65 Glen Manor Dr, Toronto, Ontario, M4E 3V3, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
Indirect Support:
65 Glen Manor Dr, Toronto, Ontario, M4E 3V3, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
2000
2018
90
84
Preschool to 8
K to 10
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
6 to 10
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$7,200 to $22,275
$28,000 to $32,000
Yes
Yes
5%
0%
1 to 8
K to 10
$10,000
$5,000
8
8
0%
0%
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades K - 10
No
No
information not available
information not available
Avalon began in 2000 with a single toddler room and one casa classroom and has happily grown ever since. The program today extends through Grade 8, offering a consistency for children through the primary and elementary grades. Likewise, the breadth allows for a greater interaction between generations than elsewhere, something that is rightly a cornerstone of the Montessori approach. The best Montessori schools are those that retain a fidelity to the core of the method while also meeting the needs of the community it serves, expressing their diversity and their values. Certainly, that’s a great strength of Avalon, and one of the reasons that families consistently turn to it. In the nearly two decades of the school’s life it has earned an impressive reputation for good work, professional development, and a strong delivery of the core curriculum. No doubt, it continues to provide all of that and then some.
View full reportOak Bridge Academy is designed for kids with exceptional learning and/or behavioural needs. Its academics are strong thanks to small class sizes, and a dedicated highly trained teaching and behavioural support staff. Oak Bridge’s individualized educational and social and emotional development support helps kids thrive. Kids also learn organizational strategies, as well as interpersonal, collaboration, and self-regulation skills. Oak Bridge also offers adjunct programming in life skills and a host of other exciting extracurriculars. Offering Kindergarten through Grade 9, Oak Bridge was founded on the core belief that all kids are able to learn and make progress when provided with the appropriate support.
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"The teachers at Avalon are truly phenomenal."
Cassidy Barbour - Alumnus (Aug 29, 2022)
I attended Avalon for many years, and during that time I experienced some of the best education I ha...
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"The school was always a warm and welcoming place."
Onnie Barbour - Alumnus (Aug 29, 2022)
My overall experience at Avalon was being able to explore learning in a more flexible manner. The Mo...
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"The small class sizes help the teachers really connect with each of their students."
Hannah M - Parent (Aug 29, 2022)
Our children have both loved attending Avalon. They started in Casa, and our daughter graduated from...
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"The overall quality of student life at Oak Bridge Academy is outstanding!"
Colleen Coghlin - Parent (Jun 09, 2022)
My child has had a fantastic experience at Oak Bridge Academy. He loves that there are fewer kids th...
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"The academic program is wonderful."
Karen Maton - Parent (Jul 28, 2022)
We are absolutely thrilled with the progress our grandson has made in the two years he has been at O...
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"The best thing about OBA is that the students develop TRUE friendships."
Melissa Vardon - Parent (Jul 28, 2022)
All Students at OBA are accepted and welcomed just as they are. Unlike a traditional public school ...
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"Avalon strives to provide a dynamic & nurturing environment where learning takes place naturally. We encourage our students to continually challenge themselves. We are a small, independent, co-educational school that supports the Montessori philosophy. Our objective is to guide the children with respect and understanding, developing in them a love of learning that will last a lifetime."
"Oak Bridge Academy offers a blended academic and therapeutic environment using evidence-based teaching methods of Applied Behaviour Analysis (ABA) and Acceptance and Commitment Therapy (ACT) and specialized remedial literacy and numeracy programs. OBA is spearheading a paradigm shift where parents no longer need to choose therapy or school for their child with exceptionalities. We are an accepting and supportive small school environment that fosters personalized attention."
"In nurturing the balance of the individual child a love is found. A love for kindness, wisdom, knowledge, repect and character. Our small multi age classrooms provide a rich learning environment designed to help children develop focus, independance, exploration skills, responsiblity and a sense of order. Our program instills confidence, independent thought and a lifelong love of learning."
"Oak Bridge Academy's vision statement encompasses our belief and conviction "where success is presumed and actively pursued". With intentionality and conviction to this statement, we are committed to be the leading provider of educational services for students with exceptionalities. Our values include acceptance of differences, succeeding together, inspiring the love of learning, providing a welcoming, diverse and inclusive community while prioritizing training and evidence based practices."
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"Founded in 1999, School Directors Sherry VanDerKooi, Angie Samis and Christine Kerry started a school where the needs of the children were the number one priority and integrity was a key element in the daily operation of the school. All three Directors are still actively involved in the teaching and day to day operations. We are an intentionally small montessori school with a mission to provide quality education that embraces the unique characteristics of each and every child."
