Using these sounds, the child is able to build words, thus begins the process of reading. Along with preparatory exercises in Practical Life and Sensorial Education, language materials also foster muscle control for printing. In the Montessori classroom, students learn to write before they read and the process is referred to as word building. At the early elementary level, students are encouraged to write on a daily basis using meaningful activities.
Our children love to write, and we begin to introduce analytical writing as well as creative writing in grade one; the sophistication of which increases as writing assignments are introduced into writing categories: poetry, short stories, essays, and dialogues/monologues.
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.
At the elementary level, science is part of our culture curriculum and encompasses physical geography, botany and zoology. Students are encouraged to explore at their own pace with guidelines set out by the teacher. Exploration includes research, experimentation, class discussions and projects. Middle School science is a distinct subject and students have the opportunity to explore concepts that have been introduced by the teacher.
A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.
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
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.
At a young age, our students are encouraged to read for pleasure. As they move through the Elementary grades, literature is explored through the Junior Great Books program ( grades 4 -6) and through intriguing and compelling novels. Students are encouraged to respond to literature not simply read it, to draw comparisons between different pieces of literature, to make connections not only to their to their own lives and experiences but to both contemporary and historical issues. Discussions are encouraged and form an integral part of the curriculum.
Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.
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
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.
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.
Using the fundamental needs of humankind as our foundation, Elementary students are able to explore different cultures and different time periods. Students make connections and draw parallels based on their understanding that there are certain commonalities between humans. Cosmic education is a key component of the Montessori curriculum, encouraging students to see the interconnectedness between all living things.
Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information. It is through these theme based assignments that our younger students learn to hone their research skills - both through written report and oral presentation.
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.
The Humanities and Social Science courses for our middle school students encourage active exploration of the ways in which people, places, and events have - and continue to - shape our world today. Students develop critical thinking skills as they carry out assignments designed to help them view issues and events, both past and present, in the context of social justice. These assignments combine the "Big Ideas" outlined in the Ontario curriculum with the student-centred approach of Montessori pedagogy. Each year students participate in the Student Vote program by CIVIX Canada, and are always excited to cast their ballot in current Municipal, Provincial, or Federal elections. They are also exposed to national and global current events through the What in the World? resource, which enhances their understanding and encourages interest in issues affecting our world today.
Through our life skills course, civics, history, law, philosophy and classical civilization students develop their critical thinking skills through discussion, debate and analytical essay writing. Students enjoy discussing BIG IDEAS while respecting the opinions of their peers in a safe and open learning environment. Application to real life experiences remains an important aspect of any social science or humanities course.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is introduced to the students at the early Elementary level.
The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work. Our French Language program addresses the four components: Listening Comprehension, Reading Comprehension, Written and Oral Expression. Students study French cultural and language heritage as well as the constructs of formal grammar.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
The Arts are an integral part of the program at Avalon. Our students engage in music, drama, dance and visual arts classes with an emphasis on exploration and creativity. Passionate and qualified instructors work with the students on a regular basis. Both our Fine Arts and Drama programs enable the students to enhance the depth and breadth of their creative expression and allow for intuitive responses to creating and exploring art. Emphasis and focus is placed on the creative process itself, while engaging the students with blended inquiry-based learning and active hands-on art-making. Drama culminates in an annual production that is staged at The Papermill Theatre.
Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and developing the aesthetic sensibilities create the ultimate performance in both drama and music.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Technology is an integral part of life in our society and our school reflects that. Computers are used by the students in Grades 4 - 8. Middle school students use digital devices - computers, tablets, phones on a daily basis. They are provided with access to an online study tool called StudySmart, developed by a former Avalon parent, to aid them as they plan and organize their personal tasks and assignments. Students build on their technological skills and understanding as they begin to integrate web and app-based programs into their assignments and presentations. Avalon continues to explore the ways in which technology can support the varied learning needs of all students.
All students use personally owned devices to enhance learning experiences and opportunities in various disciplines throughout the regular school day. Robotics plays a very large role in our technology program and the instruction of coding begins in grade four.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our physical education program is driven by our philosophy which stresses balanced opportunities in skills acquisition, leadership athletics, personal growth and healthy competition. Our goal is for students to develop healthy habits that will remain with them for life. All students are members of the cross country and track and field teams and participate in a variety of sports, onsite and in the community. These include skiing, snowboarding, and tennis. On a competitive level, Avalon is very successful at both cross country and track and field. We currently hold the trophy for the senior track and field event and look forward to defending our title.
The development of a healthy mind and body is critical to success.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Montessori Casa program provides a prepared environment for children ages 2 1/2 to 6 years. The didactic materials used in the classroom are based on the pedagogy developed by Dr. Maria Montessori, and aid the child in the learning process. Spontaneous and self-directed learning is fostered in this non-competitive environment. Children are free to work independently or in collaboration with peers, gaining important social skills. Self-esteem and confidence develop as children explore with the materials and master important developmental skills. Avalon offers half day, full day and 3 full day Kindergarten options.
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Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Flexible pacing allows the students to fully comprehend a concept before being 'forced' to move on. Differentiated instruction allows students to work at their own pace, remaining engaged and challenged.
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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 “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Because of our small class sizes and supportive approach, Avalon is often able to enhance the curriculum to include student interests, making classroom experiences more exciting and promoting greater student engagement. Students are intrinsically motivated as they have the chance to explore areas of interest and engage in further learning. Our teachers emphasize the development of organizational skills and explore methods with our students to help them achieve their educational goals.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Avalon fosters the development of the whole child. Our goal is to encourage our students to be actively involved in their own education, to follow their passions, to explore new ideas, to take risks, to collaborate.
Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Avalon's Learning Support Programis carefully designed to support students with diagnosed learning disabilities and IEPs. The goal of the program is to support the academic, social, emotional and physical development of the student. Support will be given in a variety of ways, including indirect support, resource assistance, withdrawal assistance and special education within an integrated program, Program specifics are based on the individual needs of the student, in collaboration with the support team and parents/guardians. Space in this program is limited.
Information not available
In accordance with the Montessori philosophy, we strive to meet the needs of the child. Accommodations, modifications and extra support are an innate part of our school culture as we strive to embrace the uniqueness of all our students. For those students with clinically diagnosed learning disabilities and ADHD, we offer a unique Learning Support Program (LSP).
P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.
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
1 - 8
5%
0%
$10,000
$0
90%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
At the Casa and early elementary level, it is important that parents/guardians have an understanding of or a willingness to learn about the Montessori method of education. As older students apply to the school, it is important that families understand the nature and benefits of a small school and are committed to not only the growth and development of their own children but to the Avalon community as a whole. For the adolescent who applies to the Middle School program at Avalon, we are looking for students who are: Independent Creative problem solvers Tolerant Leaders or willing to become leaders Curious and excited about learning Socially conscious Able to think outside of the box Willing to take responsiblity for his/her own learning
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are productive citizens within the school.
Interested families are invited to contact the school to set up a visit and classroom observation. A classroom observation is a mandatory part of the application process. Following the observation, interested families will sit down with an Avalon Director to determine if the application process should proceed.
At the Elementary level, students are invited to spend at day at Avalon, allowing for an informal observation by the teacher and an opportunity for the student to gain experience in the classroom. The elementary application must be accompanied by copies of the 2 most recent report cards.
Students applying to the Middle School are required to complete a questionnaire in addition to the above. We believe that the adolescent student must have a strong desire to attend Avalon and be willing to be active participants in their own education.
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
