15 Breadalbane Street, Toronto, Ontario, M4Y 1C2, Canada
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
Indirect Support:
15 Breadalbane Street, Toronto, Ontario, M4Y 1C2, Canada
4330 16 Street SW, Calgary, Alberta, T2T 4H9, Canada
2003
1985
110
325
6 to 12
4 to 12
Coed
Coed
Day
Day, eSchool
English
English
Academic
Academic
Progressive
Traditional
8 to 12
6 to 12
Learning, Developmental, Behavioral
Learning
Dedicated gifted school
$27,825
$19,200 to $21,400
Yes
Yes
30%
0%
9 to 12
None
$10,000
$0
16
36
0%
0%
0%
0%
7, 8, 9, 10, 11, 12
4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 01, 2021
Not available
Not available
Yes: grades 9 - 12
Yes: grades 4 - 12
No
No
information not available
information not available
The very heart of private education is providing options for parents looking to support their learner, and YMCA Academy sits at the very heart of that concept. It was founded and developed to support learners with needs that may not be adequately met within other settings. Likewise, it comprises an academic environment in which those students aren’t constantly reminded of their exceptionality. Here, they participate in a community that is supportive, sympathetic, and socially oriented around their personal needs. That, in itself—irrespective of the programs or the curriculum—can be transformational. This isn’t a school for others, making a concession for them. Rather, it is a school for them. That’s huge.
View full reportRundle Academy and Rundle Studio are both sister programs of Rundle College, which was established in 1985 and has rightly gained a strong reputation for offering quality academics and co-curriculars ever since. It offers Kindergarten through Grade 12, though is divided across three campuses: one for each of the primary, elementary, and high school programs. The school is able to provide a very broad range of programming while, at the same time, delivering a close, intimate student experience.
The additional programs extend the offering in some key ways, though building on all the exising infrastructure, administration, staffing, and resources. Rundle Academy was created to support learners diagnosed with various learning disabilities, and provides student-centred instruction to meet their specific learning needs. Progressive classroom design is combined with a consistent, purpose-oriented architectural aesthetic.
Rundle Studio is the online offering which, again, may be somewhat new, but nevertheless has a decades-long history of development to draw on. Parents and students who turn to Rundle are looking for an engaging, personalized learning. And that’s precisely what they find.
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"The YMCA Academy is an alternative middle school and high school serving youth with learning disabilities and learning style differences. The school's small class sizes, individual education plans, life skills counselling, and experiential learning opportunities support students in their pursuit of college preparation and workplace level courses. The recently expanded, state-of-the-art facility is conveniently located in the Central YMCA in downtown Toronto."
"Rundle Academy and Rundle Studio take pride in supporting learners to flourish in outstanding academic and extracurricular programs, specifically designed for students who have been diagnosed with a learning disability. All of our students benefit from small class sizes with highly trained staff, utilizing Individual Program Plans (IPPs) to support their learning. Our Academy students learn in person while the Studio is an innovative virtual program. NOTE: no direct support for students on the Autism spectrum."
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I have spent a quarter of a century working in independent schools in Ontario, having focused my career on curriculum development and research on learning and the adolescent brain. The following judgment, then, must carry some weight: The Academy is a uniquely impressive school, one that profoundly improves the quality of life of its students, and promises to multiply such improvement as they move on successfully to post-secondary studies or meaningful work placements. Of course, these are large claims, but they are supported by the achievements of our graduates. We have taken approved Ontario Ministry of Education courses and incorporated them into unique programs to meet the needs of our student population. Our goal is to give our students the skills to graduate from The Academy with their Ontario Secondary School Diploma in hand, ready to face the challenges of university, college or vocational endeavors.
Our personal, differentiated approach, specialized programs and individualized use of assistive technology are ideally suited to those students with mild learning disabilities or learning style differences. Our students typically have communication exceptionalities such as: learning disabilities, autism, giftedness and/or medical conditions that affect learning such as ADD and ADHD which have impacted their achievements in school settings. At the Academy we support our students from their first day of school with an Individual Education Plan outlining supports and accommodations specific to their needs.
The Academy team is made up of experienced teaching professionals with accreditation in their professional fields. They bring varied backgrounds and expertise in special education, IT, counseling, mentorship, curriculum development, guidance and career counseling, cooperative education, and many others.
Given its history in education, and its wide-ranging social programs for youth, the YMCA connection enhances The Academy in many ways. We recognize that our students can benefit from the “wrap-around” services our connection to the YMCA of Greater Toronto makes possible. For example, each of our students has year-round access to all Health, Fitness and Recreation centres with the Central Y being the facility for all school-related fitness education. Co-operative education opportunities are readily at hand as well. Our students experience school-wide overnight leadership and outdoor education sessions at camp Wanakita and/or Camp Cedar Glen, and access to Canada Youth Exchanges through the YMCA Student Youth Exchanges program, amongst a large variety of supports.
Finally, The Academy has been, and will continue to be, a school in which all students know that they are part of a supportive, safe and challenging community, dedicated to enrich their present and their future. We pride ourselves in our students’ success!
If you have the opportunity to visit our schools or talk with a member of our community, you will invariably stumble upon the concept of R+. You may be wondering what R+ means, and in short, there is no definition, it is just, “The Rundle Way”.
