275 Duncan Mill Road, Toronto, Ontario, M3B 3H9, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
Indirect Support:
275 Duncan Mill Road, Toronto, Ontario, M3B 3H9, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
1962
2018
1124
84
Preschool to 12
K to 10
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
20 to 22
6 to 10
Learning, Developmental, Behavioral
Accelerated curriculum
$20,950 to $31,050
$28,000 to $32,000
Yes
Yes
0%
0%
6 to 12
K to 10
$5,000
$5,000
70
8
0%
0%
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades K - 10
No
No
information not available
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It's a big world out there, with lots of big ideas in it, and Bayview Glen prides itself on offering students an introduction to all its breadth and complexity. The school is part of the Round Square network of schools, which reflects that ambition; the program includes cross-curricular links to concepts of community, self-reliance, and entrepreneurialism. For some students, it can be a lot, perhaps especially for those within the younger grades—the school admits students from preschool through to grade 12. A broad range of curricular and co-curricular activities back up the school's promise to deliver the world: Mandarin classes, a model United Nations program, as well as a range of arts and athletics. While learner support is provided, the ideal student is one who is able to thrive in an intellectually diverse, academically challenging environment.
View full reportOak Bridge Academy is designed for kids with exceptional learning and/or behavioural needs. Its academics are strong thanks to small class sizes, and a dedicated highly trained teaching and behavioural support staff. Oak Bridge’s individualized educational and social and emotional development support helps kids thrive. Kids also learn organizational strategies, as well as interpersonal, collaboration, and self-regulation skills. Oak Bridge also offers adjunct programming in life skills and a host of other exciting extracurriculars. Offering Kindergarten through Grade 9, Oak Bridge was founded on the core belief that all kids are able to learn and make progress when provided with the appropriate support.
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"The overall quality of student life at Oak Bridge Academy is outstanding!"
Colleen Coghlin - Parent (Jun 09, 2022)
My child has had a fantastic experience at Oak Bridge Academy. He loves that there are fewer kids th...
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"The academic program is wonderful."
Karen Maton - Parent (Jul 28, 2022)
We are absolutely thrilled with the progress our grandson has made in the two years he has been at O...
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"The best thing about OBA is that the students develop TRUE friendships."
Melissa Vardon - Parent (Jul 28, 2022)
All Students at OBA are accepted and welcomed just as they are. Unlike a traditional public school ...
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"Bayview Glen is an academically invigorating, co-education independent school for students from age 2 to Grade 12. Situated on two closely connected campuses in North York, our vibrantly diverse community is inspired by expert teachers and fuelled by a forward thinking curriculum. Bayview Glen welcomes all students into a nurturing community that allows inquisitive minds to flourish. Our broad offering of curricular and co-curricular activities ranges from Drama to Design Thinking, Robotics to Round Square, Music to Model United Nations, Athletics to Advanced Placement. We value collaboration, problem solving and academic risk-taking to foster the entrepreneurial mindset and respect for diverse viewpoints that are essential for success in the 21st century. Bayview Glen students graduate as compassionate cosmopolitans, fully prepared for top ranked universities at home and abroad. Equally important, they step forth with the skills and attitudes needed to embrace and influence a world of accelerating change."
"Oak Bridge Academy offers a blended academic and therapeutic environment using evidence-based teaching methods of Applied Behaviour Analysis (ABA) and Acceptance and Commitment Therapy (ACT) and specialized remedial literacy and numeracy programs. OBA is spearheading a paradigm shift where parents no longer need to choose therapy or school for their child with exceptionalities. We are an accepting and supportive small school environment that fosters personalized attention."
"Our close-knit and vibrantly diverse community, inspired by expert teachers and fuelled by a forward-looking curriculum, shapes independent thinkers and energetic citizens. We are members of Round Square, an international association for compassionate leaders, Advanced Placement and the Youth and Philanthropy Initiative for empowering social change."
"Oak Bridge Academy's vision statement encompasses our belief and conviction "where success is presumed and actively pursued". With intentionality and conviction to this statement, we are committed to be the leading provider of educational services for students with exceptionalities. Our values include acceptance of differences, succeeding together, inspiring the love of learning, providing a welcoming, diverse and inclusive community while prioritizing training and evidence based practices."
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"Families choose Bayview Glen for our balanced academic programme, which has a strong music and arts programme, languages, physical education, Outdoor Adventure, Duke of Edinburgh Programme. Our co-curricular activities include an art festival, drama productions, choirs, bands, and extensive team sports. Students can also join clubs and activities including DECA and Robotics."
