1484 Cornwall Road, Oakville, Ontario, L6J 7W5, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
1970
2010
120
50
7 to 12
9 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
8 to 10
5 to 7
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
$18,875
Yes
Yes
10%
10%
7 to 12
9 to 12
$5,000
$2,000
20
13
0%
0%
40%
80%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 9 - 12
No
No
“[Chisholm Academy] provides an individualized, structured education in a highly supportive environment designed to rebuild students’ confidence and nurture their abilities.”
“The wide variety of inclusive extracurricular activities are part of the school’s broad efforts to cultivate emotional resilience and self-esteem in students—and to show kids who have previously had a negative school experiences that school can be joyful.”
“It was obvious to us that Chisholm parents can rely on the school to go the extra mile for them and their children.”
Read The Our Kids Review of Chisholm Academy
information not available
Chisholm was created to address the needs of the kinds of learners who are prone to falling through the cracks of a traditional education. Special needs is the term we might use, though the definition used at Chisholm admits a broader understanding than we typically grant, including students from across the entire academic spectrum. What they share is a need for a more structured academic experience. The school is headed by Dr. Howard Bernstein and Dr. Shirley Bryntwick, both clinical psychologists. The ideal student is one who requires more than they are able to get from a traditional academic setting, and who benefits from a very structured, personal, planned approach to their education. A robust interface between parents and the school is encouraged, and close communication is ongoing throughout the academic year.
View full reportAVRO was founded in 2010 by David Berger and Jason Ellenbogen, both of whom remain at the head of the school, continuing to guide it with a keen fidelity to their initial vision. They aren’t your typical educators which, again, is part of the draw. Berger is a long-time educator, and is also very integrated within the life the community that provides a context for the school, including a co-director of Spiritfest, an annual community arts festival. Ellenbogen, too, brings a unique set of skills and experience, including that of being a psychologist with clinical experience with teens and their families. They tailored the delivery of the curriculum based in a sense of best practices that they’d been growing in their professional lives. The faculty continues in kind. Chriasee Sen-Varma, an instructor and academic coordinator, is a physicist. Mindy Alexander, head of social studies, has taught art in prisons. And it continues from there. The feel is small, personal, and the approach builds from the talents and curiosity that the students bring with them into the classroom. The school was created out of a sense of doing things well, but differently, and with an added bit of spark. As such the school has attracted students and instructors of a like mind. The ideal student is one able to thrive in a diverse, close-knit, challenging while supportive learning environment.
View full reportinformation not available
"My daughter is not always self-motivated, and the staff never gave up on creatively finding ways to motivate her in an extremely positive and supportive way."
Linda mooallem - Parent (Nov 21, 2019)
My daughter thrives on the individualized attention she gets at AVRO. Individualized programming is...
View full review
"Our students have learning disabilities, ADHD, and anxiety but they're also regular kids who have struggled in school and who deserve to learn in an environment where they feel understood, respected, and heard. Chisholm Academy assists students reach their potential and gain confidence through a structured and supportive teaching style. The multi-disciplinary staff includes special education trained Ontario certified teachers, teaching assistants, child and youth workers, and a consulting psychology practice."
"AVRO Academy is more than a private high school. It’s an empowering community that supports the whole teenager to trust themselves and learn on their own terms. AVRO delivers personalized full & part time programs in engaging ways. We listen and explore individual interests to develop each student’s best learning path. With dynamic IEPs, mentorship and therapeutic counselling, AVRO students build on their strengths and gain the academic confidence they need to succeed in the university or college of their choice."
"Chisholm Academy (1971) is the first specialized school in Ontario for students with learning or personal concerns. We created a "typical" school for those who require individual educational plans, taught in small groups. While we do not accept students with behavioural issues, we are plaesed to accept studenst with LD, ADHD, anxiety or depression. 100% of our students attend post secondary institutions. Our relationships with our students and parents is always supportive and long-lasting."
"SMALLER CLASSES
We offer 5:1 as well as 1:1 attention to every student.
OUR DYNAMIC IEP
Every student is assessed for their support needs to develop their individual Dynamic IEP - a living, evolving guide for success.
RAPPORT-BASED
Teacher and student rapport builds strong relationships, that re-engage learning, curiosity, initiative and confidence.
THERAPEUTIC PROGRAM
Our team provides students and their parents professional on-site support, for both academic and emotional challenges."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"The Executive Director is a doctoral psychologist with expertise in clinical & educational psychology. Our principal & vice-principals hold specialist degrees & teaching staff are required to complete special education training. We employ counsellors, child & youth workers, recreation leadership staff and specialists in art & drama. There is very little staff turn over, which attests to the atmosphere. At Chisholm, comfort, personal growth & development, are as important as curriculum."
"Avro supports student who need more from their high school.
Who is the Avro Student?
Teens who aren't thriving in school due to stress, academic and social anxiety, bullying, and scheduling conflicts.
Teens with a complex IEP, identifying learning difficulties associated with attention disorders, in combination
with significant anxiety/depression, or complications due to family circumstances.
Teens who are diagnosed, as well as undiagnosed, with high-functioning ASD"
Information not available
Information not available
"No one is bullied at Chisholm. Some of our kids had difficulty in previous schools. We facilitate personal relationships & activities to ensure all students are accepted. Our staff is committed to extra-curricular activities & we required that every student participates in at least 2 acticities. As students make friends & become increasingly confident, learning becomes easier. Our guidance department ensures post-secondary choices are appropriate & we consult with each student's new school."