"Oak Bridge Academy believes that every child has the right to an education and that the love of learning is the most precious gift a child can receive. We believe it is our responsibility to help support our students with exceptional learning needs to become engaged citizens and community members by helping to support them academically, emotionally and socially. This is done in an environment where staff receive ongoing training and every students' strengths and needs are valued."
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"We value diversity, and are an inclusive school that encourages collaboration, cooperative learning and moral development. Our students are educated in a way that ensures opportunities to achieve, be challenged, learn and find happiness in their work. It is the individual needs of each student and the integrity of the Montessori philosophy that are the guiding principles of our programme."
"For many of our students there has been a history of learned behaviour to be sent home from school due to their behaviours. Many of our families felt ostracized and ultimately pivoted to OBA where their child now attends school daily from 9-4 and instead of feeling ostracized families have found a strong school community that supports, understands and accepts their child's differences."
"Over time we build partnerships with our families, by the time children graduate grade 8 students, staff and parents have all formed a deep and meaningful connection that doesn't end at graduation. Students, parents and staff continue their relationships beyond the elementary years. We continue to mentor, support, cheer for and celebrate together."
"The impact of our learning environment on families is priceless. Oak Bridge Academy intentionally works with students and families on alternative behavioural responses instead of suspending or sending children home. Family dynamics are more about living and loving than coercing and bribing "appropriate behaviour". Perhaps most importantly, families no longer need to choose between therapy and education; both are provided at OBA."
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Our doors opened in September 2000 with a toddler room and 1 casa classroom. Through the commitment and dedication of our staff and families, we have grown into a dynamic school that provides a quality education for children in pre-school through to grade 8.
We are very proud of the work that we do on a daily basis and enjoy a solid reputation in the Beach and surrounding area as well as within the private and Montessori community.
At Avalon, we are proud of the instruction that is delivered by our outstanding staff. Over the years, we have built a very strong team. People who are committed to the children and providing the opportunity for an exceptional experience. I was recently speaking to a group of private school educators and it was noted that working at a private school is not a job, it is a lifestyle. That is absolutely correct; our staff have made that choice and we all benefit from it!
Avalon staff are committed to professional development and collaboration. We have mutual respect and support for each other as professionals. Avalon is an active member of the Ontario Federation of Independent Schools and is aware of developments in the Ministry of Education. Our school is firmly entrenched in the Montessori philospophy and teachers at the Casa and Elementary levels are Montessori trained. As we prepare our adolescent students for the transition to secondary school, the program becomes more Ontario curriculum driven. This has been a very successful approach as evidenced by the experience of our graduates.
Avalon has created a supportive, nurturing and educational environment that motivates students, builds confidence, teaches independent thought and offers individualized attention. The needs and learning styles of the child are recognized and supported in our classrooms. Our goal is to celebrate and embrace the uniqueness of each student. We are concerned with the welfare of the whole child, encouraging a sense of involvement, community and belonging.
One of the things that I love about Avalon is the sense of community that has been fostered. The school itself is a community made up of parents, teachers and learners. Located on the TTC line, Avalon students access all the city has to offer while enjoying the beauty of the neighourhood called the Beach.
With this sense of community comes responsibility and we readily support the students as they explore their social conscience. Students at all ages are involved in a variety of programs including the Hop A Thon for Muscular Dystrophy, the Terry Fox Run, Hero Day for Second Harvest, fundraising activites for Free the Children as well as active involvement in We Schools in Action.
Maria Montessori believed that education should sow the seeds of learning and that is one of our guiding principals. All of our student participate in gym and sports activities, music, drama, art and performance. Our annual school production is the highlight of the year and we just staged an amazing version of Alice in Wonderland. For the sports minded, we currently hold the trophy for the ISAA track and field meet and look forward to defending our title in the next few weeks!
I encourage you to contact us to learn more about Avalon. The best way to experience one of the only JK to Grade 8 independent schools in Toronto is to come for a visit and spend time with us.
Sherry VanDerKooi
Dear Parents,
Thank you for considering Oak Bridge Academy for your child. We understand that deciding on a school for your child with exceptional learning and/or behavioural needs is one of the most important decisions you will make for their future.
Oak Bridge Academy was founded on the understanding and core belief that all children are able to learn and make progress when provided with the appropriate support. The co-founders of Oak Bridge Academy are parents of children with exceptionalities who, like you, wanted more for their child. Oak Bridge was founded on this belief and continues to strive to support all children academically, socially and emotionally.