"Oak Bridge Academy believes that every child has the right to an education and that the love of learning is the most precious gift a child can receive. We believe it is our responsibility to help support our students with exceptional learning needs to become engaged citizens and community members by helping to support them academically, emotionally and socially. This is done in an environment where staff receive ongoing training and every students' strengths and needs are valued."
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"We are proud to highlight our educational continuum from Preschool (age 2) through Grade 12 which fosters values, abilities and friendships to last a lifetime. This philosophy embraces the real world beyond our walls in that we are co-educational, multicultural and multi-denominational; and it focusses on the whole child, nurturing each child’s full potential and confidence to succeed. Our families come together to support our school in building a strong and nurturing community for all."
"For many of our students there has been a history of learned behaviour to be sent home from school due to their behaviours. Many of our families felt ostracized and ultimately pivoted to OBA where their child now attends school daily from 9-4 and instead of feeling ostracized families have found a strong school community that supports, understands and accepts their child's differences."
"Founded in 1962 by Lois Doreen Hopkins, Bayview Glen began originally as a nursery school and day camp. Beginning with the mission of creating “a nurturing environment in which each and every child is precious”, our teachers are accessible and committed to providing excellence in teaching and learning demands of all students and families. Our goal continues to be to nurture relationships, craft the experiences, and provide the supports that empower our students."
"The impact of our learning environment on families is priceless. Oak Bridge Academy intentionally works with students and families on alternative behavioural responses instead of suspending or sending children home. Family dynamics are more about living and loving than coercing and bribing "appropriate behaviour". Perhaps most importantly, families no longer need to choose between therapy and education; both are provided at OBA."
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As a dedicated community of learners and leaders, Bayview Glen is a world class, co-educational institution that provides a wealth of opportunities for aspiring young minds to explore, experience and discover their passions through a rigorous, academic and supportive learning environment guided by our talented faculty and staff. Our mission is Whole Child: Whole Life: Whole World.
As a vibrant school community, it is paramount at its core that each individual feels welcomed, understood and valued. Our teachers place a high priority on engagement, mentorship and character development through our core values of Respect, Responsibility, Compassion, Integrity, Equity and Balance. The fundamental building block of feeling a sense of belonging allows for greater opportunities and pathways for students to learn, explore, discover and experience the enrichment through our academic and extensive co-curricular programmes.
In today’s world and tomorrow’s pathway for students, one of the important goals of educational institutions is to teach our generation, not only to strive to be the best of who they are and get to a good place, but do it in a good way, with purpose and passion.
I invite you to contact our Admissions Department and visit our campus to experience firsthand our unique place of learning where students are provided a wealth of opportunities to discover their passions and purpose.
Dear Parents,
Thank you for considering Oak Bridge Academy for your child. We understand that deciding on a school for your child with exceptional learning and/or behavioural needs is one of the most important decisions you will make for their future.
Oak Bridge Academy was founded on the understanding and core belief that all children are able to learn and make progress when provided with the appropriate support. The co-founders of Oak Bridge Academy are parents of children with exceptionalities who, like you, wanted more for their child. Oak Bridge was founded on this belief and continues to strive to support all children academically, socially and emotionally.
Academics is a core focus and an important part of each day at Oak Bridge Academy, however, mindfulness and working to be flexible in thoughts and behaviours are the skills and strategies that are intertwined throughout the day and incorporated into all learning activities. Oak Bridge Academy also intentionally teaches skills such as initiation, organizational strategies, interpersonal skills, collaboration, self-regulation and responsibility.
We use a model that has shown great success in several schools in the USA, following a model by Dr. Mark Dixon. This model uses the evidence-based principles of Applied Behaviour Analysis and Acceptance and Commitment Therapy.
We understand that finding the right school to foster your child’s academic, social and emotional growth is critical. You can feel confident that your child’s individualized learning needs will be accepted and supported at Oak Bridge Academy.
All of our Ontario Certified Teachers and our Registered Behaviour Technician (RBT) work closely with families as an essential part of our school model.
We look forward to the opportunity to meet you and your child and discuss how Oak Bridge Academy can support your child’s educational journey.
Co-Founder, Director and Principal
Kathie Shaw
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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Educating the whole child requires we provide a wide range of opportunities for students to explore. Developing an entrepreneurial mindset and establishing excellent communication skills are also top priorities.
OBA follows the Ontario Curriculum with an augmented curriculum in literacy, numeracy, social skills and SEL. All students have an accommodated and/or modified IEP for their individualized learning needs.
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.
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Jump Math Supplementary support utilising IXL
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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.
