7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2583 Carling Avenue # 103, Nepean, Ontario, K2B 7H7, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
2583 Carling Avenue # 103, Nepean, Ontario, K2B 7H7, Canada
5,430.9 km
5,528.0 km
1944
2020
125
100
5 to 12
8 to 12
Coed
Coed
Day
eSchool
English
English
Science and technology
Academic
Traditional
Reggio Emilia, Montessori
12 to 18
1
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$13,000 to $16,000
No
No
0%
0%
None
None
$0
$0
16
20
0%
0%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
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Rolling
Not available
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportR.I.S.E. Academy offers a highly personalized, one-to-one virtual program for Grades 8–12 built around real-world impact and entrepreneurship. Through its Social Change Maker Program, students earn high school credits while leading hands-on projects in their communities, supported by mentors and flexible, inquiry-based learning. Rooted in equity and guided by the mantra Every Student’s Brilliance Matters, R.I.S.E. serves youth who need more freedom, relevance, and connection than traditional schools provide. Its culturally responsive, skills-focused approach helps students build confidence, purpose, and the capacity to create meaningful change.
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"The teaching at Rise Academy was exceptional, and I was consistently impressed by the quality of instruction."
Alec Izere - Alumnus (Jan 29, 2025)
My experience at Rise Academy was truly transformative and far exceeded my initial expectations. Whe... View full review
"It is obvious that the teachers care deeply for their students and are willing to help their students succeed in achieving their goals."
Nathalie Keppie - Parent (Feb 25, 2025)
The quality of education that my children have received from RISE Academy has been the reason why we... View full review
"The personalized, inquiry-based approach allowed me to explore my passions while developing critical thinking, leadership, and problem-solving skills."
Yenna Dushime - Alumnus (Mar 04, 2025)
R.I.S.E. Academy was more than just a school—it was a journey of self-discovery and growth. The pe... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"At R.I.S.E. Academy, we believe education should meet students where they are. We provide flexible, personalized programming for Grades 8–12 that connects learning to real-world impact, leadership, entrepreneurship, and community change. Through one-to-one virtual, project-based learning, students earn high school credits while building confidence, practical skills, and meaningful connections that empower them to become leaders and changemakers in their communities."
"We are a family oriented School. Small classes, individual attention."
"R.I.S.E. Academy offers a distinct approach that empowers students to reach their full potential. In traditional high school settings, students who face academic challenges may not always receive the individualized patience and understanding they require. R.I.S.E. provides the opportunity to master the same material through personalized, smaller classes or one-on-one instruction tailored to each student’s needs. We are dedicated to redefining traditional education by focusing on real-world skill-building, fostering confident, socially conscious leaders who are prepared to make a meaningful impact in their communities and beyond."
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"To better serve families, R.I.S.E. Academy has elevated the standard for personalized, hands-on learning. We work to dismantle the barriers often found in traditional schooling by offering students tailored opportunities to master material in ways that align with their individual learning styles. While conventional classrooms often feature 20–25 students at fixed times, R.I.S.E. provides instruction in small groups or one-on-one settings, either virtually or in person at flexible hours. This provides students with the environment they need to grow. We have invested heavily in community partnerships, mentorship, and real-world learning; our operational model requires careful resource management to maintain affordability for families while ensuring every student receives the attention and opportunities they need to excel."
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"After 17 years in Ottawa’s public school system, founder Rebecca Chambers recognized that a fundamental shift was necessary to make education more approachable, accepting, and accessible. In 2020, Rebecca transitioned from her teaching role to conduct extensive research into personalized, innovative learning models, leading to the creation of R.I.S.E. Academy. Our mission is to support marginalized, racialized, and low-income youth across Ontario, providing the opportunities they deserve that are often unavailable in traditional settings. While early challenges included operating on a deficit, these hurdles allowed us to build vital connections with local businesses and social enterprises, creating a robust support network for both facilitators and students. These defining moments reflect Rebecca’s vision of transforming education into a platform for equity, creativity, and lifelong impact."
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"R.I.S.E. Academy is an ideal choice for students who find that the current educational system in Ontario does not meet their specific needs. Our academy was designed with non-traditional learners in mind, providing a safe environment to take risks, challenge themselves, and access meaningful opportunities for growth. We support all students who require our unique approach, regardless of their background or circumstances. Our courses and projects are tailored to the individual, ensuring every student’s brilliance is recognized and nurtured. We serve those who may struggle in conventional settings by offering a supportive space to rediscover their potential. Additionally, we cater to gifted students and student-athletes who seek more rigorous or flexible opportunities than traditional schools can provide. We believe that every student deserves the dedicated time, effort, and patience necessary for their success."