Academics is a core focus and an important part of each day at Oak Bridge Academy, however, mindfulness and working to be flexible in thoughts and behaviours are the skills and strategies that are intertwined throughout the day and incorporated into all learning activities. Oak Bridge Academy also intentionally teaches skills such as initiation, organizational strategies, interpersonal skills, collaboration, self-regulation and responsibility.
We use a model that has shown great success in several schools in the USA, following a model by Dr. Mark Dixon. This model uses the evidence-based principles of Applied Behaviour Analysis and Acceptance and Commitment Therapy.
We understand that finding the right school to foster your child’s academic, social and emotional growth is critical. You can feel confident that your child’s individualized learning needs will be accepted and supported at Oak Bridge Academy.
All of our Ontario Certified Teachers and our Registered Behaviour Technician (RBT) work closely with families as an essential part of our school model.
We look forward to the opportunity to meet you and your child and discuss how Oak Bridge Academy can support your child’s educational journey.
Co-Founder, Director and Principal
Kathie Shaw
Traditional
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Avalon adheres to the Montessori principles of education at the early childhood and elementary school levels. Students work at their own pace with the support of Montessori trained teachers. Avalon students are encouraged to develop intrinsic motivation and to be active participants in their own education. At the middle school level, we use a progressive approach while respecting the expectations set out in the Ontario curriculum. Our students' interests and their natural curiosity are the driver for instruction. Avalon teachers provide materials, experiences, tools and resources necessary for students to investigate a topic or issue. Students are then encouraged to explore, reflect on their findings, and discuss answers, solutions, and insights. Collaboration and peer learning are key elements at all levels.
OBA follows the Ontario Curriculum with an augmented curriculum in literacy, numeracy, social skills and SEL. All students have an accommodated and/or modified IEP for their individualized learning needs.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Mathematics are an exciting part of the Montessori classroom. In the early grades ( K - grade 3) students use specially designed concrete Montessori materials to explore mathematic concepts. Our older elementary Montessori students ( Grades 4 - 6) begin to move away from the materials to a more abstract study of increasingly complex mathematics, geometry, and algebra. At this point, the JUMP method is introduced as it complements the Montessori approach. Middle school students use the JUMP method and their work is often supplemented with text books at a grade level ahead.
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The Montessori materials are used throughout and JUMP is introduced around Grade 4. Students in grade 4 - 6 use a combination of Montessori materials and JUMP while middle school students use the JUMP method.
Jump Math Supplementary support utilising IXL
A calculator is a mathematical tool and students are encouraged to use this tool appropriately.
Information not available
Phonics-intensive
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.
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.
Language is an integral part of the Montessori Casa classroom and is fostered through encouragement of self-expression, lessons and freedom of conversation.The language materials introduce the phonetic sound of each letter in the alphabet. Using these sounds, the child is able to build words, thus begins the process of reading. Along with preparatory exercises in Practical Life and Sensorial Education, language materials also foster muscle control for printing.
Early literacy intervention is based on Orton–Gillingham approach. Orton-Gillingham is a structured literacy approach. It introduced the idea of breaking reading and spelling down into smaller skills involving letters and sounds and then building on these skills over time.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Reading Benchmarks -Fountas and Pinnell
Orton-Gillingham assessments and evaluations
The Woodcock-Johnson Tests Reading Mastery test (incoming students)
Process approach
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.
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.
Language is an integral part of the Montessori Casa classroom and is fostered through encouragement of self-expression, lessons and freedom of conversation.The language materials introduce the phonetic sound of each letter in the alphabet. Using these sounds, the child is able to build words, thus begins the process of reading. Along with preparatory exercises in Practical Life and Sensorial Education, language materials also foster muscle control for printing. In the Montessori classroom, students learn to write before they read and the process is referred to as word building. At the early elementary level, students are encouraged to write on a daily basis using meaningful activities.
Hand Writing Without Tears curriculum is utilized in primary grades to help develop handwriting skills utilizing a multi-sensory handwriting instruction. In junior and intermediate grades Writers' Workshops are used with monthly themes to encourage a variety of different writing styles and interests.
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.
At the elementary level, science is part of our culture curriculum and encompasses physical geography, botany and zoology. Students are encouraged to explore at their own pace with guidelines set out by the teacher. Exploration includes research, experimentation, class discussions and projects. Middle School science is a distinct subject and students have the opportunity to explore concepts that have been introduced by the teacher.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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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.