Early literacy intervention is based on Orton–Gillingham approach. Orton-Gillingham is a structured literacy approach. It introduced the idea of breaking reading and spelling down into smaller skills involving letters and sounds and then building on these skills over time.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Reading Benchmarks -Fountas and Pinnell
Orton-Gillingham assessments and evaluations
The Woodcock-Johnson Tests Reading Mastery test (incoming students)
Process approach
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.
Hand Writing Without Tears curriculum is utilized in primary grades to help develop handwriting skills utilizing a multi-sensory handwriting instruction. In junior and intermediate grades Writers' Workshops are used with monthly themes to encourage a variety of different writing styles and interests.
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.
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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
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Equal Balance
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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Pragmatism
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.
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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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Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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Academic
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
Bayview Glen offers a balanced programme starting at age two years.
Ready 2 Learn is a program designed to target the skills required to be successful in a classroom or group setting. Ready 2 Learn offers a blended therapeutic and academic environment, using a variety of evidence based practices to support each child in reaching their full potential. Specific scaffolded programs are used to teach core academic skills.
Student-paced
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).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
First and foremost, providing a supportive, structured and empathetic approach to our student's various learning needs allows us the opportunity to focus on instilling a love of learning. Behavioural flexibility takes precedent over 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."
The CORE principle of Oak Bridge Academy is behavioural flexibility. This key skill, encompassing social skills development and emotional regulation, is at the heart of all school activities. We believe that these skills will support our students for sustained future success in both school, and more importantly throughout life.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Oak Bridge Academy is an alternative school structured around the principles of Applied Behaviour Analysis designed specifically for children with neurodevelopmental disorders. Applied Behaviour Analysis focuses on the principles that explain how learning takes place and is a scientifically validated approach to understanding behaviour and how our behaviour is affected by the environment. The core principles of behavioural science used at Oak Bridge Academy include contingency management, goal setting, self-control, mindfulness, and Acceptance and Commitment Training (ACT). Each of these principles, when used in combination, will contribute to developing a resilient and flexible student. All students have an IEP and accommodations and modifications are all individualized depending on the identified needs of the student. Social and/or emotional regulation goals are alternative goals on the students' IEP.
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We provide services for all students. Children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities.
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
6 - 12
K - 10
0%
0%
$5,000
$5,000
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades K - 10
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 9 - 12
No
No
No
Students wishing to study at Bayview Glen are asked to submit a completed application form, along with a copy of their birth certificate, immunization records, a recent school report, a photo and an application fee of $100. Admission to the school is based upon a review of past school reports, an interview or class visit, entrance testing and space availability. The Admissions Office is available to answer your questions, provide you with more information, and arrange for you to visit the school. For more information, please contact Judy Maxwell, Director of Admissions, at 416.443.1030 or [email protected].
We provide services for children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities. Full-day, ten month (September to June) programming with high teacher-to-student ratios is offered to children from grades one through nine. One on one support is not provided in our regular tuition formula.
Our admission process helps applicants and their parents become more familiar with Bayview Glen, its programmes and our educational philosophy. You begin by submitting a detailed application form. Then, students will visit the school to experience life in class, and will complete an entrance assessment. Once the admissions process is complete, students are notified in writing each March regarding their application status. Please visit the Admissions section of the Bayview Glen school website (www.bayviewglen.ca/admissions) for further details.
Oak Bridge Academy Application Process
The application process helps us gain important information about prospective students and their families. This process will help all parties determine if Oak Bridge Academy is the appropriate placement for their child and family.
As Oak Bridge Academy has limited space, we encourage you to apply early to avoid being placed on a wait list.
Step 1: The Application Form
This form is to be completed by the parent(s)/guardian(s) of the applicant along with a non-refundable $100.00 application fee. This fee is non-refundable due to the amount of staff time required to review and assess the application. Please be sure to also send along copies of the student’s:
current IEP
last two report cards
any behavioural or psychologists reports
Once the application form, $100.00 fee and student information has all been submitted, you will be contacted to set up an on-site interview.
Step 2: The Interview and Trial Day
The interview will take place at the school with the parents while your child spends a full day in a fully integrated classroom setting. This step will allow Oak Bridge staff to determine the child’s strengths, goals and support level before recommending potential placement.
Step 3: Admission Decision
Admission decisions are made after a family interview and assessment of the applicant.
If Oak Bridge Academy feels the applicant would benefit from the behaviour curriculum, admissions will be approved and the application will be forwarded a registration package.
Step 4: School Registration
Your registration will not be considered complete until Oak Bridge Academy receives the following:
Registration Forms
$1000 Registration Fee (will be deducted from your total tuition cost)
A copy of the applicant’s birth certificate or passport
A copy of the applicant’s most recent immunization records
Void cheque to process for monthly automatic withdrawal
