45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
72 Orchard Dr., Belleville, Ontario, K8P2K7, Canada
1994
2001
425
45
7 to 12
3 to 12
Coed
Coed
Boarding, Day
Homestay, Boarding, Day
English
English
Academic
Academic
Liberal Arts
Progressive
5 to 18
4 to 6
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
In-class adaptations
$15,750
$30,750 to $33,270
$32,275 to $37,275
$86,670 to $89,180
Yes
No
15%
0%
7 to 12
None
$11,700
$0
71
5
29%
67%
80%
100%
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
information not available
information not available
Founded in 1994, Nancy Campbell Academy is a preparatory school intending to provide a strong academic program, a foundation in character development, and to deliver students prepared to succeed in university. Gordon Naylor, the founder, remains as principal, giving valuable consistency to leadership. Over that time, curriculum was developed to address the overarching concepts of world citizenship, consistent with the provisions of the United Nations' Universal Declaration of Human Rights. It can risk sounding lofty, though the school works to ground those ideals within the day to day. “If we can create an environment that is based in an ethical way of doing things,” says Naylor, “then we can demonstrate what we’re about, rather than just posting something on the wall saying this is what we’d like to be.” Certainly, reports from students, parents, and alumni vouch for the success of the approach. Students are encouraged not just to consider the concepts of ethical citizenship, but to think about what they, personally, can bring to the world. Academic achievement is a source of social capital within the setting; this is a place where it’s very much cool to be smart, engaged, and curious. The student body is diverse, and the program is designed specifically to address the needs of international learners arriving from overseas. The program, in turn, is strengthened by the breadth of and diversity of perspectives that they bring with them. The size of the student population—enrolment averages 80 students across the secondary grades—ensures that every member is known to faculty and peers, and feels part of the school community.
View full reportEvery private school exists to meet the needs of a specific set of learners, which is something that on the whole differentiates private education from the public system. And in that sense, you can’t find a better example than Applewood. It isn’t the right school for all students, but for a specific set of students—principally ones that require therapeutic support and individual learning programs—it is unequalled. When students arrive at Applewood they find themselves in an environment in which they are at the centre of the program, not somewhere ancillary to that. They also find a staff that is expert in their needs, and can envision their path to success. It’s a great school, and a great story. The ideal student is the one who is struggling elsewhere, and who can benefit from a dedicated, empathetic, specialized environment.
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"The school has a unique educational sense and a commitment to the development of our children's education..."
Walquiria Francato - Parent (Nov 06, 2019)
Nancy Campbell Academy for My Daughter and Family is the realization of a dream. The school has a u...
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"The school staff cares deeply about the student body's well-being. There are constant consultations and actions being put into place..."
Gabriel Quinn - Alumnus (Nov 06, 2019)
My experience attending Nancy Campbell spanned from age 15 to 18 and were the most formative years o...
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"My child used to be shy, reluctant to talk, but changed a lot after attending NCA."
Angela Zhang - Parent (Nov 19, 2019)
My child enjoyed and appreciated the warm, family-like atmosphere and a solid academic foundation at...
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"The program at Applewood is designed to solicit my child's best performance and to improve her understanding of how the world works."
Vivian Alexander - Parent (Apr 15, 2019)
My daughter is an international student, and we were looking for an environment, that afforded struc...
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"NCA invests in STUDENT ENGAGEMENT, our TEACHERS & TECHNOLOGY. Experience a superior education where youth address world issues using the ARTS. State of the art MEDIA Room / Robotics & STEM / Mentorship for capacity building."
"Applewood Academy is a therapeutic boarding school for students requiring individualized academic, clinical, and behaviour-management solutions. We are experienced in special education, psychiatry, psychotherapy, and child/adolescent management. We maintain academic and residential placements by establishing therapeutic relationships; applying cognitive-behavioural management; implementing individualized learning programs; and utilizing continuous clinical and academic support. Academic: Sept-Jun; Summer: Jul-Aug."
"By focusing on helping students find purpose and happiness in their lives, NCA is creating an educational experience that goes beyond just academics.
Research has shown that having a sense of purpose and happiness can have a positive impact on academic achievement, as well as overall well-being. By teaching students how to choose happiness as a lifestyle, NCA is equipping students with important life skills that can serve them well both in and outside of the classroom."
"Applewood Academy stands alone among schools, beginning with our clinical orientation. While other schools have special education departments, Applewood starts with a clinical program used to shape personalized educational and residential programming. This results in more comprehensive clinical plans for each student and a much greater likelihood of success in delivering individualized care and personal growth. Applewood elementary and secondary grades follow the Ontario curriculum."
