27 Main Street North, Box 402, Bayfield, Ontario, N0M 1G0, Canada
2365 Bayview Avenue, Toronto, Ontario, M2L 1A2, Canada
381.0 km
338.2 km
2001
1913
8000
800
9 to 12
3 to 12
Coed
Boys
eSchool
Day
English
English
Academic
Academic
Traditional
Progressive
Varies
16 to 20
Learning, Developmental, Behavioral
Learning
In-class adaptations
In-class adaptations
$39,590
Yes
Yes
2%
5%
9 to 12
5 to 12
$579
$27,000
2,000
80
0%
0%
100%
25%
9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Dec 01, 2020
Not available
Not available
No
Yes: grades 3 - 9
No
No
information not available
According to the students, the academic culture among peers is encouraging and cooperative. The schools’ emphasis on collaborative learning would naturally encourage this, but the students also described an environment of mutual academic support.
Read The Our Kids Review of Crescent School
There are many things that online instruction can offer that other schools simply can’t, including distance learning and remediation. Stephen Baker began developing the concept of the Virtual High School in 1995 with that in mind, and VHS gained accreditation—with it the ability to confer the OSSGD—in 2002. Courses can be started at any point, and students are able to work through the material at their own pace. There are many opportunities for interaction and collaboration with other students and instructors. At the end of the day, it’s a unique approach, and it has proven itself with a range of learners with a range of academic purposes.
View full reportOne of the chief benefits of a gender specific school is the provision of opportunities for students to resist the stereotypes that they would encounter in co-ed schools. Crescent, of course, addresses the specific needs of boys around learning and development, though that experiential piece is equally important: to maintain an environment in which boy’s attention and curiosity can be actively engaged, and where they can participate in all curricular areas outside of any need to impress others or gain status across gender lines. Crescent begins, as they say, from the understanding that "when you remove girls from the classroom, some remarkable things can happen." And they’re right to. They also have a long tradition of doing just that. The ideal student is one who is academically curious, has broad potential, and could benefit from increased opportunity to express both their curiosity and their potential.
View full report
"A lot of the courses include social components such as discussing assignments..."
Michael Hicks - Alumnus (May 22, 2020)
Virtual High School allows you the flexibility to move and pursue personal and professional aspirati...
View full review
"...with the free tutoring I can get help with answering my questions with the press of a button."
Cassidy Moulton - Student (Mar 18, 2021)
Virtual High School is a amazing online private school that has all of its class work online right a...
View full review
"The teachers are very hands-on with their students even though they are not physically there in person."
Sera Bryce - Student (May 03, 2021)
I absolutely love Virtual High School. It is an online school that allows the students to progress a...
View full review
"Life at Crescent is very healthy, fulfilling and meaningful."
Claire Chen - Parent (Jun 21, 2018)
The character education is very unique and useful. There are four pillars— Respect, Responsibility...
View full review
"Virtual High School has been a trusted leader in online education since 2001. Students at VHS choose when and where to study, when to submit assignments, and when to write their online final exams. We recognize that no two learners are the same. With certified teachers, free tutoring, dedicated student support teams, school community events, and an outstanding administrative staff, we stay focused on meeting the needs of each student to deliver the best in online secondary education."
"Crescent School has been a leader in boys’ education since 1913. Our mission, Men of Character from Boys of Promise, drives our academic and co-curricular programs and guides students as they learn about who they are, how they can lead and the legacy they can leave behind. Our dedicated faculty are committed to active, experiential and relational learning which brings out the best in boys. We cultivate excellence in academics, arts, athletics, business, outreach and robotics on a beautiful state-of-the-art campus."
"Our student-centred support services help to provide an unparalleled educational experience. VHS teachers are trained to teach in an online environment, offer individualized attention to students, and provide invaluable feedback on all assignments. The VHS administrative team is available via phone, email, and live chat to answer questions and assist students in meeting personal deadlines. Our Student Academic Support service gives students access to free academic coaching and homework help."
