851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
Indirect Support:
851 Royal York Road, Toronto, Ontario, M8Y 2V3, Canada
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
0
1993
30
78
3 to 8
8 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive
6 to 10
3 to 6
Learning
Learning, Developmental, Behavioral
Dedicated gifted school
$21,000
$8,900 to $19,500
No
Yes
0%
25%
None
8 to 12
$0
$5,000
5
16
0%
0%
100%
0%
3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades 8 - 12
No
No
information not available
“Whytecliff is different, something the youth and families who attend seem to deeply appreciate. … For students with diverse learning needs, especially those who have struggled with anxiety or depression, Whytecliff is a refuge—an island of stability in a turbulent world.”
“The hallmark of the Whytecliff program is that it’s community-based and anchored in real relationships.”
“Whytecliff is a hidden gem and an academic setting like no other.”
Read The Our Kids Review of Whytecliff Agile Learning Centres
It’s true that not all students learn in the same way, though it's also true that not all schools address the full range of learning within the populations that they serve. TLC was created to offer an option to students who, for a whole range of reasons, weren't finding the kinds of support, teaching, and student experience that they needed to learn best. In that, and much else, this isn’t your average school, which is exactly what makes it, for those who enroll, such a strong offering. The school is small, class sizes are very small, meaning there is pronounced personal attention. There is a focus on gaining a sense of confidence in academic and social abilities, and relationships with peers and instructors, rightly, is seen as the foundation of learning. Robyn Keystone, Head of School, is an Orton-Gillingham practitioner, applying a multi-sensory approach to instruction, and included in that is a desire to work with students to find approaches that work best for them. The staff is exceptionally experienced, empathetic, and work in collaboration with the families that enroll. It’s a unique offering, and for those who attend, an exceptionally welcome one.
View full reportThe school began operations in 1993, though is an expression of a larger program of activity that dates back to 1975 with the creation of the Focus Foundation, a non-profit intending to provide social and educational support for youth aged 13-19. Since the beginning, the force of the programs was in working with assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. The school extends that mandate, providing a positive, understanding environment for students who, for a range of reasons, haven’t been able to thrive in prior academic settings. The proof, as they say, is in the pudding, and that’s demonstrated through high rates of attendance, course and degree completion, and academic success. Students arrive with a range of challenges, though also with a shared experience of finding themselves on the periphery of their various social circles. In that sense, while they may be different from each other, here they are different in the same way. The school, for many, is the first truly positive, inclusive community they’ve been a part of. That forms the basis of the work of the school, as does a faculty that brings a wealth of professional and therapeutic accreditation and experience.
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"TLC offers specialized education for learners with ADHD and Dyslexia. We work with kids from grades 3 to 8 who are struggling to achieve their potential within a traditional academic environment. We nurture "out of the box" thinking while developing foundational and essential hard and soft skills that are necessary for navigating the landscape of our future. We specialize in creating a positive, student-centred environment that helps children develop a passion for learning in the classroom and beyond."
"Whytecliff Centres in Langley & Burnaby offer a highly successful Gr. 8-12 curriculum tailored for youth with diverse learning/personal challenges. Our caring and competent staff gently weave the academics with a positive strengths-based therapeutic program, paving the way for whole-life success. Despite struggling in other schools, attendance here soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path! "
"Our teaching methodology is grounded in the scientifically proven strategies of Orton-Gillingham based education. We offer multisensory learning strategies and active experiences so that students are processing the educational space using their visual, auditory, and kinesthetic/tactile learning pathways. We also offer direct and explicit instruction within the classroom, a student-centred and individualized learning environment, and a basic to complex skill development trajectory."
"We reach kids on an emotional level. We’re not bound by a lot of the same rules and structures that some schools are. Everything that we do here, in the end, comes down to relationships. And the program that we’ve created here is a family. What we do here is create a warm, caring environment. It’s like a home."
