150 Wynford Drive, Toronto, Ontario, M3C 1K6, Canada
Via Cavour 13, Lanciano, Italy, 66034, Italy
Indirect Support:
150 Wynford Drive, Toronto, Ontario, M3C 1K6, Canada
Via Cavour 13, Lanciano, Italy, 66034, Italy
2003
1995
65
100
1 to 12
9 to 12
Coed
Coed
Day
Boarding
English
English
Academic
Academic
Traditional
Traditional
6 to 10
10 to 12
Learning, Developmental
Learning
$27,750
$24,500 to $42,900
No
Yes
0%
0%
None
9 to 12
$0
$0
5
25
0%
100%
100%
95%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 1 - 12
No
No
No
information not available
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The Brighton program begins from the understanding that not all students are able to adapt themselves to the curriculum; rather, in order to reach their potentials, they require an academic environment that adapts itself to them. That can take many forms, and Brighton offers the full range, from small, student-centred groups, to a balanced daily schedule, to a staff with the tools and supports—and the time—to really work individually with each of the students. There are lots of challenges out there, and Brighton has a history of helping their students meet all of them, no matter what form they might take. The service programs, spirit days, and extracurricular programs all extend and enhance the strength of the core program.
View full reportAt Canadian College Italy (CCI) students are given an incredible and life-changing opportunity to attend an Ontario-accredited high school in the ancient town of Lanciano in Central Italy’s Abruzzo region, just three hours from Rome. The school is in a four-story Medieval house and student meals take place in a 500-year-old former inn. With a reputation for academic rigour and excellence, Canadian College Italy’s students go on to excel at the world’s top universities and colleges. While classes are taught in English, students are immersed in rich Italian culture and history, visit numerous art meccas in the country, and are offered European trips to expand their horizons. Students come from the world over to study at Canadian College Italy, forming lifelong bonds and friendships that enrich their lives and help contribute to an unforgettable high school experience that offers exceptional educational outcomes.
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"One of the best parts of CCI is probably the staff who are always ready to support us."
Isabelle Trudeau - Student (Feb 28, 2023)
CCI is an amazing place to step out of your comfort zone and start discovering who you are. You are ...
View full review
"This is one of the first times I’ve seen teachers and headmasters being so close to the students to the point you would think they’re friends or related."
Frunza Ian - Student (Feb 28, 2023)
CCI is a great place where people can learn and connect with other incredible people. Besides being ...
View full review
"This school directly impacted my self-confidence in my chosen career path."
Marc Wiltshire - Alumnus (Feb 28, 2023)
My time at CCI remains a high point in my life, both personally and professionally. I made some of m...
View full review
"Brighton is the leading private school in Toronto intentionally designed for elementary and secondary students with learning challenges. Brighton sets the standard for specialized education by using best practices, evidence-based teaching methods, and specialized remedial programs for reading decoding, reading comprehension, math, writing, and social competency development. Brighton is a warm, vibrant school with small learning groups and personal attention. Visit us in our great new renovated location!"
"Canadian College Italy is one of Canada's top private boarding high schools abroad. Parents trust us for our reputation for academic excellence, small class sizes and personalized education. Students choose us for our life-changing cultural immersion and our beautiful and historic campus. For nearly 30 years, we have been empowering students with the confidence, character and skills they need to succeed at the world’s top universities and colleges. CCI is the only Ontario-accredited school in Italy."
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"As the only Ontario-accredited high school in Italy, CCI is able to offer students a rigorous English-language academic program in a beautiful and culturally rich setting. As a traditional university preparatory boarding school, our program fosters time management skills, responsibility and independence through a balance of academics and enriching extra-curricular activities."
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"Our learning group model is unique. Students are taught in small groups with other students that are at their same level. This model optimizes learning.
We have specialty programs for reading (Direct Instruction), comprehension (Visualizing and Verbalizing) and math (My Math Path)"
"Parents and students choose CCI because we are a small, family-run boarding school where each student receives the personal attention that cultivates success. We value building personal relationships with CCI families, which creates a sense of community and belonging that larger institutions may not be able to offer."
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"CCI was founded in 1995 by a Canadian teacher who noticed how her own children benefited from travelling and living in Europe."
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"It's not surprising that studying abroad can enrich one's outlook, broadening one's sense of worldliness and compassion. However, CCI students will tell you that they left CCI with a surprising sense of independence and confidence, arming them a unique maturity going off to university."
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Welcome to Brighton
We have what you’ve been looking for. A warm, vibrant school community that understands elementary and secondary students with learning challenges. Learning Groups with only 3 – 6 students in each group. Caring, qualified, trained and experienced Special Ed teachers who individualize learning to meet each students’ needs. An evidence-based, best-practices curriculum that gets results. A focus on remediation, but also on ‘strengthening strengths’ so our students understand that while they have challenges, they also have gifts and abilities that make them shine.
Our ‘Balanced Day’ schedule with two well-spaced 45 minute breaks (instead of short 15 minute recesses) helps keep our students at a consistent energy and attention level throughout the day. After school clubs that allow students to experience a wide variety of different sports and arts activities, and are designed to build skills, friendships, teamwork and self-confidence. A social skills program. In-house tutoring. Speech and OT services. Dances. A large, bright gymnasium. A stage. A great playground. A parking lot. A before and after school care program. Great students and parents. Come and visit us to experience Brighton for yourself!