"Character development is the defining feature of a Crescent education. Crescent has identified thirteen character traits that are explicitly incorporated in the school's curriculum and re-inforced in our Character-in-Action co-curricular programs, including signature programs in the Arts, Athletics, Business, Outreach and Robotics. Crescent graduates can answer the questions: Who am I? How do I lead? What is my legacy?"
"Virtual High School is popular among families because of its renowned reputation at post-secondary institutions across Canada and around the globe. Many VHS graduates attend major universities and colleges in Canada, so you can rest assured that VHS is a household name. After 20 years of developing and teaching courses online, VHS is unrivaled in terms of experience, credibility, and expertise."
"Families choose Crescent School because they believe we can help develop their sons to be well-rounded individuals who will impact the world. Our families' values align with our School's values and they believe that Crescent is an environment that will foster their son's growth both academically and emotionally."
"The VHS learning experience comes with the unique opportunity to engage with students from across the world. We facilitate frequent online community events to encourage students to connect with each other, offering them the chance to interact with people from different cultures, learn new skills, and share their passions. Recreational activities provided by VHS include meet-and-greets, student clubs, trivia competitions, guest speakers, and social media features."
"Crescent is a warm and welcoming school with a very active and engaged parent community. There is a very strong partnership between Crescent School and parents. Crescent School strives to be a place where every boy belongs and where every boy is known, valued and understood."
"We recognize that not all students learn in the same way, so we have produced courses with built-in accommodations that support a variety of student needs. VHS courses meet or exceed provincial accessibility standards and include text-to-speech capabilities. Instruction is differentiated, providing learning materials via text, video, multimedia assets, and interactive activities. Where possible, assessments allow students flexibility in the medium or format they use to present ideas."
"Our staff practice a culture of care. Everyone from faculty members to our Facilities team shares a responsibility for the boys' well-being. Daily positive interactions, whether large or small, help our boys feel welcome, seen, and cared for."
"- Our first course was written in 1995.
- Virtual High School received its inspected private school status from the Ontario Ministry of Education on September 1, 2001.
- Over 130 certified teachers facilitate over 70 courses at VHS.
- We have 40+ administrative staff members dedicated to helping our students succeed.
- The student body at VHS spans more than 120 countries."
"Founded in 1913.
A leader in boys' education.
800 students in Grades 3 to 12.
A unique focus on character education.
Rooted in relational learning and mentoring."
Virtual High School is rooted in the philosophy that education should be flexible and centered on the individual student. Our students choose when and where to study, when to submit assignments, and when to write tests and the final exam. With fully online courses, certified teachers, and a robust administrative staff, we help nearly ten thousand students around the world meet their academic goals every year.
I hope you enjoy learning about our exceptional school and students.
Thank you for taking this opportunity to learn about Crescent School. I am pleased you are considering us on your quest to find the ideal school for your son.
Crescent is proudly a school where boys can learn about who they are, how they can lead and begin to discover the legacy they can leave behind – all so important, when the need for good men in this world has never been greater.
As a father myself, I deeply know how important it is for you to send your son to a school with the right culture, values and support he needs to cultivate an ongoing passion for excellence and achieve future success.
I believe that we are that kind of school.
For over 100 years, we have maintained an unwavering focus on character development. Our mission, Men of Character from Boys of Promise, recognizes that boys with curious minds and open hearts have the potential to develop in a manner that will fit their mission in life, whatever it might be.
Our desire is to be a place where boys come to be well. This is what motivates our ambition to nurture their social-emotional and physical wellness in addition to their academic achievement.
Our actively involved and culturally diverse community of staff, faculty and parents steadfastly supports our efforts and our vision. And because lasting friendships and strong bonds are an inherent part of the Crescent School experience, your son will graduate with an alumni brotherhood that will be with him for life.
We look forward to welcoming you and your family to our campus and our community.
Progressive
Information not available
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.