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"NCA values the whole student and is committed to promoting their personal growth and development, as well as their academic success. By providing an education that supports students' happiness and purpose, NCA may be helping to create a learning environment that is positive, engaging, and inspiring."
"Families choose Applewood Academy because of the close relationships we establish with the family and the student. We approach education from a clinical perspective, which means that we can quickly understand and respond to the different challenges of each student. We “get” each and every unique situation. Families quickly gain confidence that we can craft and implement a plan—from accommodation, to education, to social/recreational activities—that is going to work. And it does."
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"Having a high IQ is no longer sufficient for success in today's world. In addition to cognitive abilities, social and emotional intelligence are becoming increasingly important for leadership and success in many fields. This is why Nancy Campbell Academy's emphasis on developing well-rounded leaders with high EQ is so relevant and valuable by teaching students how to manage their emotions, communicate effectively, and build positive relationships."
"We can’t overstate the significance of Applewood Academy’s clinical orientation. Many of our families arrive overloaded with diagnoses and reports, whether academic, behavioural or medical. Our ability to make sense of all this information and to map out a clinical program that pulls in the education component is without parallel. Our follow-through with families is just as good. Applewood is never closed during the school year; we are always here to communicate and optimize."
"By investing in state-of-the-art technology and providing opportunities for hands-on learning, NCA is creating an educational experience that is both relevant and exciting for students.
The use of technology like VR learning and robotics not only helps to keep students engaged in their learning, but it also provides them with valuable skills that they can use in their future careers. By partnering with leading robotic firms in Canada, NCA is also giving students access to real-world experiences"
"What families find surprising about Applewood Academy is the quality of care. Our materials speak to the level of care that we provide, but experiencing our care first hand is typically a revelation for families. Care for Applewood students doesn’t end after the academic day is done, nor Friday afternoon. From individualized learning plans, to the most suitable accommodation option, to after-school activities that are both fun and build towards a normalized life; care is what we are all about."
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From Shanghai to Paris, from the Canadian Arctic to Argentina, Nancy
Campbell Academy has welcomed students from all over the world to
experience authentic happiness. As they pursue their academic studies they are
morally strengthened by our capacity-building programme. By strengthening
their ethical capability they are well prepared to make a difference to their
families, their communities and the world!
It is through the experience of learning to be of service to others as an integral
centre of our curriculum that they build on their strengths. Giving creates
happiness and joy. On our foundation of ‘Nineteen Moral Capabilities’, students
develop positive qualities, attitudes and skills while gaining insight thus motivating them to
build their inner moral architecture, so necessary to be successful.
We have demonstrated our capacity to inspire leaders of the future. Our students do their
best to contribute meaningfully, while achieving excellence in their academics! In the spirit of
the pursuit of happiness through service to humankind we are confident students will be
inspired to learn, to grow and achieve their true potential!
Warm Regards
Gordon Naylor
Principal
Every stage of life brings exciting challenges as well as problematic obstacles. At Applewood Academy for Progressive Learning, we offer students a confidential and safe classroom to learn the necessary skills to manage.
Applewood Academy for Progressive Learning began building its team of educational and mental health professionals in 2001. Students and families are offered a dedicated staff with specialized experience in Special Education, Psychiatry, Psychology, Psychometry and Social Work.
Applewood Academy for Progressive Learning is a privately operated school, licensed by the Ministry of Education, to provide educational programming for students from kindergarten to grade 8, who have exceptional treatment and behavioural needs.
At Applewood Academy for Progressive Learning, our primary goal is to provide children with opportunities for academic success and thereby create a positive attitude toward an environment that is often avoided, due to their previous negative experiences.
Applewood Academy for Progressive Learning’s mission is to maintain the child’s academic placement through the development of therapeutic relationships, the application of behavioral management techniques, the implementation of individualized learning programs and continuous clinical and academic support.
Applewood Academy’s vision is that children with specialized treatment needs will have access to high quality, compassionate and therapeutic educational programming that allows for the simultaneous delivery of educational and therapeutic interventions.
Applewood Academy for Progressive Learning has set its’ goals:
We look forward to hearing from you with any inquiries you may have. Feel free to contact us at any time!
Sincerely,
Terry Stevenson
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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By using the Ontario Ministry Curriculum, NCA is ensuring that students receive a high-quality education that is recognized and valued by universities and employers. Emphasizing academic integrity and the importance of studying the arts and sciences for the benefit of society can also help students develop a sense of purpose and meaning in their lives. The emphasis on happiness and well-being is also important for fostering academic success. When students are happy and feel supported, they are more likely to be motivated and engaged in their learning, which can lead to better academic outcomes.