Dear Reader,
Canadian College Italy is Canada’s first high school in Italy. CCI is a co-educational boarding school that offers an academically rigorous curriculum in a semester format and all courses are taught in English. Founded in 1995, we have provided a unique high quality educational experience that prepares students for success in their university studies. We offer grades 9 - 12, and our courses conform to the Ministry of Education accreditation guidelines for the Province of Ontario. Our professional teaching staff dedicates itself to ensure extensive individual attention is available for every student. CCI prides itself on its excellent student achievement and graduates have accepted offers and received scholarships from a variety of universities throughout Canada, the U.S.A., the U.K., Australia and Europe.
The essence of CCI is that challenging learning takes place in the country of the Renaissance where archaeological, historical and art treasures are visited as a formally instructed integral part of the CCI educational experience. All students visit the major art cities within Italy and optional trips are also organized throughout Europe.
The Town of Lanciano, where CCI is located, is an ancient-yet-modern, safe, and well serviced small city of 45,000 in the eastern Abruzzo Region. It is a 15 minute drive from the sand and stone beaches of the Adriatic Sea and less than three hours by bus from Rome. An important part of the student experience is to live in an Italian town and be immersed in its culture, and Lanciano has warmly embraced CCI and our students.
Students attend CCI from – Canada, Europe, the United States, the United Kingdom, Mexico, South America and Italy to name a few. This assemblage of students and concentration of experience promotes strong friendships with classmates from all over the world.
CCI's main building is a four-story medieval house centered around a bright covered atrium that rises a full four stories. Surrounding the atrium are classrooms, the library and administrative offices. The Allegria, is a charming 500 year-old inn where our students have their meals. CCI students enjoy excellent Mediterranean food, where all fruits and vegetables are locally grown. The Allegria is the oldest Inn in Lanciano; it also houses the boys’ residence on the second floor. The girl’s residence, Santa Maria is a larger building about a five minute walk from the school. We encourage each residence to develop into a mini-family so that it operates as much as possible as a home away from home. Each residence has excellent WiFi service. It is invariably residence life, with its friendships, necessary accommodations, agreements and understandings, that students have reported they remember and will forever treasure as an important bonding and enriching part of their CCI lives.
Canadian College Italy’s mission: To provide a unique environment in which students
experience a renaissance academically, socially and
culturally.
We hope to see you in Italy.
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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Brighton is committed to using best-practices, evidence-based teaching methods and materials for its students.
Canadian College Italy is a co-educational, boarding, high school that offers an academically rigorous curriculum in a semester format, and all courses are taught in English. We offer courses for grade 9 to grade 12 ( High school graduation). Our courses conform to the Ministry of Education accreditation guidelines for the Province of Ontario, Canada.
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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Expository
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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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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Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
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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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Audio-Lingual
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
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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
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.
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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.
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Web design
Robotics
Computer science
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Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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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.
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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.
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”.
Teaching of our core subjects in the elementary school is done in small Learning Groups of between three and six students. Students are assessed and assigned to their groups according to their ability levels in each subject. This allows students with uneven learning profiles to have their needs met in all subject areas, whether they are above grade level, at grade level, or lower than grade level. Secondary students are in small classes of three to eight students and both credit and non-credit courses are available.
Academic emphasis with evening mandatory study hall in the residences
"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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Brighton School elementary program is designed for students who are experiencing challenges with academics or social skills, our program provides both curriculum-based and remedial programs in all core academics. Brighton's innovative Secondary program is designed to meet the needs of students who would have difficulty meeting the demands of a typical high school program and social environment. We offer Ministry of Education credit courses, pre-credit courses, and an alternative non-credit Transition to Adulthood program, which provides employment preparation and independent living skills.
Canadian College Italy is a boarding school focused on preparing students for university through academics, but also through the development of personal confidence through social connection. Students attend CCI from Canada, Europe, Russia, the United States, the United Kingdom, Mexico, South America, Thailand, and Italy to name a few. This assemblage of students and concentration of experience promotes strong friendships with classmates from all over the world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Our school environment and academic programming are specifically designed for students with learning difficulties.
We do not discourage parents from enrolling their children if minor accommodations are required.
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RecreationalRec. |
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Cricket |
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Cross-country 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
0%
0%
$0
$0
100%
95%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 1 - 12
No
No
No
No
No
No
No
No
No
Yes
No
A student seeking a unique educational experience.
Parents interested in applying to Brighton School may wish to start the process by attending one of our Open Houses to tour the school, meet the teachers and hear an overview of our program. If that is not possible, parents may call to arrange a personal appointment with the Principal or the Director of Admissions. You may also request an application package be mailed to you, or you can download the appropriate Application package here: The application fee is $150, or $450 for International applications. Once we receive your Application Form with the requested information, including psycho-educational assessments (if available), report cards and other pertinent information, we will set up a student assessment. The assessment takes between one and two hours, depending on the age of the student and the information provided. If there seems to be a reasonable fit between the student and our program, a half-day class visit will be arranged for the student. Following this, the parents will be called to discuss the results of the assessment. We make every effort to expedite the process once the application is received. You may contact our Principal, Irene McRae, at 416-932-8273 ext 120.
Three teacher recommendations, current school transcript, and school reports.