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.
Not applicable
We put students in the driver’s seat. Virtual High School students have the freedom to learn at their own pace with fully online courses that accommodate and respond to individual learner needs. Throughout our courses we encourage students to connect their learning to the world around them. Our teaching methods include instruction through structured lessons and activities; differentiated instruction—text, audio, video, and interactive activities—to meet the diverse learning needs of students; scaffolded instruction to foster independence in the learning process; opportunities to collaborate in discussions with VHS students around the world; and personalized assessments. By giving students plenty of opportunities to think critically and creatively, solve complex problems, and practice effective communication, we aim to educate the whole student and foster digital citizenship.
A Crescent education is academically rigorous, exciting, fulfilling, relevant and broad. We exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our curriculum is taught by highly motivated teachers who have the competencies essential for boys to flourish. They understand that establishing a relationship with a boy unlocks the door to his learning and engages him in his character development. We offer an optional Advanced Placement (AP) program for mathematics, sciences, English, French, geography and economics. This allows our Upper School students to earn university credits or placement into a second-year university course. All of our curricular and co-curricular activities reflect "The Crescent Way" - they are closely aligned to our mission, vision and values and are responsive to boys' unique interests, capacities and aspirations.
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.
The VHS Math Department aims to reach all learners by responding to their individual needs. Students have opportunities to learn through text, images, diagrams, and interactive activities. We model problem-solving in detailed examples and offer lots of opportunities to practice with structured exercises. Our formative activities allow students to gain valuable feedback from their teacher before completing graded assignments. Our assessments are not limited to traditional rote math problems. We also include opportunities to develop skills that prepare students for success in post-secondary studies and in the workforce. Students also have opportunities to write papers following the APA format, and create presentations that demonstrate their knowledge and understanding of concepts covered in their course.
In Grades 3-6, our math curriculum is one grade-level ahead of the Ontario Ministry of Education expectations. It combines daily math drill and problem-solving activities with the Math Makes Sense textbook series and Crescent School-created math curricula. In Grades 9-12, we strive to challenge and support a wide range of aptitudes and abilities. Our program is streamed in Grade 9 into regular and enriched math. Students in the regular stream are given a strong foundation. Extra help is easily and widely available. Most of our students take two of the three Grade 12 math courses. For students in the enriched stream, there is a heavy emphasis on problem solving and math contests, leading to the opportunity to take AP Statistics and AP Calculus.
No textbooks or additional materials are required.
Math Makes Sense, MathPower Series, Functions 11 (Nelson), Enriched Functions/Relations (Harcourt), Data Management 12 (McGraw-Hill), Advanced Functions 12 (McGraw-Hill), Calculus & Vectors ((McGraw-Hill Ryerson), Single Variable Calculus (Brooks/Cole)
Students may use any scientific, non-programmable, non-graphing calculator.
Regular stream: non-graphing scientific calculators are always permitted and a graphic calculator is permitted in certain courses. Enriched stream: TI-83 and 84 are recommended and any calculator allowed on AP exams is permitted in Grade 12 courses.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Crescent School begins at Grade 3. We offer an enriched, balanced literacy program to all of our students. A variety of reading tests are used to ascertain each student's individual reading level in order to create a personalized literacy curriculum.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
For Grades 3-6, Crescent School's writing program is an enriched curriculum. In addition to teacher-created materials, we use the "Step Up To Writing" program. Cursive writing is taught in Grade 3.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Similar to traditional classrooms, our science instructors use a range of strategies and approaches. Clear and concise writing, helpful graphics and diagrams, hands-on laboratory activities, and research assignments with direct instruction and coaching form the foundation of our science courses. Additionally, teachers and students have at their disposal numerous tools that are unique to online learning environments. These include electronic simulation activities, discussion boards and email correspondence, assessments with real-time feedback, and interactive activities that engage both the student and instructor.
Crescent School's science curriculum is a balance between expository- and inquiry-based learning, with more emphasis on inquiry wherever possible.
