23 Toronto Street, Toronto, Ontario, M5C 2R1, Canada
20 Glebe Road East, Toronto, Ontario, M4S 1N6, Canada
2011
2006
340
180
7 to 12
3 to 12
Coed
Coed
eSchool, Day
Day
English
English
Academic
Academic
Progressive
Progressive
10 to 16
5 to 10
Learning, Developmental, Behavioral
Learning
Dedicated gifted school
$19,750
$32,000
Yes
Yes
10%
6%
7 to 11
3 to 12
$7,000
$10,550
57
18
0%
0%
65%
50%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 3 - 12
No
No
information not available
information not available
One of the resources of Keystone International Schools is the city itself, something that administration has very consciously built into the programs. Toronto has a wealth of resources, of course and Keystone strives, rightly, to make the most of them. While not a preparatory school in name, the program nevertheless addresses itself to a student population preparing for success at university. Supports are in place for international students, and the school adopts an international gaze, looking well beyond the school walls, educating students to be adept at international communication and engagement. The ideal student is one able to thrive within a diverse, collaborative academic environment.
View full reportThe Study Academy is a coed, independent school with two locations in mid-town Toronto. It provides a nurturing and supportive environment where academic and personal growth are top priority. The school provides a personalized education tailored to support kids with a range of learning styles, strengths, and needs. Since its inception, The Study Academy has focused on educating twice-exceptional and anxious learners by providing unique learning approaches, support plans, and opportunities for growth where individual strengths are prioritized and challenges are addressed. The school also has an extensive elective program that offers students the opportunity to explore areas of interest that aren't typically offered at the primary level. Among others, students can choose to take such engrossing courses as film studies, foreign languages, debate, and experimental art.
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"lovely teachers and interesting classmates"
ruby ma - Student (Jan 24, 2018)
In Keystone International Schools, we have lovely teachers and interesting classmates. Everyone stud...
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"...always fostered a positive environment and [...] made sure that I was doing well in school."
Adham Alazhari - Student (Jul 31, 2018)
I really enjoyed being a student at Keystone. Overall I made lifelong memories and really good frien...
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"Students at Keystone School are very friendly and helpful."
Sarah Lee - Parent (Dec 10, 2021)
My daughter completed Grades 10, 11 and 12 at Keystone School. What she needed was a happy school en...
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"When it comes to academics, The Study really gets it."
Katie Andrien - Parent (Oct 17, 2023)
The Study Academy is a magical place that lifts kids up and supports them in their academic journey....
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"As with every school, the quality of instruction is reflective of the quality of teachers and on the whole, the teaching is excellent."
Helen Rendl - Parent (Oct 17, 2023)
My son has had a transformative experience while at The Study Academy's Lower School. The small size...
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"This school deserves a special place in heaven for being a welcoming space for my child with different abilities."
Melissa Arbesman - Parent (Oct 17, 2023)
This school deserves a special place in heaven for being a welcoming space for my child with differe...
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"Keystone fosters a project-based, experiential learning environment in which students gain knowledge and skills to become responsible, socially conscious, and independent world citizens. With our enhanced program and holistic approach to education, students acquire the qualities and abilities needed for a successful life full of purpose and joy. Our aim is to ignite a passion for life-long learning in our students, while simultaneously inspiring responsibility for the self, the community, and the world."
"A nurturing, coed, independent school, The Study provides personalized education tailored to support unique learning styles. Our students possess cognitive talents with nuanced profiles where ability coexists with learning differences. We challenge and enrich in a supportive environment where academic and personal growth are paramount. Our ethos is based on unconditional positive regard, collaborative problem solving, talent development, authentic social emotional learning and superior intellectual development."
"Our small classes with an average size of 14 students per class provide an individualized Academic Program which ensures that each student is seen, valued, and challenged.
Our project-based learning programs cater to the varied interests and skills of our students where they discover new capacities for critical thinking and forming independent judgments."
"Since its inception, The Study Academy has focused on educating 2e and anxious learners. We create unique learning, support plans, and opportunities for growth where individual strengths are prioritized to create an authentic learning experience to leverage the gifts of the individual to bridge the gaps or challenges one faces. We aim to empower the individual to equip students with the skills for success academically, socially and personally."
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"Keystone offers students a home-like environment where each student can express his/her feelings and ideas freely. A balanced distribution of domestic and international students ensures that students become open-minded, respectful and authentic adults."
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"We have worked to establish a very close network of communication at Keystone that we feel is unique to our school. From our founder, to our principal, to our administrator, to our teachers, everyone is present at the school each day to build and strengthen bonds and connections with the students. If a student is ever in need of guidance from any member of our academic team, we are always there to provide hands-on, individualized support."
"Our academic program is recognized and well-regarded, but our extensive elective programs are unique and offer wonderful opportunities for students to explore areas of interest that are not typically offered in primary/junior schools. Even our youngest learners can choose high interest courses such as film studies, foreign languages, debating, experimental art and much more."
"We are a family-oriented school that fosters interaction between students and teachers. We encourage students to feel that we are all a family, and that they are not simply at Keystone to get their education and go home again. Once a part of the Keystone family, you are part of it for life."
"For a smaller school, The Study offers a surprisingly rich array of programming, electives and clubs.
Alumni report being exceptionally well- prepared for the next phase of life beyond The Study.
Students develop confidence and competence in all aspects of their academic and social ambitions.
Students at The Study become very adept at being their authentic selves in an environment that encourages and supports those who are bright, creative and neurodivergent."
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Welcome to Keystone International School, a dynamic, boutique school, in the heart of Toronto.