As we further explore what “The Rundle Way” is, it is the living embodiment of our values, Pathways to Learning, and the rich fabric of our Rundle program.
At Rundle, our value statement is, “Together: Be Kind, Be Curious, Be Well”. We believe that these four values are the epitome of a fully realized, future-ready, person with passion and purpose. In our pursuit of these values, we are actively aiming for a pluralistic community who are committed to becoming a true culture of learning.
R+ follows our uniquely developed Pathways to Learning model. At Rundle, the three distinct, yet intertwined, Pathways to Learning are character, academics, and co-curricular. In our schools, we will always believe, “character comes first.” We believe we have not done our job if our students do not develop an altruistic mindset with a view to making their communities, locally and abroad, a better place. We know we want our students to pursue any post-secondary learning of their choice, and to this end, academics are at the core of our program. Our faculty work with students to help them reach their individual potential and celebrate with them when they do. Finally, co-curriculars are the balance of our program. Rundle offers hundreds of outside-of-the-classroom experiences that allow our students to explore their passions and share their talents.
Finally, the fabric of our Rundle program is steeped with a long history of school pride, engaged community members, and generosity. Over 2000 students have graduated from the Academy and College and our connected alumni network now extends around the world and across all industries. We often say, “Rundle is a K–Forever” program. The connections between our alumni, faculty, and staff remain strong and we continue to stay connected after graduation. We take great pleasure in celebrating our alumni’s success and we love to see where their journey takes them after Rundle. Our alumni’s contributions continue to enrich our school programs and our world!
Ultimately, R+ is a combination of all these factors. As much as we can aim to define it, it is when our values, Pathways to Learning, and fabric weave together as true excellence in each member of our school community, that we realize R+.
I invite you to further explore if R+ and Rundle is the right fit for your family and look forward to welcoming you to our Rundle community.
Sincerely,
Jason Rogers
Head of School
Rundle College Society
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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The YMCA Academy offers a full range of compulsory and elective high school courses, imbued with the school's focus on providing accommodations and assistive technologies and offering experiential learning opportunities and wrap-around support.
Through our Pathways to Learning program, Rundle Studio encourages students to strive for success in academics, build solid character, and engage in co-curricular activities. Although we want students to achieve the highest level of academics, we believe that putting a focus on character development is paramount. Through social interactions, learning experiences, and co-curricular activities, students continuously develop their character. The Studio delivers curriculum from Alberta Education at grade level with no modifications.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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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Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
We use assistive technologies in our classes to support students who learn differently. These include speech to text, text to speech, mind mapping, word prediction software, and so on.
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Web design
Robotics
Computer science
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Standard-enriched
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.
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.
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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.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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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
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We offer a full suite of accommodations for learning style differences, as well as a dedicated counselor providing social/emotional support to individuals and the learning community. We welcome students with a wide variety of learning style differences.
Rundle Academy is one of the premier learning disability programs in Alberta, and provides exceptional educational opportunities for our students. Our individualized academic program encourages intellectual, social and personal growth of our students and is balanced by a variety of experiences in music, languages, technology and physical education. Our dedicated teachers utilize a variety of instructional approaches including assistive technology, differentiated instruction and assessment, and an intensive writing and reading program.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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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
9 - 12
30%
0%
$10,000
$0
0%
0%
7, 8, 9, 10, 11, 12
4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 01, 2021
Not available
Not available
Yes: grades 9 - 12
Yes: grades 4 - 12
No
No
No
No
No
No
No
No
Yes
No
The YMCA Academy is a Ministry of Education–inspected, alternative high school in downtown Toronto. Our personal differentiated approach, specialized programs, and individualized use of assistive technology are ideally suited to students with mild learning disabilities or learning style differences. The YMCA Academy’s middle school is an alternative grade 7 & 8 program in downtown Toronto. Developed with a focus on building reading, writing and math skills, our personal differentiated approach, specialized programs, and individualized use of assistive technology are ideally suited to students with mild learning disabilities or learning style differences.
For students entering our program at grade 9, we do an assessment of English and Mathematics to determine grade level and appropriate placement in our program
Visit the Admissions Portal, after you have attended a virtual information session and received an application code.
Attach supporting documents including:
Application Deadlines:
Applicants are accepted on an ongoing basis, but it is strongly suggested that applications be made in the fall as spaces are limited. Applications open each September for consideration for the following academic year.
Rundle Academy has both university-track and non-university-track courses in its Senior High division. Therefore, SSAT scores are not required to ensure that students entering the Academy can complete a university-track program.
We have two, one-time fees that are due upon initial acceptance. These fees help fund ongoing faculty training and facility improvements, program support, and enhancements which allow our faculty and staff to remain ahead of the curve on educational practices and trends. The chart below should help give further clarity around fee payments.
Family Membership Fee
A one-time, per family fee of $2,000 is paid upon acceptance for all new families joining Rundle. This fee is non-refundable, non-transferable and is separate from tuition payments.
Student Facility Fee
A one-time, per student fee of $2,000 is paid upon acceptance and applies to all new students of new families joining Rundle. All new families are required to pay this fee for each student joining Rundle. This fee is non-refundable, non-transferable, and is separate from tuition payments.