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
Zoology
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students in our English courses develop the skills needed to analyze and evaluate the effectiveness of a text. Our courses present literature—poetry, short stories, novels, non-fiction, and plays—from a range of cultures and time periods, as well as videos, songs, and other media texts. We aim to help students become stronger readers, writers, and oral communicators while making connections to the world around them.
...
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
Students in our humanities and social science courses are exposed to a variety of disciplinary traditions, including history, geography, politics, philosophy, religion, anthropology, sociology, and psychology. By analyzing foundational texts, historical artefacts, and social relationships, students develop cultural literacy and an understanding of the human condition. We aim to teach students critical thinking and persuasion skills and, equally importantly, how to apply their knowledge and skills to real-world contexts.
...
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French courses present French language structures in engaging communicative contexts (listening, reading, speaking, and writing). Students have the opportunity to practice these skills and build their confidence in a safe environment, before any formal assessment. Teachers in our French courses support learners by providing timely, detailed, clear feedback based on individual needs.
Crescent School's foreign language curriculum is based on a teaching philosophy known as the "action-oriented approach." Students are given real-life scenarios in which they learn the language through social interaction (rather than focusing primarily on grammar rules and fill-in-the-blank exercises). This approach imparts vocabulary and grammar rules within the context of the scenario. The scenarios are complemented with materials such as newspaper articles or videos. In addition, the language being learned is used as the language of instruction. Our foreign language curriculum also strives to instill an interest in the cultures to which the languages are tied. Students in Grades 8 to 12 prepare for the DELF (Diplôme d’Études en Langue Française), an internationally recognized exam that is based on the Common European Framework of Reference for Languages.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students in our art courses develop their creative skills as they learn and apply the concepts, styles, and conventions of various forms of fine art. This is accomplished through the appreciation, analysis, and performance of different artistic mediums in a range of creative disciplines, including drama, music, and visual arts. We encourage students to springboard from their interests and personality when approaching coursework and assessments. Our aim is for students to build knowledge and develop creative skills in the arts that reflect and further cultivate their personal skills, social awareness, and goals beyond school.
At Crescent, students of all ages are encouraged to take creative risks and explore their artistic abilities. We produce three major drama productions each year in the school's professionally equipped theatre, giving students experience with acting, production and theatre-management roles. In our visual arts program, students are exposed to a broad range of forms, genres and styles. The experience of making art is central to the curriculum. Crescent's music program offers individual and group lessons in a range of musical disciplines. These include senior and junior choirs, chamber choirs, a senior string ensemble, a strings academy, wind bands, a guitar ensemble and chamber groups. Students perform at assemblies, recitals and concerts. Students also perform in music festivals, competitions and performance tours. Crescent also offers a strong media arts/multimedia technology program.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Because our courses are completed entirely online, VHS students are constantly developing and practicing the digital skills needed to thrive in a rapidly evolving world.
...
Web design
Robotics
Computer science
Online physical education gives students the flexibility to not only work through the course in whatever order they prefer, but it also allows them to choose activities for assessments that best fit their individual skills and comfort level. Students demonstrate their understanding and abilities through a variety of assessment opportunities. When it comes to the physical part of online physical education, activity-specific skills and strategies are supported by video instruction. Students see the movements of a skill or activity prior to participation, and then submit a video of themselves performing it for assessment and feedback. Additionally, through the use of case studies and self-reflection, students learn to think creatively and critically about a number of issues related to healthy and active living.
We want our students to appreciate healthy active living, and to understand how living a healthy, active life can enhance all aspects of their lives. We expose them to many different types of athletic activities and exercise, so each student can find something they enjoy doing that they can choose to participate in all their life.
Not applicable
Not applicable
Information not available
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.
