304 Academy Road, Thetford, Vermont(USA), 05075, United States
285 Eglinton Ave. E., Toronto, Ontario, M4P 1L3, Canada
427.1 km
336.7 km
1819
2014
300
40
7 to 12
9 to 12
Coed
Coed
Homestay, Day
Day, Homestay
English
English
Academic
Academic
Progressive
Progressive
14
2 to 10
Learning, Behavioral
Dedicated gifted school
$20,963
$14,500 to $17,500
Yes
No
0%
0%
None
None
$0
$0
50
10
0%
0%
0%
70%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
information not available
information not available
Thetford Academy is delightful in so many ways it’s hard to know quite where to start. Founded in 1819, it’s the oldest secondary school in Vermont, and has been coed since it first opened its doors. The location, charmingly, was chosen in order to allow students a chance to study in a location described at the time as “remarkably healthy, and free from business, excitement, and every temptation.” While finding a place apart from the real world is certainly no longer a goal—the school is very much an international one in light of its curricular gaze and student population—many of the founding values remain. That includes a dedication to the liberal arts, a rigorous delivery, and a commitment to diversity of thought, perspective, and experience. Instruction today reflects the best practices or our time, with experiential learning, cross-curricular investigation, and a focus on relationships (peer to peer; instructor to student) as the basis of instruction. The campus is extensive, and with a recent purchase of an additional parcel of land adjacent to the main property, has direct access to State Forest. Much, rightly, is made of those outdoor resources, including recreation, physical education, and outdoor instruction. There’s also a maple sugar shack. Again, it’s a stellar setting that hosts a world-class program, just as it’s been doing for more than two centuries.
View full reportIn a general sense, Toronto STEM School is a specialty school in the way that, say, a ballet school is a specialty school—it brings together students who share a passion, and builds the curriculum around their engagement with that curriculum. And, like a ballet school, or a hockey school, it’s not for everyone. But, for the students that it’s for, the experience can be transformative. The school specializes in Advance Placement instrution, and also serves as an AP examination centre. At Toronto STEM School students work and learn alongside true peers, those who share an abiding interest in technology. The core curriculum is the provincial one, though delivered in a technology intensive learning environment.
View full reportinformation not available
"The environment is very friendly and supportive. The classes are dynamic, with hands-on activities, creating a more inviting experience for the students."
IVANI MANCINI - Parent (May 28, 2019)
My son is attending TSS - Toronto STEM School since September, 2018. Overall the experience at TSS h...
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"The class sizes are very small (4-7) and the teachers are very flexible in their approach. You never feel afraid to ask questions..."
James Davies - Student (May 28, 2019)
This place is fantastic. I started going to TSS in the summer after grade 9 to learn grade 10 math. ...
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"Both my sons began with supplementary tutoring and enjoyed the experience so much they asked to take their full math credits with TSS."
Beth Herst - Parent (May 28, 2019)
Both my sons have struggled with the math teaching in the public system. They were frustrated and de...
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"Thetford Academy’s campus is 295 acres of field and forest, with stunning views of the highest peaks of the Connecticut River Valley. The historic White Building, built in 1949 after the original building burned in the Great Fire of 1942, is the centerpiece and hub of Thetford Academy. Sitting at the head of the quad, it is flanked by the the Arts and Science Building, the Vaughan Alumni Gymnasium, and Anderson Hall. Thetford Academy has an extensive trail network for hiking, walking, running, and Nordic skiing."
"Toronto STEM School is a not-for-profit independent high school focused on STEM. We are dedicated to providing our selected students with a rigorous and innovative educational experience. We offer a wide range of Advanced Placement courses in various subjects. With a strong emphasis on technology, the school has integrated cutting-edge tools such as coding, robotics, augmented reality, 3D printing, and AI into its curriculum. Our small and individualized learning environment is supportive and collaborative."