Many of our students have experienced frustration and lack of success in the school setting. Some also struggle with peer connections in this setting. We strive to create a program in which our students feel emotionally and practically supported in reaching their highest potential in the school setting. The elementary program focuses academically on the a direct instruction program model and Ontario curriculum. The high school program focuses on direct instruction programming and supported distance education through local community schools and Independent Learning Courses. Applewood Academy for Progressive Learning is structured around 5 key presentational competencies that support successful transition through school and into adulthood: 1. Academics: The student increases his/her academic functioning; 2. Internal Regulation: The student improves emotional and behavioural functioning; 3. Social Presentation: The student matures in social functioning equivalent his/her ability; 4. Safety: The student achieves and maintains a safe presentation; 5. Participation: The student maintains an academic based placement
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Nancy Campbell Academy offers a blended Math program. Our advantage of small class sizes and mentorship allows teachers to build knowing relationships with your child. That strong rapport enables the teacher to differentiate instruction of the curriculum according to each student's needs. This enables your child to feel comfortable, engaged, and encourages continual learning in the mathematics classroom.
Applewood provides direct instruction programming until the student achieves Ontario Curriculum grade level in remedial math.
In the delivery of the Ontario Ministry of Education, curriculum NCA uses the textbooks approved by the Ministry. A complete list can be found on their website by clicking on the Ontario Trillium list. This list is continuously updated.
Variety of material are used to support the mathematics program. Each students receives an individual program that is developed by the teacher using several learning tools the meet the students need.
It is important that students have mathematical literacy and fluency so they are not dependent on calculators for simple mathematics. However, learning to use calculators quickly and effectively is important to be successful in many university math courses.
Students are allowed to use calculators only when they have shown they are able to add, subtract, multiply and divide independently as a basic skill.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Applewood uses the direct instruction reading programs. Kindergarten to Grade 2 level teach sounds and sounding out. Grades 3-8 focus on grade level vocabulary, reading fluency and reading comprehension. Students who are not receiving direct instruction are completing programs from the Ontario Curriculum and/or individual academic programs developed to enhance a specific academic skill.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
A psycho-educational assessment is completed for each student and is updated yearly using assessments - such as the Wiatt.
Equal balance
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.
Applewood delivers writing instruction with a focus on the conventions of proper spelling, sentence structure, and punctuation. Students learn the basic structures of the paragraph and the essay, along with the writing skills necessary to produce them, There is an emphasis on clear and concise communication.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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.
At Nancy Campbell Academy, students are exposed to an equal balance of inquiry and expository based sciences, in all streams (Biology, Chemistry, Physics, Earth and Space). In all streams, students are asked to explore the unknown with an inquisitive mind and are encouraged to ask questions and search for answers.
Applewood exposes the elementary students to the Ontario Science Curriculum standards through a variety of hands on activities and highly visual presentations. High School level students receive courses through community High School programs and/or academics individually developed to teach and expand academic skills.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Using the Ontario Curriculum, our teachers help Grades 9-12 students become adept in four strands of communication, including oral speaking and listening, reading, wring, and media. We expose students to a range of literary forms from various time periods and nations and encourage them to think critically about these texts' relationships to historical context, social justice issues, and to the students' own understanding of the world. Every grade builds upon the knowledge and skills acquired in the preceding grade. We review and add to a list of literary devices required for conducting literary analysis in oral discussion and writing. With each successive grade, students also engage in a more rigorous process of essay planning and writing. Finally, students acquire increasingly sophisticated skills in processing, research, and presenting that are needed in post-secondary and in the workplace.
Applewood uses a variety of texts to enhance students learning. Students are exposed to a variety of literature through their individual learning programs, direct instruction, and through curriculum based learning.
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
Core Knowledge
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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Students are exposed to the experiences of children their own age around the world and in different historical time periods.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
Applewood uses real life, current, and past examples of what students of similar age would be experiencing in other countries in present day as well as what experiences would be relevant to those in other historical periods. Individual and curriculum based programming is included in the Social Sciences.
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.
At Nancy Campbell Academy, Grade 9 Core French is offered. The course follows the Ontario French as a Second Language curriculum. The four areas emphasized are Listening, Speaking, Reading and Writing. These skills are developed in order to use them for understanding, interacting and to promote intercultural understanding. The ESL program teaches Listening and Speaking, Reading, Writing, and Socio-Cultural Competence and Media Literacy. Furthermore the 19 Moral Principles that serve as the foundation to Nancy Campbell are included throughout these four traditional strands. Students enjoy the benefits of small group instruction, which include frequent opportunities to speak and one on one attention from the teacher. ESL is offered grade 9 to 12 in addition to our summer camp ESL credit program and our after school tutor program aimed at assisting ESL students with any of there current courses at all levels.
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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.
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.
Art connects us across barriers of time, space, and language. It celebrates our diversity, brings beauty into the world, and can promote the noblest ideals of humanity. The arts come to life and fulfill their highest purpose when they contribute to the advancement of society and the betterment of the world. Arts Programs at Nancy Campbell Academy provides students with opportunities to develop their skills and capacities in various branches of the arts, cultivate their aesthetic sensibilities, and explore their own creativity. Emphasis is placed on positive personal transformation through the practice of focus, self-discipline, collaboration, and courage to push beyond personal boundaries. Our goal is to cultivate responsible young artists with a desire to use their artistic talents and capacities to enrich their lives and contribute to the lives of others.
The visual arts program is student-driven with a focus on creativity and art as a therapeutic outlet.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
All of our teachers are integrating technology into the classroom across every subject. A few courses revolve heavily around technology including "Introduction to Computer Studies" and "Communications Technology". Hardware and software are both used and learned in this courses to achieve a variety of goals including taking apart a computer and putting it back together, coding a game from scratch, recording and editing video, audio, and pictures, 3D design, and website implementation.
Computer are used in the school to enhance learning experiences and/or as a defined accommodation but are not a focus which would distract from the core learning required by our students.
Web design
Robotics
Computer science
At Nancy Campbell Academy, students are encouraged to live a well-balanced life. As part of this, students are required to take one physical education course. This course allows students to participate in a wide variety of activities, allowing them to work individually and as part of a group to expand their capacity and understanding of the importance of being physically healthy. This course also exposes the students to the requirements of a healthy balanced life.
The Ministry of Education supports and promotes the participation of students in daily physical activity. Consequently, Applewood Academy must ensure that all elementary students, including students with special needs, have a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day during instructional time. The goal of daily physical activity is to enable all students to improve or maintain their physical fitness and their overall health and wellness, and to enhance their learning opportunities. Daily physical activity may include walking, active games, yoga, dance, aquatics, sports, and fitness and recreational activities (where facilities permit). In addition to daily physical activity Applewood provides Ontario Curriculum based learning.
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Applewood provides programming for Kindergarten students that is focused on developing the foundations of learning in a supported and structured environment. Students are provided direct instruction programming that is suited to individual needs in conjunction with a mental health supported structured environment. Play based and therapeutic play based activities is an integral part of the programming.
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.
Students are given the opportunity to take courses online, pursue co-ops, and engage in internships in keeping with their unique interests, schedules, and goals. Those pursuing independent learning are paired with mentor teachers who are experienced in the subject matter and oversee the successful completion of the course.
We tailor the instruction of multiple subjects to meet the individual needs of the students. Cyber learning and technology are used to support and enhance the learning/experience, enticing and encouraging learning that is not well served through traditional educational practices.
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.
At NCA it is expected that all students strive for academic excellence, cultivate discipline, and achieve high standards. In today's overly competitive environments that consider discouragement and criticism to be the norm, we stand apart by fostering encouragement combined with high standards. NCA students achieve distinction because they are motivated and happy. They seek out opportunities to support one another, realizing that the fulfillment of the unique potential of their friends and class-mates is important too. Our school prides itself in fostering a supportive and distinct learning environment, which promotes academic excellence within a framework of happiness and moral leadership.
Applewood treats all students with respect and compassion. The following fundamental principles make up our service philosophy to enhance academic achievement: • We work in partnership with all of our students in a way that fosters dignity, self-respect and independence. • We demonstrate cultural proficiency, gender sensitivity, diversity and respect for individuals’ needs and strengths and promote these values within our professional networks and collaborations. • We focus on the students strengths in all aspects of programming, and promote individual achievement as a primary treatment objective.
"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."
Our unique educational model and school environment transform students. We consider intellectual, emotional, social, and physical development as synergistic and inter-related. The discipline required for athletic sports, artistic pursuits, and moral leadership enable students to build capacity in multiple areas of their lives including academics. Every NCA student has the right to be one of tomorrow's leaders, and our program helps shape them into thoughtful, empowered, and high achieving young people.
Applewood aspires to shape our students into those who: - Have an improved understanding of self; identity, personal strengths, community and cultural awareness, existing resources and personal goal setting. - Achieve academic success and personal achievement with the consistent support and encouragement of the team. - Develop appropriate coping skills, ability to address emotional/behavioural problems and improved mental health. - Experience increased expectations regarding self-management and life skills, in correlation with functioning potential, until reaching full maturity.
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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We individualize learning strategies to match the strengths and needs of our students. All modifications and accommodations are on a case by case basis. Students who have behavioural or learning challenges are embraced just as gifted students are encouraged and enabled to be at their best.
• Integration of psychometric and outcome measures into ongoing Treatment Plan. • Development and adherence to the student’s Treatment Plan. • Provision of clinical consultation services to Applewood Academy based on the student’s level of risk and need. • Treatment Update meetings and Program reviews with Clinical Director • Provision of clinical services to the student internally and/or externally depending on the student’s need. Recommendations for clinical services may include but are not limited to, art, group, play, cognitive behaviour and solution focused therapies. • Fostering the student’s sense of belonging in a school environment, peer group and/our community. • The identification and accessing of community based supports for both the student and family. • Provision of predictable staff availability to support the student in processing historical and current school/life experiences and, whenever possible, to maintain the same educational and clinical team.
We believe all students have the potential to excel academically. We provide extra support to help all students achieve their best. If a learning disability is diagnosed while in our school, we support that student through his or her new diagnosis and equip them with the tools needed to succeed. Students who have a learning disability may apply to our school. We would prefer to know about their needs prior to admission so we may plan and support them further.
Applewood engages in regular assessment of it's students, supporting and accommodating those who have learning difficulties. The ongoing attention to a students Academic Care Plan allows the team to adjust a students plan as necessary while measuring goal achievement. Those with clinically diagnosed learning disabilities are welcome at Applewood Academy.
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 - 12
15%
0%
$11,700
$0
80%
100%
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
No
No
No
No
No
No
No
Yes
It sounds like NCA values community, encouragement, and finding purpose in one's pursuits. NCA is looking for students who are interested in academic excellence, promoting good citizenship, and social justice. NCA also values creativity and innovation in the arts, sciences, and technology. Students who are interested in being part of a supportive and collaborative community of learners, and who are eager to make a positive impact on the world around them, may be a good fit for NCA.
AAPL works with students who have difficulty functioning within a regular classroom setting due to behavioural, emotional, social, and psychological problems. These students often have been previously diagnosed with ADHD, bipolar disorder, autism spectrum disorder, depression, learning disabilities, etc.
Admission Requirements
Student admission is based on a three part process.
Assessment of documents that include transcripts or report cards, I.E.P. (if applicable), psychological assessments (if applicable), the student’s letter of intent (stating why they might like to attend Nancy Campbell Academy and what they might contribute to our student body), certificates and proof of accomplishments and letters of reference.
Interview between student and vice principal or head of school. Approximately 30 minutes (can be done in person, by telephone or on Zoom). This is not a pass or fail situation - it is set up to get to know the student and to see how we can best meet the student’s needs and determine if it is a good school-student match. Students willing to learn is paramount.
The information gleaned about the student from parents or agents and any other professionals involved in the student’s life (health professionals, psychologists, etc.).
Students that are accepted receive an acceptance letter and students that are not accepted receive a denial letter with steps outlining what they could do better to reapply in the future.
Admission Process
Step 1: Complete the application and return it to the school with a copy of the applicant’s most
recent transcript or report cards from the previous school (previous 2 years) and a photocopy of
passport (photo page only) and immunization record.
Step 2: Documents are reviewed and the interview is scheduled for the student.
Step 3: An Invoice for the deposit is issued to the student with instructions on how to pay.
Step 4: Applicant is interviewed by the Principal or Vice-Principal (personal, telephone or skype).
Step 5: A Letter Of Invitation is issued to the successful candidate with the final invoice.
Unsuccessful candidates will receive a letter outlining the reasons and the deposit will be refunded.
Step 6: Upon acceptance of the invitation and receipt of the payment in full, a Letter of Acceptance, Custodianship, and an account
statement is e-mailed to the International students. The Letter of Acceptance and Custodianship
declaration can be used as evidence to support an application for a Canadian study visa.
Step 7: International students arrive at the school with an original copy of the following documents: Study
Permit and Visa; School records of the previous study; Immunization Record.
*If documents are not in English, they must have an official notarized translation.
Given our focus on both treatment and academics, AAPL requires the completion of a detailed application form as well as consent to access and review any previous clinical information related to the student's problems (i.e., school, psychological, medical, psychiatric, etc. reports). This background information, as well as our independent clinical assessment, enables us to develop an individualized treatment and academic plan for the student.