Our courses are fully online. No textbooks or additional materials are required. All courses include an optional pacing tool for students who wish to set deadlines for themselves, structure their time, and pace their studies and learning accordingly.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
We think every student should have the opportunity to succeed. Virtual High School students are supported by a team of real people determined to help them meet their academic goals. We work with each student to meet their personal goals and deadlines. With prompt feedback and grading, free online tutoring, and the ongoing support from our administrative and guidance teams, our students enjoy a smooth road to academic success.
At Crescent, we exceed the overall and specific expectations of the Ontario Ministry of Education and then enrich each subject level to challenge our students. Our boys are given ample opportunity to develop as innovative, inquisitive and creative learners. They are celebrated for both their work and their work ethic, and guided academically and emotionally on the journey to becoming a Man of Character.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Not applicable
Not applicable
At Virtual High School, we encourage and inspire a culture of responsibility, respect, integrity, and perseverance. These are the pillars of our learning community, the qualities we expect of our students, teachers, and staff alike. Additionally, we champion the importance of mental health, and the need to create healthy and inclusive communities both online and offline.
At Crescent School, we seek to build good men who make responsible choices and lead honorable lives, while encouraging our students to pursue high academic achievement and taking care of their wellbeing.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
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.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
VHS can implement Individual Education Plans (IEPs). An IEP is a document that outlines a student’s strengths, weaknesses, learning needs, and any accommodations to be made within a course. We implement any accommodations listed in an existing IEP that apply to our learning environment. Accommodations may include a reduced workload, simplified tasks and materials, or more time for learning and completing activities. Exam and test accommodations may include, but are not limited to, extra time to write an exam or test, the ability to scribe answers or read questions, memory aids for exams, breaks during exams, and no marks deducted for spelling. The assistance of other persons and the use of specialized equipment may also be required to accommodate the needs of the student.
Crescent School welcomes students with exceptional identifications if they can manage the learning expectations with accommodations. Academic support is offered by our learning support specialists in all three divisions of Crescent School, and social-emotional support is offered by our two school social workers.
Whether a student has a clinically diagnosed learning disability or develops learning difficulties while enrolled at VHS, we can accommodate and respond to their individual needs. With self-paced courses, round-the-clock access to course content, and 18 months to finish, VHS students have the freedom to take as much time as they need to review content, take notes, and practice retention. Our courses present content a number of ways (text, audio, images, video, interactive activities) and include a built-in screen reader. When it comes to assessments, students may choose how they present their ideas (e.g. write a paper, give an oral presentation, create a visual). Additionally, we make accommodations for students who use assistive technologies in their learning.
Crescent School offers a rigorous academic curriculum. Students with diagnosed exceptionalities have IEPs with accommodations, but the expectation is that all students at Crescent School will manage the learning expectations on the curriculum.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
5 - 12
2%
5%
$579
$27,000
100%
25%
9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Dec 01, 2020
Not available
Not available
No
Yes: grades 3 - 9
No
No
No
No
No
Yes: grades 3 - 11
No
No
No
No
Anyone can take a course with Virtual High School. Our educational model and student body reflect the complexity and diversity of education in the twenty-first century. VHS students choose when and where to study, when to submit assignments, and when to write tests and the final exam. This requires our students to take personal responsibility for managing their education. Taking courses at VHS fosters independence, maturity, and self-motivation in students—all invaluable skills that prepare students for success in post-secondary studies and employment. As supporters of individuality and acceptance, we celebrate and champion diversity in thought, race, belief, gender identification, sexual orientation, culture, and life experience. We don’t just celebrate and support diversity—we thrive on it. With students in over 120 countries, we are strengthened by the wide range of backgrounds, experiences, and perspectives in our vibrant learning community.
We welcome boys from diverse backgrounds who are intellectually curious and eager to learn, and who enjoy a variety of activities outside of academics, such as arts, sports and other pursuits.
There are no admissions requirements, though students will be required to provide proof of their successful completion of a prerequisite course or equivalent, if applicable.
Please see the Crescent School website for complete instructions and the online application.
Particular application requirements: