20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
27 Main Street North, Box 402, Bayfield, Ontario, N0M 1G0, Canada
Indirect Support:
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
27 Main Street North, Box 402, Bayfield, Ontario, N0M 1G0, Canada
1993
2001
78
8000
8 to 12
9 to 12
Coed
Coed
Day
eSchool
English
English
Academic
Academic
Progressive
Traditional
3 to 6
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$8,900 to $19,500
Yes
Yes
25%
2%
8 to 12
9 to 12
$5,000
$579
16
2,000
0%
0%
0%
100%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 8 - 12
No
No
No
“Whytecliff is different, something the youth and families who attend seem to deeply appreciate. … For students with diverse learning needs, especially those who have struggled with anxiety or depression, Whytecliff is a refuge—an island of stability in a turbulent world.”
“The hallmark of the Whytecliff program is that it’s community-based and anchored in real relationships.”
“Whytecliff is a hidden gem and an academic setting like no other.”
Read The Our Kids Review of Whytecliff Agile Learning Centres
information not available
The school began operations in 1993, though is an expression of a larger program of activity that dates back to 1975 with the creation of the Focus Foundation, a non-profit intending to provide social and educational support for youth aged 13-19. Since the beginning, the force of the programs was in working with assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. The school extends that mandate, providing a positive, understanding environment for students who, for a range of reasons, haven’t been able to thrive in prior academic settings. The proof, as they say, is in the pudding, and that’s demonstrated through high rates of attendance, course and degree completion, and academic success. Students arrive with a range of challenges, though also with a shared experience of finding themselves on the periphery of their various social circles. In that sense, while they may be different from each other, here they are different in the same way. The school, for many, is the first truly positive, inclusive community they’ve been a part of. That forms the basis of the work of the school, as does a faculty that brings a wealth of professional and therapeutic accreditation and experience.
View full reportThere 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 reportinformation not available
"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
"Whytecliff Centres in Langley & Burnaby offer a highly successful Gr. 8-12 curriculum tailored for youth with diverse learning/personal challenges. Our caring and competent staff gently weave the academics with a positive strengths-based therapeutic program, paving the way for whole-life success. Despite struggling in other schools, attendance here soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path! "
"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."
"We reach kids on an emotional level. We’re not bound by a lot of the same rules and structures that some schools are. Everything that we do here, in the end, comes down to relationships. And the program that we’ve created here is a family. What we do here is create a warm, caring environment. It’s like a home."
"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."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Most students are at Whytecliff because things didn't go well at other schools. Students chose us because they're looking for a fresh start, a new approach; a school that might have success where others hadn’t. And once here, both parents and students find it life altering."
"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."
Information not available
Information not available
"Since the beginning, the force of the programs was in working with student assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. It’s unlike any school in the region or, for that matter, the country."
"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."
"Parents are always surprised with the changes they see in their child and how quickly thrive at Whytecliff. Despite struggling in other schools, student attendance at Whytecliff soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path."
"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."
Information not available
Information not available
Information not available
Information not available
At Focus Foundation of BC we work from a strength based approach with a focus on students' strengths and abilities. Each student has an IEP that helps them set and meet their educational, social, emotional and physical goals. This approach has a proven track record; this year we had a 95% graduation success rate with our grade 12 students.
Teaching Philosophy:
I want to create an exciting leaning environment that is challenging, interactive and respectful. I believe students learn best by being engaged and knowing it is okay to make mistakes. When students leave my classroom I want them to feel confident and have a passion for life long learning.
Why I work at Whytecliff
I work as a Teacher and Principal for the Focus Foundation of BC. I work here because I can’t imagine another job existing that has the perfect combination of challenges and successes. Whytecliff School has become a part of what defines me as a professional and as a person, and it is a part of me that I am extremely proud of.
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.
Traditional
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.
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.
Not applicable
Whytecliff Agile Learning Centres are the only schools in the Province of BC also certified as 'Positive Youth Development' programs by CARF (the gold standard for therapeutic accreditation). Our positive, strengths-based program focuses on fostering overall social/emotional well-being, while cultivating confidence, competence, creativity, future career readiness, and connection to the wider community. Each student at Whytecliff works from an individualized education plan (IEP) tailored to their unique strengths, interests, and abilities. The goals is to match each student to a personalized curriculum that's fun, engaging, and personally meaningful to them. At Whytecliff, a student’s favourite comic book might serve as a source of inspiration for examining plot or character development in English. Or football or hockey passing strategies might spark their curiosity in physics or mathematics. Our person-centered, inquiry-based approach is particularly effective for students who've had negative experiences in school and are turned off traditional learning. In all we do, we strive to be flexible, empathetic, and sensitive to the needs of each individual student, doing everything we can to support their success.
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.
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.
Information not available
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.
No textbooks or additional materials are required.
Students may use any scientific, non-programmable, non-graphing calculator.
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
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.
Information not available
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.
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
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.
Information not available
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
Not applicable
Not applicable
Information not available
Information not available
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
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.
Communicative
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.
Information not available
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.
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.
Information not available
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.
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.
Information not available
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
Web design
Robotics
Computer science
Information not available
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.
Not applicable
Not applicable
Information not available
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
An individual education plan is developed and tailored for each student. Emphasis is on each child's strengths with sensitivity to their particular challenges and increasing capacity for attentional focus, emotional balance, and learning growth. Students may take time for initial progress and accelerate as they achieve balance and become comfortable.
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.
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.
In our supportive academic environment, each child has the time and latitude to study each subject according to their skills and abilities (with either slower-paced or accelerated learning). Our low student to educator ratio of 6:1 permits tailoring of the curriculum to each child’s learning capacity and interests, and for teaching to accommodate diverse needs. Our educational approach and curriculum emphasizes hands-on classroom activities and high-growth community learning opportunities. There is also one to one teaching, or students may choose to work in pairs or in small groups. Students may focus on one course at a time or do projects that integrate several courses. Students have access to out of school tutoring before or after regular hours.
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.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Not applicable
Not applicable
We all want to see kids grow up to be happy, healthy, and lead fulfilling lives. At Whytecliff, we recognize that students today are graduating into a world of immense complexity and change. In addition to helping children overcome any personal, academic, or emotional challenges, we also want to help them discover and develop the key traits and skills that will help them thrive, even in uncertain times. Within the Whytecliff community, children experience a range of opportunities to develop new skills and discover their talents. These experiences encourage personal growth and a strengthened relationship to family and the wider community. Whytecliff inspires hope and leads to promising futures rich with dignity, purpose, and options.
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.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Children at Whytecliff discover a safe, warm, and friendly community, sensitive to their unique needs and challenges, and supportive of their strengths and talents. Whytecliff’s physical environments are thoughtfully designed to accommodate children with diverse learning needs, with a mix of cozy individual study rooms and bright, inviting spaces (more conducive to group gatherings). Our compassionate, attuned, and well-educated staff both love children as well as their particular subject matter. Therapeutic support is tailored to fit the specific needs of each child attending our programs, addressing behavioural, emotional, mental health, addictions, and learning challenges in an integrated way, while building confidence and encouraging hope. Children can experience a wide range of physical activities and community enrichment opportunities, adapted to ensure the safety of each child while fostering developmental maturity and growth. We consider families and caregivers as active partners, and welcome appropriate involvement in their child’s curriculum, learning, and growth.
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.
Whytecliff’s two sites are recognized by the BC Ministry of Education (2 of only 15 schools in the Province of BC) as specialized independent schools dedicated to meeting the needs of students with diverse learning needs and personal/life challenges. Whytecliff focuses on each individual child and can adapt our approach to meet a variety of needs. This makes us especially well-suited for children with co-occurring challenges. Children also develop the inner skills & resources and grow their personal confidence & competence, so they’re better positioned to deal with any other life/learning challenges as they proceed to graduation and beyond.
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.
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
8 - 12
9 - 12
25%
2%
$5,000
$579
0%
100%
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades 8 - 12
No
No
No
No
No
No
No
No
No
No
No
Whytecliff considers applications of any child in the Lower Mainland or Fraser Valley, age 13-18, who is not being successful or engaged in school. The majority of children we accept have challenges with anxiety & depression and are seeking an environment where they can feel safe ⎯ a real school offering Dogwood and Evergreen graduation that doesn’t seem remedial or like an ‘alternative school’, and a place where they can begin to relax, feel normal, and develop their personal abilities and self-esteem. Many of the children who are successful and qualify for acceptance at Whytecliff have been labelled within a diagnosed category such as: –ADHD –FASD –Dyslexia –Dyscalculia –Dysgraphia –Language Processing Disorder –Nonverbal Learning Disorders –Visual Perceptual/Visual Motor Deficit –Chronic Health Impairment –Gifted –High Functioning Autism –Asperger’s Syndrome –Behavioral and Emotional Challenges –Troubled Behavior –Clinical Depression –Clinical Anxiety –Suicidal Thoughts –Drug and Alcohol Abuse –Oppositional Defiant Disorder If you don’t see your child’s challenge listed above, that doesn’t mean they won’t qualify; we have a policy of actively considering all applications to the program.
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.
To apply for a place in one of our programs, contact us, ideally by email.
Most of our intake occurs in August or early September, for the full school year, and in January and before February 10th for the Spring session.
We’re also happy to call you and get further details if you would prefer to apply that way. As we’re seeking to build a real community, we like to make sure the program is a good fit for each student.
We also have several Open Houses during the year. To find out our next open house date or arrange a private tour, please contact us.
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.