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"Parents choose TLC School because of our commitment to supporting students in finding their passion for learning, providing a safe and nurturing environment, and our strong parent-school connection and community. We provide a well-rounded education that prepares students for success and ensures their individual needs are met."
"Most students are at Whytecliff because things didn't go well at other schools. Students chose us because they're looking for a fresh start, a new approach; a school that might have success where others hadn’t. And once here, both parents and students find it life altering."
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"The school's commitment to fostering a supportive and inclusive environment stands out to parents. They witness firsthand the sense of belonging and camaraderie among students, facilitated by caring educators who prioritize social-emotional development alongside academic achievement. Parents are delighted to see their children thriving in an atmosphere that values empathy, respect, and diversity."
"Since the beginning, the force of the programs was in working with student assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. It’s unlike any school in the region or, for that matter, the country."
"One aspect that leaves parents in awe of The Learning Common is the school's dedication to personalized education. Each child is recognized as a unique individual with distinct strengths, interests, and learning styles. Through personalized learning plans and small class sizes, educators tailor instruction to meet the specific needs of each unique learner."
"Parents are always surprised with the changes they see in their child and how quickly thrive at Whytecliff. Despite struggling in other schools, student attendance at Whytecliff soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path."
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At The Learning Common, we want to support each student in finding their place and value in their community. Our effective teaching strategies help learners to gain confidence in their academic pathways and nurture creativity, innovation, resilience, collaboration, and empathy. Our small class sizes and teaching expertise results in a comfortable and positive environment for our 'out of the box' thinkers.
Approximately 20% of the mainstream classroom does not learn in the same way as the majority, and this is the demographic we know best. We understand that this type of thinking needs to be nurtured through research based and proven tactics to help each learner flourish and reach their potential.
At Focus Foundation of BC we work from a strength based approach with a focus on students' strengths and abilities. Each student has an IEP that helps them set and meet their educational, social, emotional and physical goals. This approach has a proven track record; this year we had a 95% graduation success rate with our grade 12 students.
Teaching Philosophy:
I want to create an exciting leaning environment that is challenging, interactive and respectful. I believe students learn best by being engaged and knowing it is okay to make mistakes. When students leave my classroom I want them to feel confident and have a passion for life long learning.
Why I work at Whytecliff
I work as a Teacher and Principal for the Focus Foundation of BC. I work here because I can’t imagine another job existing that has the perfect combination of challenges and successes. Whytecliff School has become a part of what defines me as a professional and as a person, and it is a part of me that I am extremely proud of.
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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50% of The Learning Common’s curriculum focuses on the development of hard skills in Reading and Math as these are essential skills an individual requires to function in today’s world and beyond. Our effective and proven methodology has been a mainstay of our successful business and thus, is a fundamental piece of our school’s curriculum. Literacy and numeracy are fundamental skills that lead to more positive social emotional, employment, and educational outcomes. 50% of The Learning Common’s curriculum is grounded in Scandinavian teaching approaches and focuses on soft skill development in critical thinking, creativity, communication, and collaboration. Our peer-to-peer learning and facilitation techniques work to develop the necessary soft skills for navigating the industries of the future.
Whytecliff Agile Learning Centres are the only schools in the Province of BC also certified as 'Positive Youth Development' programs by CARF (the gold standard for therapeutic accreditation). Our positive, strengths-based program focuses on fostering overall social/emotional well-being, while cultivating confidence, competence, creativity, future career readiness, and connection to the wider community. Each student at Whytecliff works from an individualized education plan (IEP) tailored to their unique strengths, interests, and abilities. The goals is to match each student to a personalized curriculum that's fun, engaging, and personally meaningful to them. At Whytecliff, a student’s favourite comic book might serve as a source of inspiration for examining plot or character development in English. Or football or hockey passing strategies might spark their curiosity in physics or mathematics. Our person-centered, inquiry-based approach is particularly effective for students who've had negative experiences in school and are turned off traditional learning. In all we do, we strive to be flexible, empathetic, and sensitive to the needs of each individual student, doing everything we can to support their success.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Not applicable
At The Learning Common, we use multi-sensory teaching methods that effectively help learners to process and retain information. We believe in moving from the basic to complex learning objectives and have students master foundational and fundamental skills in numeracy. We provide opportunities for students to make real world connections and learn about concepts that they will be using outside the classroom. We are proponents of STEAM and STEM education and have dedicated a full day of STEAM and STEM learning each week.