"Thetford Academy’s 295-acre campus provides unparalleled learning opportunities. Outdoor education is a vital piece of TA’s curriculum and is embedded into many academic disciplines. The Outdoor Program (TOP) offers an immersive interdisciplinary environmental studies elective which combines science, ecology, writing and mindfulness. TOP also offers hiking, camping, rock climbing, and canoeing trips, as well as a leadership program. The garden supports a culinary arts program and school lunches."
"- Focus on Science, Technology, Engineering and Math.
- Not-for-profit and student-centered.
- Advanced Placement option and potential to earn an AP Capstone Diploma for interested students.
- Diverse learning environment. Most students share a passion for STEM."
"Thetford Academy proudly offers families a distinctly different learning community. Our strengths lie in our inclusive culture of kindness and student-centered approach. Families choose Thetford Academy because they know their child will have access to diverse and challenging academic opportunities within a respectful, supportive community. Whether working toward a competitive four-year college or a specialized career in the trades, TA cares, and strives to help each student find their own path."
"- Competitive tuition.
- Passionate teachers.
- Individualized learning.
- 6 report cards issued per each academic year."
"Thetford Academy families are often surprised by the depth and breadth of academic and extracurricular opportunities available at TA. Despite its small size, TA is often “punching above its weight,” in academics, arts, athletics, robotics, and more. TA students are often competing at the highest levels in their disciplines, winning state championships, competing in state and worldwide competitions, and shining in performances, publications, and on the playing field."
"Small is better! The amount of attention and care your child receives won't be comparable to that of a large learning space with multiple elements of behaviour issues, student engagement and reaching a common goal! At our small community, we follow a shared focus: academia with a passion for STEM!
As an example, your child will be taken to 10 field trips per school year! Why? because they are effective, targeted, promote field learning and all in all, easy for us to plan and run!"
"Our location may be one of the most underrated aspects of our school. The phrase ‘best of both worlds’ applies; no one leaves without exclaiming over the beauty of our natural landscape. Our campus sits at the edge of an idyllic village, surrounded by farmland and forests. Mountains beckon in the distance, and one of the best cross-country courses in New England graces our backyard. All this, and we’re still just 3 minutes from the highway, 2.5 hours to Boston, and 3 hours by car to Montréal."
"Please visit our team's page: https://www.torontostemschool.com/team
A small, dedicated and professional team of people who prioritize students' well-being and success. Every member of our team is essential to our success."
"We are the oldest secondary school in Vermont.
We climb a mountain near campus in the fall to bond with classmates & kick off the school year.
We celebrate our founding with a spirited winter carnival each February.
We embrace 'Mud Season' by collecting sap from our sugarbush and boiling it down, in our student-built sugar shack, into gallons of maple syrup.
We graduate and attend schools like Yale, Cornell, New York University, Boston University, McGill, and UVM, but we never forget TA."
"- We were founded in 2014.
- For the past two years, 50% of our graduates chose "computer science" as their major in university. They received admissions to University of Waterloo, University of Toronto, Universities of Ottawa and McMaster University.
- In 2021, our top student ranked 6th in Canadian Computing Challenge.
- Our principal has PQP (Principal Qualification Program) status in Ontario.
- All parents appreciate teaching structure"
Carrie Brennan joined Thetford Academy as Head of School in July 2019. With a new, five-year strategic plan in place, and with the school on the cusp of its third century, Carrie Brennan is focused on TA’s future: “I am awed by the rich history of Thetford Academy—and inspired by what a vibrant and dynamic 21st-century school TA is today!” Knowing that she would be leading a team of such dedicated and skilled faculty and staff, sold Carrie on the leadership position. “With this team we can accomplish anything for students.”
Formerly the executive director and co-founder of CITY Center for Collaborative Learning in Tucson, Arizona, Carrie’s work in education and education leadership has been widely recognized. In March 2019, she was named one of Tucson’s “Women of Influence,” an award honoring the region’s most impressive female professionals.
At TSS we recognise that these past two years have been extremely challenging. Our hybrid model will continue through 2022-2023 school year. We have done everything to support all of our students and staff, whether they have decided to stay home or join us in person at our school.
For 2023-2024 school year we will:
Phase out hybrid learning but keep certain elements of digital learning within our instructional program.
