210 Wilson Avenue, Toronto, Ontario, M5M 3B1, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
Indirect Support:
210 Wilson Avenue, Toronto, Ontario, M5M 3B1, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
2014
2022
65
10
JK to 8
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Arts
Traditional
Progressive
5 to 12
10
Learning, Developmental
Dedicated class; in-class adaptations
In-class adaptations
$10,250 to $19,750
$11,000
No
Yes
0%
0%
None
None
$0
$0
6
1
0%
0%
100%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades JK - 8
Yes: grades K - 8
No
No
information not available
information not available
This is a small school, and it has all the benefits that we associate with small schools, including a high level of engagement within the entire school community across the grades and age levels. Collaborative, hands-on learning is a draw, as is the individualised approach. The academic program is enriched, challenging, yet that’s accompanied by lots of supports, including those for students who arrive with a range of learning differences. The co-curricular offerings are broader than you might expect of a school of this size, including lots of opportunities to develop physical wellness, from yoga to marital arts. The school prides itself on being innovative, forward thinking, though that rightly is conducted with a clear view of what families need from the school, including open lines of communication and before and after care, which is included in the cost of tuition. Fluency with the core curriculum is a primary goal, as it should be, though confidence is too, and students are given ample opportunities to seek new interests, build confidence in social settings, and find their voices. In every way, there's a lot here to love.
View full reportAurora Alternative Micro School (AAMS) is a small JK to Grade 12 school with a unique approach to education. AAMS boasts small class sizes and low student-to-teacher ratios, which promotes engagement and interaction, and which provides the opportunity for fun activities like cooking. Even for a small school, it has a remarkably close-knit and intimate community where all kids feel like they belong. AAMS also offers personalized learning, in combination with a traditional curriculum, to capitalize on children’s innate curiosity and love of learning. Finally, the school prioritizes the development of critical thinking, artistic expression, confidence, and leadership skills in all of its students, from kindergartners to older teenagers.
View full reportinformation not available
information not available
"Glen Briar Academy offers personalized programs that are complemented by a deep commitment to socio-emotional and character development. Our teaching practice is tailor-made to fit modern children; their varied learning styles, interests and abilities. With individualized learning at the core of its pedagogy, Glen Briar Academy is a place for the whole child to thrive and grow."
"Aurora Alternative Micro School ! A holistic educational experience in Toronto's East End catering to the Primary, Junior and Intermediate grades. We offer a direct, expansive and heartfelt learning opportunity. At Aurora, we combine traditional pedagogy with relational, outdoor and child centred philosophies."
Information not available
"Our school is aimed at families es who are seeking a real and relational alternative to traditional and systemized education. At Aurora, we believe in creating community for our students and families. We have created an organic and alive curriculum weaving together parental and student voice with a host off teaching philosophies. Our motto 'where all is possible' really is the nucleus of the school's intention."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Families choose Aurora Alternative as they see their children thriving with other students of differing ages and feeling the joy of learning and living. Not only are students exploring traditional reading, writing and mathematical skills, they are given space to cook, create, play, and suggest avenues for their own learning. We also explore the city and visit all that Toronto has to offer."
Information not available
Information not available
Information not available
"Aurora Alternative focus is to create relational, critical thinking, and emotionally articulate individuals. Through drama, play and group building activities student are given opportunities to think about themselves as learners and as vulnerable human beings. Students learn their strengths and also where they are meet challenges, frustration and disappointment within themselves and in relation to other. Aurora Alternative also really focusses on the joy of learning."
Information not available
"Aurora is a vibrant learning experience where parents can drop off their kids and know that they are happy, nurtured and growing. We believe in creating leaders and we have many Grade 9- Grade 12 students who volunteer and teach activities based on their passions. We encourage Aurora students to share their passions with the belief that students are teachers."
Information not available
Information not available
Information not available
Information not available
Welcome,
and congratulations on taking an important first step towards improving your child's journey of learning.
At Glen Briar Academy we understand that picking a school can be difficult, which is why we encourage you to come and visit us, and see why GBA is exactly what you have been looking for. Whether you live near or far, Glen Briar Academy is the ideal place for your child to learn, develop and grow.
Book a school tour for a chance to visit our classrooms, meet our teachers, and see what a difference Glen Briar Academy could make in your child's academic, creative, social and emotional development.
We can't wait to meet you.
Sincerely,
Konstantina Peristeris & Brenda Kastner
Director & Director of Studies
Glen Briar Academy
As a passionate educator of 30 years, I have been inspired by the many countries I have lived in and visited. Having taught in London, England for 15 years as a French/Spanish and Comparative Religions High School teacher, I thrived in the multiculturalism of a city bustling with immigrants and refugees. The students I met, filled my heart with their courage, determination and joy. I was inspired by their desire to improve their life circumstances through the gift of education. In those classrooms, student respect was earned as many of the systems that they had relied on had failed them. Finding ways to engage them was a challenge, but what a delight when their curiosity was tweaked and their trust was gained. It was here that I began to understand the power of learning and the importance of relationship. I learnt that there is no end to the possibility and potential here.
I also had grown up hearing stories and reading articles about Summerhill school, revolutionary in their mission to impassion and engage young minds and hearts. I wanted to bring this energy and philosophy to the urban classroom. I was fortunate enough to teach in Paris for several years, complimenting my understanding of teaching in a diverse and inner city environment , but with a fresh twist. Added to this mix, my travels to Israel and life on Kibbutz opened my eyes to the importance of nature as an inherent teacher and impressed on me the value of community and camaraderie. This was accentuated in New Zealand where I furthered my understanding of ecological literacy and the interconnectedness of life and learning. As a parent of a child in TDSB’s alternative outdoor education Equinox Holistic Alternative school, the years of accompanying school trips to the Evergreen Brickworks and the Pine Project helped me see, first hand, the deep rooted impact of this type of enrichment.
My travels brought me to Toronto which is where I now call Home. I have been working for the TDSB initially as a Grade 5 /6 French Immersion and Core teacher and also a Grade 7 and 8 Core Homeroom teacher.
In addition, I graduated from the Transpersonal Therapy Centre in 2008 and have a small practice where I work with individuals and families. As well, I have facilitated many groups for adults working with personal growth, movement and meditation.
All these experiences, the places and the people, are integrated into the fabric of who I am as a human being and who I am as a teacher.
Progressive
Information not available
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Enriched academics become the medium for students to learn to problem-solve, think critically, research, process large amounts of information, and work both individually and in teams. Our curriculum is designed to challenge minds and promote innovative thinking. This ensures that our students not only posses the knowledge they need, but also the skills that will allow them to effectively and confidently share, modify and implement it both in and out of the classroom.
Information not available
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Our Mathematics curriculum provides students with balanced exposure to formal process, open and guided inquiry as well as meaningful hands on practice. Lessons and activities are designed to challenge the mind and apply concepts, thereby creating a continuum of learning that is solid, cohesive and cumulative. At the Intermediate grades, strong focused is placed on seeing math as a language that is a relevant part of every student's life. Geared by a combination of notational work and practical application, students have ample opportunity to explore the purpose of math in the world around them. Group work promotes problem solving and team work skills.
Students will develop their confidence with math skills and explore the magical world of numbers. We will start with an introduction to the abacus and the origins of counting. As students grow, the math curriculum will focus on the principles of addition, subtraction, multiplication and division. At Aurora, we will make math learning as experiential as possible and create opportunities to integrate math skills into real world situations. All students will be given in a workbook for their particular age level which they can use at home. Students will also have access to computers and are able to learn coding through programs such as Scratch and Scratch Junior.
A variety of texts and supplementary materials are used. Additionally, all our learning spaces are equipped with purposeful manipulatives, varied resources and engaging technology to support our students in their learning.
Jump Math
Information not available
Not applicable
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Not applicable
Literacy is key to learning, and the primary years at Glen Briar Academy are all about giving the students the tools to access and understand text, whether it be oral, written or media. A daily literacy block with focus on phonemics, comprehension and writing, gives students the tools they need to read, write, infer and retell through a variety of traditional and innovative media.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Process approach
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.
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.
Students are encouraged to develop and reflect on their thinking through writing. A focus on vocabulary and grammar allows students to confidently tackle these tasks, while developing a deep love and understanding of literature, and nurturing a personal voice as an author.
progress developmentally, the curriculum transforms to meet their changing inner requirements. Literacy and Languages At Aurora, we aim to nurture the love of reading and writing. Students will develop their ability to express their ideas; we start with letters, continue to forming words and sentences and then by the end of the primary years, students will be able to see their work grow in sophistication as their vocabulary and grammatical understanding develops. The school offers a broad and vibrant Library cultivating creativity, curiosity and imagination. Each year students will write their own stories and will have them formatted and printed into a bound book. Students will also have spacious time to play, as it is our experience that students love of storytelling starts and is integrated through this sacred time. Basic French and Spanish will be introduced during these years. Be prepared for a trip to the local French bakery!
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Our Science curriculum puts great emphasis on the benefits of discovery. Through group inquiry, students become key players in the structure and specific content of their scientific study. While tackling subjects of interest and acquiring pertinent skills, students feel engaged and motivated to further expand their knowledge.
Science is all around and within us! With this in mind, the science curriculum will focus around these units. Animals and their habitat Food and Health Compounds and experiments Making structures The science curriculum will be supported by Scientists in the School and the Toronto Wildlife Association visits.
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
Zoology
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
Our literature program focuses on the in depth analysis and manipulation of text and literary features. Our students are exposed to and are encouraged to study pieces of literature from a wide variety of cultures and time periods. The focus is not placed only on retelling, summarizing, reflecting and inferring the information from the text read, but also on exploring contemporary issues and the ways in which they affect and influence us and the people around us. Additionally, through literature, students are provided with the tools needed to develop an informed view and opinion, to identify biases and influences, and to evaluate the reliability of the information provided.
Information not available
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.
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.
Through our social studies program, students are exposed to the wider world around them, teaching them to appreciate, compare and relate to the varied cultures that stand past their immediate environments and time. Students are encouraged to reflect on, manipulate and apply their knowledge to create presentations and media works that elaborate on these topics.
At Aurora, students will develop an understanding of the world around them through an understanding of countries and continents and stories of people’s culture sand experiences. Students at each age will be invited to create a family tree and share stories of their own personal family history and the geographical paths that have brought them to the present day.
Not applicable
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.
Not applicable
At the Intermediate level, Social Studies includes the exploration of Geography and History. These subjects are taught in a way that promotes student reflection and relevant application of concepts and theories, allowing students to become productive citizens and meaningful participants in the local and global community.
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Our Foreign Language Program focuses on fostering and developing a love of the both the particular language and culture, as well as an understanding of the way it can fit into our lives as Canadian citizens. Our curriculum focuses on language acquisition, communication, proficiency, and our classes our taught by certified and experienced teachers who provide scaffolded instruction at all stages of the language acquisition process. Our program provides individualized support across the curriculum, allowing student interest and compentency to flourish while developing critical communication skills. This individualized support includes teachers identifying effective learning/teaching approaches for each child, targeting individualized intelligences, and customizing tasks accordingly.
We offer French and Spanish.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
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.
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.
Recognizing that many students better learn, explore and represent their thoughts and ideas through artistic expression, our cross curricular approach allows this discipline to be incorporated into all subject areas, thereby developing skills of interpretation and presentation within a variety of contexts.
At Aurora, we see the arts as an evocative and powerful gateway for self expression. Students will delve through the realms of their imagination using as many mediums as possible; (clay, acrylics, baking, play dough, sand sculptures, water colours, wooden and magnetic tiles. In fact, there is no end to the kaleidoscope of possibilities here!) Students will each be given a sketch book to harness and explore their creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Digital literacy is an important element of our program, as it is a necessary skill for all students in order to be prepared for the future. The use of computers and technology are seamlessly integrated into our lessons and activities, without being the focus of our lessons. They provide an aid, but not a replacement, in teaching the fundamental skills needed for students to be successful. Furthermore, students are taught the value of the use of technology as well as as understanding of the drawbacks it has on our daily lives.
All students have access to a laptop and explore graphic design and Scratch.
Web design
Robotics
Computer science
Our Physical Education program enables students to develop an appreciation of participating in a healthy and active lifestyle. Collaborative and individual tasks promote confidence and participation skills, not only in this subject area, but across the curriculum.
This will be an integral part of the school day and students will be encouraged to move their body, play together and learn new skills. We offer volleyball and tennis lessons. We have many parks in the area with a range of green spaces, beach, creek and woodland areas.
Play-based
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.
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.
Our Kindergarten program offers a world of wonder and learning through hands on play, discovery and guided experimentation. The Kindergarten curriculum at Glen Briar Academy was created with the specific aim of providing children with a balanced environment that is both nurturing and challenging. Inquiry and play-based learning guides students through units that integrate and explore all curricular areas in a meaningful, relevant and dynamic way .
At Aurora, we focus on a play based approach for our young learners. We provide a range of learning centres revolving around imagination and creativity that helps our students develop healthy relationships with their peers. We also encourage outdoor play and inquiry.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum 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.
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.
Enriched academics become the medium for students to learn to problem-solve, think critically, research, process large amounts of information, and work both individually and in teams. Our small class sizes are set to provide more individualized attention, allowing our teachers to meet the needs of a diverse range of learning styles, including those who might be struggling, as well as students who are exceptional learners and need a greater challenge in the classroom.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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."
Not applicable
Not applicable
At the core of our ethos is the student and his/her development as a whole person. We strive to create individuals who are, and will always be: capable learners, confident participants, successful contributors as well as aware and responsible citizens.
At Aurora, we aim to nurture your child academically, emotionally, spiritually cultivating a capacity to develop secure and healthy relationships. We believe in this way, that as students come to understand themselves holistically that they can forge a healthy and happy life in 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:
| ||||
|---|---|---|---|---|
| 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.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
0%
0%
$0
$0
100%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades JK - 8
Yes: grades K - 8
No
No
No
No
Yes: grades 2 - 8
No
No
No
No
No
We are happy to welcome all new families to our own, and we look forward to changing, growing and developing to accommodate them and their changing needs.
We accept families and students who are looking for an alternative to mainstream and traditional education. Students will be looking to share their interests and curiosities and develop their critical and creative skills. Families will be looking for a more scared and holistic educational experience.
Glen Briar Academy is devoted to the academic and social development of our youth. Our school administration and staff work closely with parents/guardians to ensure that their child is immersed in an appropriate and stimulating learning environment.
Following the submission of an application package, our admissions department will contact you to set up a suitable time to schedule a visit of our school premises, a tour and an assessment. These will be completed over the span of a morning or an afternoon, allowing parents and students to enjoy and experience Glen Briar Academy’s learning environment.
Applications are free of cost, and filed at no commitment for enrollment.
Junior Kindergarten/Senior Kindergarten and Grade 1 applicants will meet with the head of our primary department, receive a tour of the school building, and go through a brief informal assessment, focusing primarily on basic literacy, numeracy and social skills.
Grade 2 to 8 applicants will meet with the Director of Studies, receive a tour of the school building, and go through a brief formal assessment, focusing primarily on literacy, numeracy and social skills.
Students will be assessed at their current grade level, with consideration for their applicable enrollment year. The purpose of the assessment is not to distinguish using capacity or ability levels, but to start creating a student portfolio that will allow Glen Briar Academy’s educational team to tailor the learning environment and program to suit the needs, goals and strengths of each student.
Applicants will be contacted within 5 business days with notification of enrollment. At this time, parents will be forwarded further application materials and requirements.
There will be a yearly $200 fee for supplies.