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"R.I.S.E. Academy is designed specifically for students who are not thriving within the conventional school system and require a more personalized, low-stress educational environment. If your student excels within the standard structure of Ontario’s public schools and does not require deconstructed teaching methods, small-group learning, or individualized instruction, R.I.S.E. Academy may not be the ideal fit for their needs."
"Our multicultural family oriented environment is appealing to most families"
"Families choose R.I.S.E. Academy over other alternative institutions because of our innovative and modernized approach to education. We provide an inclusive environment that prioritizes student growth and personalized development. As one R.I.S.E. parent shared: “For prospective families, I would say this. If you are looking for a school that nurtures creativity, independence, and purpose while still meeting academic standards, RISE Academy is truly one of a kind. It is a community that believes in your child and gives them the tools, space, and support to thrive."
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"To the public, R.I.S.E. Academy is recognized as an institution that has successfully challenged the barriers of a traditional education system. R.I.S.E. is known as a place where students are not simply processed through a standardized curriculum, but are seen and understood as individuals. While conventional schools are often perceived as rigid or one-size-fits-all, R.I.S.E. provides a secure environment where students can authentically be themselves without the fear of judgment or social pressure from their peers."
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"While our flexible hours and small class sizes are frequently recognized, a key aspect of R.I.S.E. Academy that is often overlooked is our community-driven and mentor-based programming. Students in these programs engage with mentors individually, forming connections that bridge the gap between their academic and personal lives, leading to a deeper understanding of both course material and essential life skills. By integrating the United Nations Sustainable Development Goals into our curriculum, students not only earn credits but also develop leadership, empathy, and a profound understanding of how to contribute meaningfully to their communities. This approach equips students with critical competencies often missed in traditional settings, fostering resilience and confidence."
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"Families are often surprised by the depth of learning achieved through our non-traditional methods. While there is a common misconception that alternative education is less effective than conventional schooling, R.I.S.E. Academy transcends the standard "alternative" label. We provide a secure and inclusive environment where students from all backgrounds can learn in ways that align with their individual strengths. At R.I.S.E., our focus remains steadfastly on the student, with a commitment to the personal and academic success of every individual we serve.
As one of our current students shared: “There’s not a single thing I’d change about the school. I’m really happy here and feel like I’m getting the most out of my time. One thing I wish I’d known before arriving is just how much I’d be able to grow and learn, not only academically but also personally. It’s a space where I feel comfortable, and I’m glad I chose R.I.S.E. Academy.”"
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"A significant recent development at R.I.S.E. Academy is the introduction of our Elite Athlete Program and Impact NOW! initiative. The Elite Athlete Program is designed to help student-athletes excel in both their sport and their studies, removing the need to sacrifice academic progress for athletic pursuits. We equip these students with the mindset and strategic planning necessary to grow as resilient learners and leaders.
Impact NOW! is a specialized program for students navigating adversity within their communities. It provides a platform to gain entrepreneurial experience, build professional networks, and engage in real-world business development. More than a path to school credits, Impact NOW! fosters a sense of community and belonging. Each session begins with a shared meal and features guest speakers, followed by small-group lessons designed to encourage collaborative dialogue rather than traditional lectures."
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"Looking ahead, we are scaling our mission so no student in Ontario is limited by standardized education. Over the next five years, we will expand our Impact NOW! programs across the province, positioning our Social Changemakers (SCM) initiative as a vital support to the traditional school system. To meet growing demand, we are strengthening our team of expert staff and mentors to ensure personalized 1-on-1 guidance. We envision hubs offering high-impact workshops in essential life skills like financial literacy and business, alongside a robust digital library of resources to broaden access. Central to this growth is building strong sponsor partnerships that directly support SCM. With 100% of SCM students subsidized, these partnerships ensure financial barriers never limit a student’s potential to lead."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Welcome to R.I.S.E. Academy!
At R.I.S.E., we believe that every young person is brilliant and capable of achieving success—when given the right environment. Traditional education doesn’t work for everyone, especially those who learn differently, face systemic barriers, or need flexibility and purpose in their learning. That’s why we’ve created something different.
Our programs are personalized, one-to-one, and built around each student’s strengths, passions, and goals. Whether your child is neurodiverse, navigating challenges in traditional school, or simply needs a more meaningful, hands-on approach to learning, R.I.S.E. offers a path forward. We focus on building relationships, confidence, and real-world skills while students earn their Ontario high school credits in flexible, innovative ways.
We’re not just preparing youth for graduation—we’re preparing them for life. With a focus on social justice, entrepreneurship, creativity, and community engagement, R.I.S.E. empowers students to become leaders in their own lives and in the world around them.
We’d love to welcome your family to our growing community.
Warmly,
Rebecca Chambers
Founder & Principal, R.I.S.E. Academy
Reggio Emilia
Montessori
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims 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. They 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. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
R.I.S.E. Academy offers a personalized, hands-on curriculum rooted in inquiry, project-based learning, and real-world application. Our approach is flexible and relationship-driven, designed to meet students where they are and adapt to their unique needs, strengths, and goals. We offer one-to-one virtual instruction, community-based programming, and pop-up experiences that allow youth to earn high school credits while pursuing extracurricular passions. R.I.S.E. is especially committed to supporting neurodiverse students and those who’ve struggled in traditional school settings. We remove barriers by eliminating rigid schedules, large class sizes, and standardized assessments. Instead, we focus on student voice, choice, and strengths-based learning. Our programs are trauma-informed and culturally responsive, with regular check-ins, personalized feedback, and wraparound support. Whether through credit recovery, experiential learning, or mentorship, R.I.S.E. empowers youth to regain confidence, re-engage with education, and envision a future where they thrive.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
At R.I.S.E. Academy, our math program is fully personalized and designed to meet each student’s individual learning needs. Youth work one-to-one with their dedicated math teacher to co-create a program that fits their goals, learning style, and pace. Whether students need to build foundational skills, catch up on missed credits, or challenge themselves with advanced concepts, our flexible approach ensures they’re supported every step of the way. There’s no need for an outside tutor—students have direct access to their teacher, who is focused entirely on helping them succeed. With ongoing support, real-time feedback, and meaningful instruction, students build confidence and deepen their understanding of math in a way that makes sense to them. By removing the pressures of traditional classrooms and emphasizing relationship-based teaching, our program empowers youth to thrive in math and beyond.
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Calculators and computers are permitted in all math classes.
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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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Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
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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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This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
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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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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
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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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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
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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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These programs have an equal emphasis on receptive and creative learning.
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This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
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Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
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Student-paced
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.
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.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
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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.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
At R.I.S.E. Academy, academic success is defined by progress, engagement, and personal growth—not rigid benchmarks. Our culture emphasizes curiosity, effort, and real-world learning over grades and deadlines. We foster a supportive environment where students co-create expectations with their teachers, ensuring goals are realistic, meaningful, and achievable. Learners are encouraged to take ownership of their education, reflect on their progress, and celebrate milestones. With flexible pacing and individualized support, we prioritize mastery and understanding. Our one-to-one approach allows students to feel seen, heard, and empowered, creating a culture where academic achievement is personalized and deeply connected to each student’s strengths, interests, and aspirations.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At R.I.S.E. Academy, we aim to develop confident, compassionate, and capable young people who understand their value and power to make change. We prioritize critical thinking, creativity, and resilience, helping students become self-aware learners and engaged citizens. Our programs foster leadership, empathy, and a strong sense of social responsibility. By connecting education to real-world issues and personal passions, we encourage students to see themselves as problem-solvers, innovators, and changemakers. We support them in developing the life skills—communication, collaboration, adaptability, and initiative—needed to thrive in a rapidly changing world. Ultimately, we strive to shape individuals who are not only academically successful but also grounded, purpose-driven, and ready to lead with integrity.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Information not available
Information not available
At R.I.S.E. Academy, we are deeply committed to supporting all learners, including those who develop learning difficulties. Our one-to-one, personalized approach allows us to quickly identify challenges and adapt programming in real time. We collaborate closely with families, specialists, and the student to create strategies that foster success. Our flexible, strength-based model is often ideal for those who haven’t thrived in traditional settings. With patience, understanding, and individualized support, we help students navigate their challenges while building confidence, skills, and a renewed love for learning. Every learner is welcome and capable of success at R.I.S.E.
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
5 - 11
1%
0%
$0
$0
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 5 - 12
No
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
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