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We use JUMP math, and Orton-Gillingham based strategies within our math curriculum.
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We do not have a calculator policy. They will be used in circumstances where required and based on needs of the students.
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Not applicable
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.
Not applicable
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
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The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Not applicable
At The Learning Common, we are trained in the methods and strategies found within the Orton-Gillingham based approach. Over the last 3 years, we have taught many learners to read and write using the multi-sensory, direct teaching approaches, and systematic scope and sequence found in Orton-Gillingham. This remedial literacy approach helps to teach the fundamentals of language and is incredibly effective.
Information not available
Not applicable
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.
Not applicable
We encourage an equal balance of research and inquiry based learning methods. We are dedicated to STEAM and STEM curriculum and believe the skills and strategies learned within this curriculum is important in the future of our ever-changing job market.
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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
Physiology
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
Looking at classical forms of literature as a means of creating a historical narrative is important in understanding where we are today. Using a combination of both socially conscious and progressive literature with the traditional texts help to create a well-rounded impression of literature's timeline and impact on society.
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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.
Not applicable
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Our Social Studies curriculum is grounded in themes of Social Impact, Sustainability, Discovery, and Reflection. We will be looking at these areas from various historical and current day lenses. What does history mean in the context of today? What are the political, anthropological, and sociological narratives of our past that have led us to the present?
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Not applicable
Not applicable
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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
Information not available
Not applicable
These programs have an equal emphasis on receptive and creative learning.
Not applicable
We do not offer any specific courses in fine arts, however, the arts are woven throughout our curriculum and included in every unit of focus. Students will have access to teachings in dance, drama, music, visual arts, and design.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
We believe that students need to be able to navigate the language of the computer both effectively and proficiently. This means reading, comprehension, and research skill development. Our students need to understand where information is coming from, why it's being made accessible, and how it can be used for their futures. Technical skills in computers and a virtual platform are fundamental to a young person's future.
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Web design
Robotics
Computer science
Each day students have 2, 30 minute sessions of what we call motion learning. This includes walking, hiking, skipping, dancing, yoga, and exercise. Students retain 20% more information when they do some sort of physical activity before embarking on their learning. We have one session of motion learning in the morning and then again in the afternoon.
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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.
An individual education plan is developed and tailored for each student. Emphasis is on each child's strengths with sensitivity to their particular challenges and increasing capacity for attentional focus, emotional balance, and learning growth. Students may take time for initial progress and accelerate as they achieve balance and become comfortable.
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 academic culture is student-centred. We teach learners the hard and soft skills necessary for navigating a future of life-long learning where they will have to create their own value in the world. As educators, we inspire ideas and nurture creativity and innovation, however, we want students to gain autonomy over their educational experience and journey.