At a young age, our students are encouraged to read for pleasure. As they move through the Elementary grades, literature is explored through the Junior Great Books program ( grades 4 -6) and through intriguing and compelling novels. Students are encouraged to respond to literature not simply read it, to draw comparisons between different pieces of literature, to make connections not only to their to their own lives and experiences but to both contemporary and historical issues. Discussions are encouraged and form an integral part of the curriculum.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Using the fundamental needs of humankind as our foundation, Elementary students are able to explore different cultures and different time periods. Students make connections and draw parallels based on their understanding that there are certain commonalities between humans. Cosmic education is a key component of the Montessori curriculum, encouraging students to see the interconnectedness between all living things.
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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.
The Humanities and Social Science courses for our middle school students encourage active exploration of the ways in which people, places, and events have - and continue to - shape our world today. Students develop critical thinking skills as they carry out assignments designed to help them view issues and events, both past and present, in the context of social justice. These assignments combine the "Big Ideas" outlined in the Ontario curriculum with the student-centred approach of Montessori pedagogy. Each year students participate in the Student Vote program by CIVIX Canada, and are always excited to cast their ballot in current Municipal, Provincial, or Federal elections. They are also exposed to national and global current events through the What in the World? resource, which enhances their understanding and encourages interest in issues affecting our world today.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is introduced to the students at the early Elementary level.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Not applicable
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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The Arts are an integral part of the program at Avalon. Our students engage in music, drama, dance and visual arts classes with an emphasis on exploration and creativity. Passionate and qualified instructors work with the students on a regular basis. Both our Fine Arts and Drama programs enable the students to enhance the depth and breadth of their creative expression and allow for intuitive responses to creating and exploring art. Emphasis and focus is placed on the creative process itself, while engaging the students with blended inquiry-based learning and active hands-on art-making. Drama culminates in an annual production that is staged at The Papermill Theatre.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Technology is an integral part of life in our society and our school reflects that. Computers are used by the students in Grades 4 - 8. Middle school students use digital devices - computers, tablets, phones on a daily basis. They are provided with access to an online study tool called StudySmart, developed by a former Avalon parent, to aid them as they plan and organize their personal tasks and assignments. Students build on their technological skills and understanding as they begin to integrate web and app-based programs into their assignments and presentations. Avalon continues to explore the ways in which technology can support the varied learning needs of all students.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our physical education program is driven by our philosophy which stresses balanced opportunities in skills acquisition, leadership athletics, personal growth and healthy competition. Our goal is for students to develop healthy habits that will remain with them for life. All students are members of the cross country and track and field teams and participate in a variety of sports, onsite and in the community. These include skiing, snowboarding, and tennis. On a competitive level, Avalon is very successful at both cross country and track and field. We currently hold the trophy for the senior track and field event and look forward to defending our title.
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Academic
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Montessori Casa program provides a prepared environment for children ages 2 1/2 to 6 years. The didactic materials used in the classroom are based on the pedagogy developed by Dr. Maria Montessori, and aid the child in the learning process. Spontaneous and self-directed learning is fostered in this non-competitive environment. Children are free to work independently or in collaboration with peers, gaining important social skills. Self-esteem and confidence develop as children explore with the materials and master important developmental skills. Avalon offers half day, full day and 3 full day Kindergarten options.
Ready 2 Learn is a program designed to target the skills required to be successful in a classroom or group setting. Ready 2 Learn offers a blended therapeutic and academic environment, using a variety of evidence based practices to support each child in reaching their full potential. Specific scaffolded programs are used to teach core academic skills.
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.
Flexible pacing allows the students to fully comprehend a concept before being 'forced' to move on. Differentiated instruction allows students to work at their own pace, remaining engaged and challenged.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Because of our small class sizes and supportive approach, Avalon is often able to enhance the curriculum to include student interests, making classroom experiences more exciting and promoting greater student engagement. Students are intrinsically motivated as they have the chance to explore areas of interest and engage in further learning. Our teachers emphasize the development of organizational skills and explore methods with our students to help them achieve their educational goals.
First and foremost, providing a supportive, structured and empathetic approach to our student's various learning needs allows us the opportunity to focus on instilling a love of learning. Behavioural flexibility takes precedent over academic performance.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Avalon fosters the development of the whole child. Our goal is to encourage our students to be actively involved in their own education, to follow their passions, to explore new ideas, to take risks, to collaborate.
The CORE principle of Oak Bridge Academy is behavioural flexibility. This key skill, encompassing social skills development and emotional regulation, is at the heart of all school activities. We believe that these skills will support our students for sustained future success in both school, and more importantly throughout life.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Avalon's Learning Support Programis carefully designed to support students with diagnosed learning disabilities and IEPs. The goal of the program is to support the academic, social, emotional and physical development of the student. Support will be given in a variety of ways, including indirect support, resource assistance, withdrawal assistance and special education within an integrated program, Program specifics are based on the individual needs of the student, in collaboration with the support team and parents/guardians. Space in this program is limited.
Oak Bridge Academy is an alternative school structured around the principles of Applied Behaviour Analysis designed specifically for children with neurodevelopmental disorders. Applied Behaviour Analysis focuses on the principles that explain how learning takes place and is a scientifically validated approach to understanding behaviour and how our behaviour is affected by the environment. The core principles of behavioural science used at Oak Bridge Academy include contingency management, goal setting, self-control, mindfulness, and Acceptance and Commitment Training (ACT). Each of these principles, when used in combination, will contribute to developing a resilient and flexible student. All students have an IEP and accommodations and modifications are all individualized depending on the identified needs of the student. Social and/or emotional regulation goals are alternative goals on the students' IEP.
In accordance with the Montessori philosophy, we strive to meet the needs of the child. Accommodations, modifications and extra support are an innate part of our school culture as we strive to embrace the uniqueness of all our students. For those students with clinically diagnosed learning disabilities and ADHD, we offer a unique Learning Support Program (LSP).
We provide services for all students. Children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 8
K - 10
5%
0%
$10,000
$5,000
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades K - 10
No
No
No
No
No
No
No
No
No
No
At the Casa and early elementary level, it is important that parents/guardians have an understanding of or a willingness to learn about the Montessori method of education. As older students apply to the school, it is important that families understand the nature and benefits of a small school and are committed to not only the growth and development of their own children but to the Avalon community as a whole. For the adolescent who applies to the Middle School program at Avalon, we are looking for students who are: Independent Creative problem solvers Tolerant Leaders or willing to become leaders Curious and excited about learning Socially conscious Able to think outside of the box Willing to take responsiblity for his/her own learning
We provide services for children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities. Full-day, ten month (September to June) programming with high teacher-to-student ratios is offered to children from grades one through nine. One on one support is not provided in our regular tuition formula.
Interested families are invited to contact the school to set up a visit and classroom observation. A classroom observation is a mandatory part of the application process. Following the observation, interested families will sit down with an Avalon Director to determine if the application process should proceed.
At the Elementary level, students are invited to spend at day at Avalon, allowing for an informal observation by the teacher and an opportunity for the student to gain experience in the classroom. The elementary application must be accompanied by copies of the 2 most recent report cards.
Students applying to the Middle School are required to complete a questionnaire in addition to the above. We believe that the adolescent student must have a strong desire to attend Avalon and be willing to be active participants in their own education.
Oak Bridge Academy Application Process
The application process helps us gain important information about prospective students and their families. This process will help all parties determine if Oak Bridge Academy is the appropriate placement for their child and family.
As Oak Bridge Academy has limited space, we encourage you to apply early to avoid being placed on a wait list.
Step 1: The Application Form
This form is to be completed by the parent(s)/guardian(s) of the applicant along with a non-refundable $100.00 application fee. This fee is non-refundable due to the amount of staff time required to review and assess the application. Please be sure to also send along copies of the student’s:
current IEP
last two report cards
any behavioural or psychologists reports
Once the application form, $100.00 fee and student information has all been submitted, you will be contacted to set up an on-site interview.
Step 2: The Interview and Trial Day
The interview will take place at the school with the parents while your child spends a full day in a fully integrated classroom setting. This step will allow Oak Bridge staff to determine the child’s strengths, goals and support level before recommending potential placement.
Step 3: Admission Decision
Admission decisions are made after a family interview and assessment of the applicant.
If Oak Bridge Academy feels the applicant would benefit from the behaviour curriculum, admissions will be approved and the application will be forwarded a registration package.
Step 4: School Registration
Your registration will not be considered complete until Oak Bridge Academy receives the following:
Registration Forms
$1000 Registration Fee (will be deducted from your total tuition cost)
A copy of the applicant’s birth certificate or passport
A copy of the applicant’s most recent immunization records
Void cheque to process for monthly automatic withdrawal