Offer AP Capstone Diploma to our grade 10 students.
Offer new activities using augmented reality and also 3-D printing devices.
Embrace AI as a new reality in education.
As a community, our vision is to continually amplify the quality of education we provide, beyond the regular frameworks. While we have a great deal of respect for the established standards and general expectations, we are always thinking outside the box to cater to our students and the evolving world around them. We do this by actively seeking additional resources and planning educational activities to bring the best, most accessible modes of learning both inside and outside the classroom. For those students who haven't had the best experiences in their previous schools, we aim to prove that school can truly be a place of positivity, genuine connection, learning, and fun.
Progressive
Information not available
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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At TA, we believe that education should be: Active and Engaging People learn by doing. Students need to engage in direct experience, including practice, application, creation, and invention. Reflective and Thoughtful People learn by thinking about experience. Students need to reflect, evaluate, and integrate new learning. Varied and Adaptive People learn in diverse ways. Students need multiple approaches that explore and respect varied learning styles. Safe and Supportive People learn by taking risks in a secure environments. Students need physical and emotional safety, along with encouragement to question and experiment. Structured and Coherent People learn by constructing meaning and seeing patterns. Students need clear expectations, purposeful organization, and valid assessment of their work. Motivating and Inspiring People learn by interacting with expert mentors and inspiring models. Students need relationships with adults-both professional teachers and community mentors-who know their subjects and who love their vocations.
We focus on mathematics, science, and engineering studies by supporting those who seek admission into such post-secondary disciplines. We value small classes to facilitate close relationships and to best support the needs of our individual learners. We offer: -AP Program and AP Capstone Diploma - University Pathway Program - Hands-On Learning - IELTS Preparation Sessions (for international students) - Fast Track Courses - One Field Trip per month - Enthusiastic teachers certified by Ontario College of Teachers
Traditional Math
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.
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.
We aim to offer students a taste of what lies ahead. For many students graduating from high school, it isn't obvious, for example, how their math courses will relate to physics and chemistry courses encountered in their post-secondary studies. We value foresight in our teaching methods so that students become proactive learners who accurately predict what concepts and skills await them in future courses.
Nelson and Mcgraw Hill
We do not recommend calculators for grades 10 and below; however, all students are allowed to use scientific calculators for tests and exams.
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Not applicable
Information not available
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Not applicable
Information not available
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Our goal is to offer these students a taste of what lies ahead. For the student graduating high school, it isn't obvious how their math courses relate to physics and chemistry courses. We would like to paint a clear picture of the relationship between these courses to give students a head-start on their university careers. What isn't standard about our courses is the view ahead our instructors offer. Our tech workshops are a key component to this philosophy.
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
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
We teach literature primarily through a "Reader Response Theory" approach, where students are empowered to discover meanings from texts through their subjective experience as unique readers with differing identities and backgrounds. Through this method, we enact inquiry-based learning, where students are prompted with questions to help them delve into texts and develop their critical thinking skills. Students are encouraged to become reflective independent thinkers who confidently express their views on literature with clarity and persuasion. This approach encompasses the belief that there is not one correct interpretation of a text, but rather many possibilities. We see our students become active learners, engaged with a text and with their peers through discussion, rather than passively listening to the teacher. In addition to our reader response approach, we also teach elements of literature so that students have foundational knowledge to refer to in their interpretations.
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
Not applicable
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
We use a student-centred learning approach in our humanities and social science classes, where students are encouraged to research topics of personal interest and choose project directions suited to their individual preferences. By facilitating projects and activities centred on students' freedom of choice, we see learners become genuinely invested in their own education journey. We incorporate inquiry-based practices to help students become critical thinkers and cultivate their motivation in delving further into class concepts.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
We offer French, German, Latin and Spanish courses to reinforce the importance of global citizenship. We encourage students to expand their perspective by learning any one of these foreign languages. These courses are also available at AP level.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
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.
We offer music courses at TSS. The technology element is essential since our instructors use up-to-date methods of digital sound mixing techniques.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Information not available
Students analyze algorithms for effectiveness. They investigate ethical issues in computing and further explore environmental issues, emerging technologies, areas of research in computer science, and careers in the field.
Web design
Robotics
Computer science
Thetford Academy offers exciting physical education through a wide variety of activities. These units challenge the individual to master fundamental motor skills;develop coordination and overall fitness; maintain or increase positive attitudes toward peer groups; practice social skills necessary for participating in individual and team activities; demonstrate physical skills based on observation and listening to instructions; understand physical, mental, and emotional health; and increase knowledge and skills to maintain a healthy lifestyle.
Not applicable
Not applicable
Information not available
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.
To accommodate different schedules, we offer correspondence courses where students earn credits through online platforms that allow flexible pacing, suited to individual needs. Additionally, we provide evening and night classes for students occupied during the day, or for those who simply prefer to be in school after typical hours.
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.
We set high standards to prepare our students for success in their post-secondary education journeys while simultaneously nurturing the curiosity and liveliness of our students by encouraging a learning process that is not based on rote learning or dominated by direct instruction. The academic culture we promote is one of COMMUNITY and APPROACHABILITY, where we seek to eliminate the barriers between teachers and students that are often found in the public school system. We aim to do more than simply impart knowledge on students; we aim to build relationships founded on mutual trust and respect.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our faculty is comprised of teachers who prioritize - intellectual development - emotional intelligence - social awareness - physical wellness - spiritual resourceful Through these differences, our students are exposed to various teaching philosophies and practices that ultimately bring them a balanced experience. We aim, both individually and collectively, to offer our students a wide-lensed perspective of these multiple modes of development. Extra-curricular activities are key in order to help students develop a better sense of belonging to school community. Arts, Math, Games, Drones and Language Clubs are available on a weekly basis for students.
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
The accommodations and modifications we apply to the learning process for our special needs students is derived from communication, observation, and interaction. Our small class sizes allow us the time and energy to understand our students on a deeper level so that changes to instructions, projects, activities, and teaching strategies can be made to help maximize the receptivity of our learners to reach their full potential.
Information not available
We very much value the individuality of each student, and with that, comes the recognition that each individual learner is comprised of distinct needs. We aim to meet these needs through one-one-one interactions, positive feedback and conferences where each student is fully supported and accommodated during his/her learning process. Our small class sizes allow ample attention to be given to each learner so that tailored teaching strategies can be applied to provide the highest quality of student-centered education.
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
0%
0%
$0
$0
0%
70%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades 9 - 12
No
No
No
No
No
No
Yes: grades 9 - 12
No
No
No
Thetford Academy seeks students who will benefit from and contribute to the educational program at our school. We believe in five fundamental principles: excellence, commitment, cooperation, diversity, and care. We are especially interested in students who want to do their best, help others, and be a part of a respectful learning community.
At TSS we welcome students wishing to learn outside the standard school system. We aim to accommodate students seeking a higher quality of education than what their current school provides. Generally, students at our school have a passion for math and sciences. They love learning through projects: 3D-printing, Drone Building or Math Modelling. If you feel like you need a school that gives you a great opportunity in STEM and provides you a calm, engaging and welcoming environment, then we are what you're looking for!
International Student Application Requirements
Submit as soon as possible after November 1st. |
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2. Additional Documents |
Mail, fax, or email as soon as possible after your online application is submitted. |
International Application Essays
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International Physical Examination Report
** Please note that proof of United States Medical Insurance will be required upon enrollment |
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3. International Applicant Recommendation Forms |
Referees must mail, fax, or email recommendations as soon as possible after online application is submitted. |
4. Official School Transcripts |
Records must be sent directly from your current school to Thetford Academy in a sealed envelope. |
All documents must be mailed, faxed, or emailed to: Susan Essex Luce International Student Program Coordinator Thetford Academy 304 Academy Road Thetford Center, VT 05075 USA |
Fax: 011-802-785-4805 |
Full application is available at: https://www.torontostemschool.com/admission