1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
7 Tait Ave, Fort Erie, Ontario, L2A 0G1, Canada
Indirect Support:
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
7 Tait Ave, Fort Erie, Ontario, L2A 0G1, Canada
2010
-2019
50
188
9 to 12
6 to 12
Coed
Coed
Day
Boarding, Day
English
English, French, Mandarin
Academic
Academic
Progressive
Liberal Arts
5 to 7
5 to 15
Learning, Developmental, Behavioral
Dedicated gifted school
$18,875
$30,000
$58,545
Yes
No
10%
0%
9 to 12
None
$2,000
$0
13
27
0%
81%
80%
96%
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 6 - 12
No
Yes: grades 6 - 12
information not available
information not available
AVRO was founded in 2010 by David Berger and Jason Ellenbogen, both of whom remain at the head of the school, continuing to guide it with a keen fidelity to their initial vision. They aren’t your typical educators which, again, is part of the draw. Berger is a long-time educator, and is also very integrated within the life the community that provides a context for the school, including a co-director of Spiritfest, an annual community arts festival. Ellenbogen, too, brings a unique set of skills and experience, including that of being a psychologist with clinical experience with teens and their families. They tailored the delivery of the curriculum based in a sense of best practices that they’d been growing in their professional lives. The faculty continues in kind. Chriasee Sen-Varma, an instructor and academic coordinator, is a physicist. Mindy Alexander, head of social studies, has taught art in prisons. And it continues from there. The feel is small, personal, and the approach builds from the talents and curiosity that the students bring with them into the classroom. The school was created out of a sense of doing things well, but differently, and with an added bit of spark. As such the school has attracted students and instructors of a like mind. The ideal student is one able to thrive in a diverse, close-knit, challenging while supportive learning environment.
View full reportThough relatively new, FEIA has a lot to offer, beginning with extensive physical resources. The campus includes two academic buildings, with some structures dating to the 1920s, and others, modernist, constructed in the 1960s. Learning and living areas are varied, spacious, and developed in ways that you simply don’t find in international schools of this vintage. To build a campus this large and well-appointed would be a feat for any school in its first years. Also beginning construction is a boarding facility that, once finished, promises to be jewel of the property. To say the school is proximate to the Canada-US border risks understatement—Buffalo, New York, is just across the Niagara River, the shore of which is just a block from the FEIA campus. Also close by is the largest customs port between the two countries. As such, the school has access a considerable array of transportation hubs, including both the Toronto and Buffalo international airports. The academic program is rigorous, created for students intending to go on to post-secondary studies in North America. The co-curricular program adds dimension to student life, and is rightly a priority of faculty. Given that the school is relatively new, FEIA perhaps isn’t the first option that comes to mind, though that will surely change, particularly with the completion of the dormitory. It’s a strong option, to be sure, and definitely a school to watch.
View full report
"My daughter is not always self-motivated, and the staff never gave up on creatively finding ways to motivate her in an extremely positive and supportive way."
Linda mooallem - Parent (Nov 21, 2019)
My daughter thrives on the individualized attention she gets at AVRO. Individualized programming is...
View full review
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"AVRO Academy is more than a private high school. It’s an empowering community that supports the whole teenager to trust themselves and learn on their own terms. AVRO delivers personalized full & part time programs in engaging ways. We listen and explore individual interests to develop each student’s best learning path. With dynamic IEPs, mentorship and therapeutic counselling, AVRO students build on their strengths and gain the academic confidence they need to succeed in the university or college of their choice."
"FEIA is a private boarding school in Fort Erie, ON with students from around the world in grades 6 - 12. FEIA provides enriched Ontario curriculum opportunities through experiential learning, global awareness and guides students to achieve personal, academic and athletic excellence. Offering elite, prep school basketball and hockey programs, FEIA has an elevated level of community spirit. Students are empowered to strive for their goals and to become agents of change, innovators and leaders on a global scale."
"SMALLER CLASSES
We offer 5:1 as well as 1:1 attention to every student.
OUR DYNAMIC IEP
Every student is assessed for their support needs to develop their individual Dynamic IEP - a living, evolving guide for success.
RAPPORT-BASED
Teacher and student rapport builds strong relationships, that re-engage learning, curiosity, initiative and confidence.
THERAPEUTIC PROGRAM
Our team provides students and their parents professional on-site support, for both academic and emotional challenges."
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"Avro supports student who need more from their high school.
Who is the Avro Student?
Teens who aren't thriving in school due to stress, academic and social anxiety, bullying, and scheduling conflicts.
Teens with a complex IEP, identifying learning difficulties associated with attention disorders, in combination
with significant anxiety/depression, or complications due to family circumstances.
Teens who are diagnosed, as well as undiagnosed, with high-functioning ASD"
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"Flexibility
Our admissions are open throughout the year because we know sometimes students need a change of environment that can come at any time. Our team helps onboard new students with assessments of work and progress to date as well as planning and integration into a new class with all the supports needed for success.
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"AVRO’s Therapeutic Program is unique.
It provides students and parents regular, on-site professional support for both academic and emotional challenges. Our aim is to support the psycho-social needs of our students, in addition to their education.
The program uses a variety of therapeutic modalities, such as Cognitive Behavioural Therapy, mindfulness, as well as music and expressive arts therapy, to enhance creativity and develop a sense of enjoyment in learning."
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AVRO Academy promotes learning that is collaborative, integrated, and nurturing. Our aim is to deliver high school curriculum that inspires hope, promotes connections, and nurtures change. We do this by recognizing that each student learns and shares their learning in different ways. The wonderful AVRO team offers opportunities for our students to connect their learning to their own goals and interests, while at the same time completing Ontario Ministry of Education approved credits. I believe that learning is created by connecting inspiration with information. We welcome your children to join us and explore their inspiration, their goals, and to work through their challenges.
I am honoured to serve as Fort Erie Academy's principal! This is my sixth year in educational leadership. Before becoming principal, I had many leadership experiences, including lead teacher, student life coordinator, and vice principal. Throughout these amazing experiences, teaching still remains central to my everyday practices.
I also have more than ten years of classroom teaching experience in private boarding schools in Southeast Asia, Australia, the Middle East and Canada. My educational background includes a Bachelor of Arts in English and History (University of Guelph), a Graduate Diploma in Education (University of Newcastle, Australia), a Teacher Leadership Specialist, a Guidance and Career Education Specialist, and an Ontario College of Teachers Principal qualification.
I am privileged to lead Fort Erie International Academy and the many talented teachers and students here! My goal is to continue to bring passion to education with a commitment to creating a supportive climate and culture at F.E.I.A. conducive to teaching the “Whole Child,” empowering staff & students by creating a conducive environment for teaching and learning, implementing meaningful initiatives, and inspiring life-long learning and well-being! I look forward to working with all stakeholders in our growing school community this year!
Liberal Arts
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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We provide programming and resources for students with exceptional and special needs. We encourage students to work with us to design their program so that it engages both their strengths and interests. We also encourage students to connect their learning to the environment.
At Fort Erie International Academy, our academics are delivered with an experiential approach. We develop problem solving and critical thinking skills. Students are highly engaged with this style of learning as they apply the concepts they learn in a practical manner. We achieve a balance between individual and group activities. Group activity is the norm in our classes with students taking on leadership roles. Together they learn to collaborate and to appreciate different opinions as they achieve common goals.
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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
FEIA’s Visual Arts Portfolio Program is structured to support and develop the talents of students interested in pursuing a career in visual arts, by creating an environment of creative expression. Selected students will be guided by industry professionals, experienced in both technique and education, to help them develop their skills and explore their interests; ultimately putting together a curated professional portfolio to include in their application to a post-secondary art school.
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.
Our approach to computer science is to make it an accessible subject for all students, and to teach students the basics of programming through a series of "hands-on" classes that are also available online.
The use of technology is adopted through all courses to prepare students for the reality of the workforce
Web design
Robotics
Computer science
Many of our physical education programs are offered out of doors. We run an annual summer canoe trip, and have offered march break programs in Costa Rica, and Thailand. In Toronto we use the JCC as our location for our physical education courses. We also regularly do outdoor acctivities.
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Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
While our credit structure offers 2 courses per term, and 4 terms per year, some students choose to take longer to complete a particular course.
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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.
We support students to work at a pace that works for them. We encourage them to discuss their progress, and challenge them to overcome personal boundaries and habits that get in the way of their learning.
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"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.
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."
We support students through our strong counselling team to overome their own personal emotional and learning challenges.
In order for students to be ready to learn and develop to their highest potential, Fort Erie International Academy (FEIA) is committed to ensuring that students and staff thrive in a safe and welcoming community that embodies mutual respect, inclusivity, and is equitable and caring. FEIA is committed to creating a diverse and multicultural environment that builds positive relationships and promotes enthusiasm for learning to prepare students for post-secondary education and career destinations.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We provide appropriate programming and resources for students with exceptional and special needs. We provide programming to meet specialized needs of students with: Autism Spectrum, Cognitive/Developmental Disabilities, Giftedness, Learning Disabilities and other social/emotional/behavioural challenges.
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AVRO is a school that specializes in working with students who have diagnosed Learning Disabilities. We provide an array of assessments to determine each student's specific strengths and weaknesses and provide a variety of resources to help students achieve academic success. Our teachers work closely with an educational social worker who is on-site. We provide all the accommodations and modifications required while preparing students for being able to implement the tools and skills needed to achieve post-secondary success.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
10%
0%
$2,000
$0
80%
96%
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
No
No
Yes: grades 6 - 12
No
No
No
No
We are looking for students who have an interest in learning yet unable to thrive or achieve successes in their current school setting. Some students transfer from their previous school and attend AVRO full time while other attend both settings.
In order for students to be ready to learn and develop to their highest potential, Fort Erie International Academy (FEIA) is committed to ensuring that our students and staff thrive in a safe and welcoming community that embodies mutual respect, inclusivity, and is equitable and caring.
All potential students require an in-person meeting with their family and our Clinical Director. School transcripts and any previous psycho-educational assessments or clinical diagnosis must be shared as part of the enrolment assessment.
Please see our admission information on our website.
http://www.avroacademy.com/registration
The FEIA International Student Application Process includes four inclusive steps that must be completed in full before we can grant enrolment acceptance to any student applicant:
