2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
560 Guelph Line, Burlington, Ontario, L7R 3M4, Canada
Indirect Support:
2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
560 Guelph Line, Burlington, Ontario, L7R 3M4, Canada
1997
2021
65
25
1 to 12
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
6 to 12
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
$16,000 to $18,000
$24,000
No
No
0%
0%
None
None
$0
$0
5
3
0%
0%
90%
90%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades 2 - 8
No
No
information not available
information not available
Not all children learn in the same way, and that’s been a guiding principle behind the Astolot Educational Centre since Jennifer Cowan founded it in 1998. Classes are small, and instruction is student-oriented, beginning with the talents, interests, and perspectives that the children bring with them into the classroom and starting from there. Learning is cooperative, with faculty and students working together to tailor delivery to best meet their individual learning styles. It’s not the typical approach, which is precisely why families turn to Astolot. In addition to reaching student potentials, the program encourages learner responsibility while growing the students’ awareness of how they learn best. While there are a range of student supports, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group.
View full reportElevate Learning Centre provides an opportunity for students with unique needs to thrive in a supportive environment. With programming designed specifically for diverse learners, students receive small group instruction, daily social and emotional learning, and structured literacy. Elevate believes all students can thrive when supported in the right way. Its programming focuses on literacy, numeracy, executive functioning, and socio-emotional skills, enabling students to learn strategies to self-regulate independently. A high educator-to-student ratio means students receive the support they need to thrive and build their academic and social confidence.
View full report
"My child was given the freedom to accelerate his learning where he was capable of doing so, and given support in those areas (e.g. social skills) where he needed it."
Anne Marie Laurin - Parent (May 24, 2019)
Our son started at Astolot in grade 2 and is graduating this year. As a person with dual exceptional...
View full review
"Astolot excels in supporting each student to achieve the most positive outcome."
Raewyn Khosla - Parent (Mar 01, 2022)
Our son had an excellent experience at Astolot. Previous to starting the school in Grade 6 he had at...
View full review
"It's exactly the type of education experience he needs."
Dana Cooke - Parent (May 10, 2023)
To put it simply, my son loves going to school each day. In the past, he has been frustrated and oft...
View full review
"I can't think of a way for them to further improve the quality of life for the students, because they are already doing a great job at it!"
Stacey Bourbonnais - Parent (May 10, 2023)
If I ask my son, he says he likes how the school goes to the food bank or goes swimming. He enjoys t...
View full review
"The atmosphere exudes warmth, camaraderie, and inclusiveness, as students from diverse backgrounds and with various learning needs come together to form a cohesive and spirited community."
Najwa Colangelo - Parent (May 10, 2023)
My child's experience at Elevate Learning Centre has been truly transformative. She has found a nurt...
View full review
"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider Dyslexia requirements, have small groups, ADHD strategies, as well as programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"Elevate is a micro-school for diverse learning needs. At Elevate, we believe that all students can thrive and succeed when they are supported in the right way. Our learning program is designed for the unique needs of students with learning disabilities, ADHD, Type 1 ASD, and other exceptionalities to build student self-esteem and create motivation for learning. Our students work in small groups with one educator providing direct instruction based on student needs."
"Education programs are developed with the parent, child and teaching staff. Small class sizes and experienced, dedicated staff allow for proper implementation. Students and teachers have a role in directing learning. Students have input into how they learn as they become more aware of their own learning style. The method of teaching and learning varies; a student may learn paragraphs in a 'step by step' method, through computer editing, or holistically while researching a science topic."
"At Elevate Learning Centre, we believe that ALL students can thrive and succeed when they are supported in the right way. Our program was created to specifically support students with diverse learning needs. We assess all students before they join us to identify their unique strengths and areas for growth. We use intense remediation and direct instruction in literacy and numeracy to solidify foundational skills with the goal of transitioning students back to their home school."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Cooperative learning is not a typical approach, this is precisely why families turn to Astolot. In addition to students reaching their potential, they are encouraged to take responsibility for their learning, whilst also developing their personal awareness of how they learn best. While the school offers a range of student support strategies, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group."
"Time and again our families emphasize our care and our expertise. They love that students are in small groups or working 1:1 for dedicated, tailored support. They report that students who hated reading are now reading chapter books. Students that were reluctant to go to school are excited each day. Our parents also appreciate our consistent communication about what strategies we're using, and how they can continue at home."
Information not available
Information not available
"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider all student needs, including programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"We believe learning happens inside and outside of the classroom. We offer frequent trips into the community, enough that they can seem commonplace. This includes trips to the library, to our local food bank to volunteer, weekly swim time, and in and around the city to support student learning. These trips are fun, but they are also a valuable opportunity for students to learn more about their community and get involved."
"Grade 1 to 6 classes are formed with student learning style and academic needs as the priority. Therefore, the classes are multi-grade level allowing for students to learn at an appropriate level. Grade 7 and 8 are important years, preparing them for the academic demands of high school. Grade 9 to 12 follow the Ontario Curriculum, earning credits towards the OSSD, granted by the Ministry of Education."
"We believe that open and reciprocal communication is the key to student success. We welcome parent and student feedback as it is a crucial component to student progress and achievement. You may be surprised to see students jumping on our little trampoline or sitting quietly on the couch with headphones on. We encourage our students to voice their needs, and we listen. If they need time, we will give them time."
Information not available
Information not available
Information not available
Information not available
Welcome to Astolot!
We are a small, not-for-profit, Ministry Inspected private school serving grades 1 to 12. We believe that structured, individual learning, allows students to reach their full potential. Students who are considered gifted have the opportunity to excel and be challenged, while additionally students are accommodated or offered alternative programming to meet their learning needs. Our classroom ratio is small, on average 1 teacher to 10 students, and we emphasize life skills in all aspects in school.
Founder Jennifer Cowan
Welcome to Elevate Learning Centre! Thank you so much for taking the time to learn more about our community. I am so grateful to have the opportunity to support our students on their learning journey. Please don't hesitate to reach out if you think Elevate would be a good fit for your child, we would be happy to have you with us.
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
Ontario Curriculum requirements will be met by accommodating for visual, auditory and kinesthetic leaning. Students working on the same topic may approach the curriculum or completion on their product (essay/power-point/oral presentation) with their learning style in mind. Involvement of students and parents is essential to establishing curriculum delivery for students.
Elevate follows a structured literacy approach toward reading using multi-sensory, explicit evidence-based approaches to support the specific needs of students with diverse learning needs. Elevate’s numeracy programming follows the Ontario curriculum’s overall expectations with the primary focus of lessening any gaps in each student’s learning. Our SEL program focuses on developing social-emotional skills while building on themes of self-awareness, friendship, respect, open-mindedness, and community. Students are explicitly taught the ‘hidden rules’ of social interactions, self-regulation tools and strategies. Students are supported to work through any social and emotional challenges that arise throughout the day by caring staff who see each interaction as a learning opportunity. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student’s individual level. All learning is scaffolded so students do not become overwhelmed and can feel confident in their ability to create.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Grades 1-8 math is structured with the Jump Math books. Each student gets two workbooks per grade, and once the booklets are complete they can advance into upper-level booklets. The teacher provides direct instruction to the class, then works individually with the students at the level they are at. Each class has approximately 10 students.
Elevate’s programming follows the Ontario curriculum’s overall expectations in mathematics focusing first on numeracy and number sense, with the primary focus of lessening any gaps in each student’s learning. Key topics are explored clearly and explicitly, with lessons and activities differentiated for each student’s individual level. All learning in math builds on earlier concepts. If students do not have a strong base in addition, they will struggle with subtraction. If they do not understand equal groups, they will not be able to understand multiplication and division. We help students to master the foundational skills that they will need to unlock higher levels of math in high-school and beyond.
Jump Math Books are used for elementary grades. Nelson Secondary Mathematic books are used for high school math.
Multi-Sensory Math Jump Math Ontario Curriculum spiralized to lessen learning gaps and build foundational skills
Calculators are allowed during certain math problems. Graphing calculators are used in high school grades.
Students are encouraged to use learning tools and manipulatives.
Phonics-intensive
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.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Both Phonics and whole language instruction are focused on for Literacy. Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds. Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
Elevate follows a structured literacy approach toward reading and reading comprehension, using multi-sensory, explicit evidence based approaches to support the specific needs of students with diverse learning needs. Many of our educators are trained in the Orton-Gillingham approach focusing on direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. We also use Wilson and UFLI to assist in our reading lessons.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Wilson Reading Program is used to assess reading level.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We monitor progress using a variety of tools including Dibels and Woodcock Johnson standardized assessments.
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.
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.
There is an equal balance between systematic writing approach and process writing approach. The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction. The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Students develop their ability to compose writing by building their skills over time. All learning is scaffolded so students do not become overwhelmed and can feel confident in their ability to create. Each of these approaches is evidence-based and has been proven to help neurodiverse learners to become strong, confident readers and writers. We also recognize that many of our students come to us with difficulty with both printing and spelling words. We believe that spelling and reading are closely connected and learning how to spell words accurately and automatically helps students to read fluently. During their time with us, students will learn: Cursive writing Printing Common spelling conventions and patterns to “decode” the language Paragraph composition Grammar conventions Proofreading
Inquiry
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.
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.
We offer an equal balance between inquiry scientific approach and expository science approach. Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions. 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.
Science is taught in the afternoon during our FlexBlock. Topics are generated from the Ontario Curriculum and overall expectations are covered. We learn through inquiry and experimental learning, using hands-on experiments and student-guided investigation. With multiple grades, we split students into smaller groups so that they are following their own curriculum expectations. We also group together similar concepts so that students can work together across grades collaboratively.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
There is an equal balance of traditional literature and social justice inspired literature. 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. 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. In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works.
We incorporate both of these approaches. It is so vital for students to be able to decode and understand the purpose of a text for their reading comprehension and written composition. Many of our students struggle with written expression and our goal is to help them identify written elements and apply them to their own work. However, we want our students to think critically about what they're reading and to form their own opinions. We want our students to feel competent and confident taking on literature.
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
Expanding Communities
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).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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).
Social Studies is taught in the afternoon during our FlexBlock. Topics are generated from the Ontario Curriculum and overall expectations are covered. Imagine your child is motivated to learn, not just for marks, but for the love of learning. Authentic learning ignites student interest and joy in learning by connecting what is taught in the classroom to real-world issues, problems, and applications. “Learn by doing” is the core of the Elevate as students practice foundational skills, whether they are engaging in authentic activities similar to a scientist, an artist, an engineer, or a writer. Future-ready skills such as problem-solving, critical thinking, teamwork, observation, asking questions, and note-taking are consistently reinforced during authentic learning.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience.
One of the best ways to help students learn is to make meaningful connections to real-world experiences. This can help them to contextualize what they've learned and then apply the learning in their own way.
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
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.
We believe in expressive art. Creativity is inherently subjective. Our goal is to create an open and non-judgemental environment for students to experiment, innovate, and find the artist within.
Our students spend time exploring their abilities in the fine art of music and visual art each Friday afternoon. We have explored the Art Gallery of Burlington for a morning program with this feedback from their staff: "You should feel so proud of your students, I was totally blown away by our critical discussion of the art, their thoughtful consideration of the space and their conduct - it was just an absolutely pleasure to host your group."
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
For high school classes, students are required to have a computer to type assignments. However, hand writing is an option for some students and for certain assignments. Students are allowed their assistive technology whenever it applies.
Computers are used for assistive technology, inquiry and to directly teach typing skills. We use computer games to compliment our math teaching.
Web design
Robotics
Computer science
Physical education takes place in the neighbourhood park and at outdoor education centres. Elementary students get an hour outside each day. High School students get an hour break with the option and encouragement to go outside. During spring and fall, all students are outside most days. Physical Education classes follow curriculum, and go beyond the curriculum to focus on team building and cooperation.
Physical Education is taught outside in our beautiful park setting. We have access to fields and equipment. Student swim at Goldfish Swim School once a week during the last term of the school year.
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.
Gifted students have the opportunity to be placed in a higher grade level for subjects they excel in.
At Elevate, we use evidence-based practices to meet our students needs, help them make gains where they struggle, to empower them to feel confident and excited about their learning again. We work with each child’s strengths and identify areas for targeted support documented in an individualized Success Plan.
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.
Astolot has a “supportive” academic culture focusing on developing student learning strategies and self-advocacy. Academic performance is a welcomed benefit of our focus. Astolot students proceed to post secondary with the necessary skills to be successful. We have a supportive academic culture to turn students from frustrated to engaged learners. Astolot is focused on instilling a love of learning and life-long curiosity.
At Elevate Learning Centre, we believe that ALL students can thrive and succeed when they are supported in the right way. Our program was created to specifically support students with diverse learning needs. Our team of experienced and passionate educators know the students very well. Student strengths and areas for growth are considered for every small group lesson. We use intense remediation and direct instruction in our morning literacy and numeracy classes to solidify foundational skills and practice these skills in our Flex Block courses.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At Astolot, we believe that the basic needs (security, trust, health) need to be addressed before academic success can be obtained. Our goal is to increase student's intellectual level, through addressing their emotional and social needs. We want our students to be academically strong, creative, critical thinkers with the learning skills required for success beyond high school. We also want our students to be emotionally intelligent and confident, capable of learning both about themselves and others.
Our students are explicitly taught social emotional learning daily focusing on their personal strengths. We want our students to feel comfortable with themselves and their unique abilities. We teach our students how to make sense of their own and others' thoughts, feelings, and intentions in context to the situations. Respect of self, others and property is explicitly taught and kindness and understanding the perspective of others make a difference. Having a growth mindset is key to learning and Elevate Learning Centre supports students as they learn in this journey.
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
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Astolot provides space for specialists to work with students to receive support for dyslexia, occupational therapy, social skills development and speech-language therapy.
Information not available
Astolot has the ability to support students with mild disabilities, but not severe disabilities since we do not modify curriculum. Extra support is offered to students struggling to access the curriculum or demonstrate their learning. Our small classroom sizes allows teachers to provide specific attention to students with a learning challenge.
Elevate Learning Centre program is designed to support the individual needs of diverse learners who are experiencing challenges in the regular classroom. Our low student-teacher ratio offers inclusive and structured learning opportunities for students at their current skill level. Direct and differentiated instruction strategies, including multi-sensory approaches are used to instruct students and consolidate their learning. Our classroom is designed specifically to help diverse students master strategies for coping and self-regulation. Every child is unique, so individual strengths-based Success Plans are created to personally identify address each child's learning needs.
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
0%
0%
$0
$0
90%
90%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades 2 - 8
No
No
No
No
No
No
No
No
No
No
Astolot attracts students who find large classrooms frustrating due to sensory overload, lack of time with the teacher or require individualized programing.
At Elevate, we believe that all students can thrive and succeed when they are supported in a right way. Our learning program is created to specifically support the unique needs of students with multiple exceptionalities that may not have been able to succeed in other learning environments. Your student does not to have an official diagnosis to attend Elevate.
Step 1 - Parent interview with Administration
Step 2 - Shadow Day
Step 3 - Review of relevant reports
Step 4 - Parent School Conversation
Once parents have applied online, a meeting will be arranged with school administration. Parents and students are invited to tour the school and a three-day trial is offered (at no cost).
If the child has medical or psychoeducational assessment, we would ask to see this documentation. An official diagnosis is not required to attend Elevate Learning Centre.