We strive to involve students in their own learning experience. Teachers are not lecturers but are facilitators in the classrooms. Our inquiry-based, holistic approach to education encourage students to take action and become life-long learners. We always remind students that every subject has a relation to the real world. Whenever we can get away from the classroom, we make sure to do that; it’s far more interesting to go check out some super structures to think the physics behind it, see live art pieces and discuss them at the museum, or play logic games to calculate probability for math class. In Economics or Business, we observe a product over time to understand the effects of demand and supply. All these experiments keep students interested and makes learning easier, fun and most importantly permanent.
At Keystone, we nurture our students to be well-rounded and intuitive individuals while challenging them to excel academically. Our culturally diverse environment prepares our students for the future when they will be collaborating with others at a global level.
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Progressive
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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Our students are prepared for the rigours of university, while acquiring practical life skills. This combination makes them valuable in the global workplace. Student-centred learning focuses on the student’s needs, abilities, interests, and learning styles, with the lecturer as a facilitator of learning. Intentional learning develops students’ explicit understanding of their own approach to learning as well as confidence in their discipline-specific knowledge base in order to confidently address cross-curricular skills and metacognitive functions.
Our school utilizes a progressive, strength-based approach to curriculum delivery with an emphasis on universal design and inclusivity in the classroom. Our program is uniquely tailored to meet the needs of twice-exceptional learners, who often present with wonderful abilities and talents in certain domains while also requiring specific support to access and demonstrate learning due to exceptional needs in other domains. Our goal is to successfully and holistically engage all students in the process of learning by meeting them where they are and guiding them on a path of constant and never-ending improvement.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Phonics-intensive
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.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
The Study Academy utilizes the Empower
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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.
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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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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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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
Not applicable
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Not applicable
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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Keystone International Schools, are committed to early learning. Our goal is to provide our kids with a developmentally appropriate learning environment where they are encouraged to acquire a love for learning. We practice the holistic approach and focus on our kids’ physical, personal, social, and emotional wellbeing as well as their cognitive aspects. The holistic approach also focuses on interacting with the natural world where kids can learn to observe, take care of, and love their environment.
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Standard-enriched
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.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
While students join classes on campus, they are also offered independent courses. This allows them to take responsibility for their own learning and helps them to improve their time management skills. Students have the opportunity to engage in class discussions and interact with one another throughout independent courses.
Students have access to support services via dedicated support staff, dedicated time for support, and flexible groupings to support learning goals and progress.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our aim is to encourage students to take action and become life-long learners in order to make the world a better and more peaceful place. Through their school years, they become internationally–minded inquirers and thinkers, who ask questions and seek their own answers from both local and global perspectives. At Keystone, by nurturing students’ natural curiosity, we foster a love for learning.
We approach academic performance with the belief that all students are unique and can succeed even if they require different evidence-based practices in order to learn and demonstrate their skills. We structure our learning environment in a way that demonstrates unconditional positive regard for our students' abilities while removing barriers to learning through inclusive, adaptive instructional practices. We engage students in a setting with lower student-to-teacher ratios, provide learning plans to 100% of our pupils, and assign faculty advisors to all learners to ensure students are always seen and supported. This allows our faculty to form collegial relationships with students so that they can facilitate the development of students to become the best version of themselves possible.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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In working with twice-exceptional learners, we recognize that many of our students present with profiles that show levels of ability beyond their chronological age in some areas and below in other areas. This bifurcated profile type is not identical from person to person so we approach student development with a balanced set of priorities. This ensures that we are able to provide support, structure, and guidance in the domains of academic, emotional, social, and physical development for those with additional needs in these areas without excluding or over-emphasizing any one area. This balanced approach allows students with exceptional talents to shine through their strengths without focusing exclusively on deficits to the detriment of a student's confidence and overall experience.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
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We understand and expect that students will change over time. As such, we know that their needs will change as well. In some cases, students grow into a stage of development where underlying differences become more apparent, to the point of clinical significance. We are willing and able to support families through this process and help connect them to resources for additional support and assessment within the community. Working with twice-exceptional students means we are sensitive to the needs of students with learning difficulties and welcome them into our school.
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
7 - 11
3 - 12
10%
6%
$7,000
$10,550
65%
50%
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 3 - 12
No
No
No
No
Yes: grades 11 - 12
No
Yes: grades 11 - 12
No
No
No
Each student is unique and possesses different strengths. We are committed to having a diverse student body both culturally and in regard to academic interests. We expose our students to all industries by supporting classroom learning with leaders from various backgrounds and businesses.
The Study Academy is a place to learn differently. Our bright and quirky environment reflects the students thé bring life to our community. We are institution that provides innovative, differentiated and engaging learning fir students grade 3-12. Our students demonstrate a keen interest in learning and solving problems. They demonstrate and active engagement in their success and are open to also developing the critical executive function skills and strategies. Finally, our students are risk takers and are motivated to solve problems, differently.
In order to be considered for admissions please submit the following documents:
Completed Application Form
Application Fee
Report cards from the current academic year
Latest school transcript or report cards for the previous 3 years
Copy of Birth Certificate or Passport
Passport size photograph
Once all the documents are received along with the application fee, students will be scheduled for an interview with one of our Academic Coordinators.
We encourage all interested families to reach out via our website. From there you will be greeted by our knowledge administrator to arrange an intake interview. From there a class visit is required and we will work with families and the student to arrange a visit that will work best for their learning and social emotional needs. During the class visit(s) we observe the students response to 1:1 engagement, interaction with the class material and response to differentiation, and the students engament with social opportunities. After the visit(s) data is gathered and the family is contacted about next steps. In order to provide the greatest opportunity for success offers of admissions are always specific to the learner needs and may include a scaffolded entry.