In our supportive academic environment, each child has the time and latitude to study each subject according to their skills and abilities (with either slower-paced or accelerated learning). Our low student to educator ratio of 6:1 permits tailoring of the curriculum to each child’s learning capacity and interests, and for teaching to accommodate diverse needs. Our educational approach and curriculum emphasizes hands-on classroom activities and high-growth community learning opportunities. There is also one to one teaching, or students may choose to work in pairs or in small groups. Students may focus on one course at a time or do projects that integrate several courses. Students have access to out of school tutoring before or after regular hours.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We all want to see kids grow up to be happy, healthy, and lead fulfilling lives. At Whytecliff, we recognize that students today are graduating into a world of immense complexity and change. In addition to helping children overcome any personal, academic, or emotional challenges, we also want to help them discover and develop the key traits and skills that will help them thrive, even in uncertain times. Within the Whytecliff community, children experience a range of opportunities to develop new skills and discover their talents. These experiences encourage personal growth and a strengthened relationship to family and the wider community. Whytecliff inspires hope and leads to promising futures rich with dignity, purpose, and options.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Children at Whytecliff discover a safe, warm, and friendly community, sensitive to their unique needs and challenges, and supportive of their strengths and talents. Whytecliff’s physical environments are thoughtfully designed to accommodate children with diverse learning needs, with a mix of cozy individual study rooms and bright, inviting spaces (more conducive to group gatherings). Our compassionate, attuned, and well-educated staff both love children as well as their particular subject matter. Therapeutic support is tailored to fit the specific needs of each child attending our programs, addressing behavioural, emotional, mental health, addictions, and learning challenges in an integrated way, while building confidence and encouraging hope. Children can experience a wide range of physical activities and community enrichment opportunities, adapted to ensure the safety of each child while fostering developmental maturity and growth. We consider families and caregivers as active partners, and welcome appropriate involvement in their child’s curriculum, learning, and growth.
We specialize in providing effective remedial education for learners with exceptionalities such as Dyslexia, Aspergers, and ADHD/ADD. Our teachers are equipped with the strategies and approaches of Orton-Gillingham and understand how to create a positive and comfortable educational environment for students who are struggling with learning disabilities.
Whytecliff’s two sites are recognized by the BC Ministry of Education (2 of only 15 schools in the Province of BC) as specialized independent schools dedicated to meeting the needs of students with diverse learning needs and personal/life challenges. Whytecliff focuses on each individual child and can adapt our approach to meet a variety of needs. This makes us especially well-suited for children with co-occurring challenges. Children also develop the inner skills & resources and grow their personal confidence & competence, so they’re better positioned to deal with any other life/learning challenges as they proceed to graduation and beyond.
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
8 - 12
0%
25%
$0
$5,000
100%
0%
3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
Yes: grades 8 - 12
No
No
No
No
No
No
No
No
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We work with all types of learners, but we specialize in providing education for unique learners or those with exceptionalities. We are able to teach the skills necessary for navigating a world which will require a skilled labour market and life-long learning. Many of our students are out-of-the-box thinkers are creative, innovative, and don't fit the mold of the mainstream classroom.
Whytecliff considers applications of any child in the Lower Mainland or Fraser Valley, age 13-18, who is not being successful or engaged in school. The majority of children we accept have challenges with anxiety & depression and are seeking an environment where they can feel safe ⎯ a real school offering Dogwood and Evergreen graduation that doesn’t seem remedial or like an ‘alternative school’, and a place where they can begin to relax, feel normal, and develop their personal abilities and self-esteem. Many of the children who are successful and qualify for acceptance at Whytecliff have been labelled within a diagnosed category such as: –ADHD –FASD –Dyslexia –Dyscalculia –Dysgraphia –Language Processing Disorder –Nonverbal Learning Disorders –Visual Perceptual/Visual Motor Deficit –Chronic Health Impairment –Gifted –High Functioning Autism –Asperger’s Syndrome –Behavioral and Emotional Challenges –Troubled Behavior –Clinical Depression –Clinical Anxiety –Suicidal Thoughts –Drug and Alcohol Abuse –Oppositional Defiant Disorder If you don’t see your child’s challenge listed above, that doesn’t mean they won’t qualify; we have a policy of actively considering all applications to the program.
To apply for a place in one of our programs, contact us, ideally by email.
Most of our intake occurs in August or early September, for the full school year, and in January and before February 10th for the Spring session.
We’re also happy to call you and get further details if you would prefer to apply that way. As we’re seeking to build a real community, we like to make sure the program is a good fit for each student.
We also have several Open Houses during the year. To find out our next open house date or arrange a private tour, please contact us.