"Flexibility
Our admissions are open throughout the year because we know sometimes students need a change of environment that can come at any time. Our team helps onboard new students with assessments of work and progress to date as well as planning and integration into a new class with all the supports needed for success.
."
"The "normalized" environment we create, allows us to function as a traditional school yet employ all the aspects of individual educational plans. New students are immediately accepted and feel part of our family within days of starting at Chisholm. Our kids are are regular students who need that extra support in order to go on to college or university & lead successful independent lives. Moms & Dads quickly understand that their input is encouraged and appreciated."
"AVRO’s Therapeutic Program is unique.
It provides students and parents regular, on-site professional support for both academic and emotional challenges. Our aim is to support the psycho-social needs of our students, in addition to their education.
The program uses a variety of therapeutic modalities, such as Cognitive Behavioural Therapy, mindfulness, as well as music and expressive arts therapy, to enhance creativity and develop a sense of enjoyment in learning."
Information not available
Information not available
Information not available
Information not available
It is incredibly satisfying to know that we created Chisholm Academy with the help of thousands of parents, students and staff. I believe that we are the premier private school, for students who need support based on their learning or emotional needs. Success has been demonstarted in the amount of time that our staff stays with our school, the acceptance rate into college and university and our students success in the work force and with their family. You can only imagine the joy we all feel when students visit Chisholm Acaedemy, to "show off" their success and their families with young children. Parents "lend us" the children with the hope and excectation that we will nurture them and teach them the lessons they require academically and to ensure they are the fine citizens that we want our chidren to become. It continues to ne an honour to lead Chisholm Academy with the help of so many supporters. Best wishes, Dr. B.
AVRO Academy promotes learning that is collaborative, integrated, and nurturing. Our aim is to deliver high school curriculum that inspires hope, promotes connections, and nurtures change. We do this by recognizing that each student learns and shares their learning in different ways. The wonderful AVRO team offers opportunities for our students to connect their learning to their own goals and interests, while at the same time completing Ontario Ministry of Education approved credits. I believe that learning is created by connecting inspiration with information. We welcome your children to join us and explore their inspiration, their goals, and to work through their challenges.
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
Chisholm Academy, as the IEP school, writes individual education plans for every student. Academy staff always follows the Ontario Ministry of Education curriculum but are able to accommodate students as according to their individual plans. This approach allows all students to move towards reaching a level playing field with those students not experiencing learning difficulties. Extra support is always available in a kind and supportive manner. We attempt to provide many alternatives to mastering the Ontario curriculum. In addition, with help to minimize multiple test and assignments at the same time. Students are allowed to repeats assignmenst and tests for issues related to their IEP.
We provide programming and resources for students with exceptional and special needs. We encourage students to work with us to design their program so that it engages both their strengths and interests. We also encourage students to connect their learning to the environment.
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.
Information not available
Information not available
Information not available
Not applicable
Not applicable
Information not available
No
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
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
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Our approach to computer science is to make it an accessible subject for all students, and to teach students the basics of programming through a series of "hands-on" classes that are also available online.
Web design
Robotics
Computer science
Information not available
Many of our physical education programs are offered out of doors. We run an annual summer canoe trip, and have offered march break programs in Costa Rica, and Thailand. In Toronto we use the JCC as our location for our physical education courses. We also regularly do outdoor acctivities.
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.
All students learn differently so it is our goal to taech differently. Our teachers thoroughly know the IEP of each student and pace them accordingly to their needs.
While our credit structure offers 2 courses per term, and 4 terms per year, some students choose to take longer to complete a particular course.
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.
Without question, Chisholm Academy is one of the most supportive environments for students with learning weaknesses or emotional concerns. We expect all students to do their best but we minimize cempetition. Awards are given for academic performance but also for determination, working with others, sports, drama, art etc. When kids feel good, they learn better!
We support students to work at a pace that works for them. We encourage them to discuss their progress, and challenge them to overcome personal boundaries and habits that get in the way of their learning.
"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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We support students through our strong counselling team to overome their own personal emotional and learning challenges.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We provide appropriate programming and resources for students with exceptional and special needs. We provide programming to meet specialized needs of students with: Autism Spectrum, Cognitive/Developmental Disabilities, Giftedness, Learning Disabilities and other social/emotional/behavioural challenges.
Chisholm Academy is known as, and is proud to call itself, the IEP School. Individual Education Plans are written for every single student who attends our school. The Academy is equipped with Smart Boards in all classrooms, assisstive technology, laptops for all students, and teachers with special education training.
AVRO is a school that specializes in working with students who have diagnosed Learning Disabilities. We provide an array of assessments to determine each student's specific strengths and weaknesses and provide a variety of resources to help students achieve academic success. Our teachers work closely with an educational social worker who is on-site. We provide all the accommodations and modifications required while preparing students for being able to implement the tools and skills needed to achieve post-secondary success.
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
7 - 12
9 - 12
10%
10%
$5,000
$2,000
40%
80%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
We are looking for students who have an interest in learning yet unable to thrive or achieve successes in their current school setting. Some students transfer from their previous school and attend AVRO full time while other attend both settings.
All potential students require an in-person meeting with their family and our Clinical Director. School transcripts and any previous psycho-educational assessments or clinical diagnosis must be shared as part of the enrolment assessment.
Please see our admission information on our website.
http://www.avroacademy.com/registration