906 Yonge Street, Toronto, Ontario, M4W 2J2, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
2012
2010
100
50
JK to 8
9 to 12
Coed
Coed
Day
Day
English, Mandarin
English
Academic
Academic
Progressive
Progressive
18 to 20
5 to 7
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$23,950
$18,875
Yes
Yes
0%
10%
4 to 8
9 to 12
$0
$2,000
9
13
0%
0%
90%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 8
Yes: grades 9 - 12
No
No
information not available
information not available
The Dalton School is a dual-language school, so it doesn't use the language immersion model that most Canadians are familiar with. First off, no prior Mandarin or English proficiency is required to enroll. Further, both languages are given equal weight, unlike in many public school immersion programs where students all share a first language and are all learning the same second language—at The Dalton School, 50% of the day’s instruction is in Mandarin, and 50% in English. The curriculum is balanced in order to allow students to achieve academic proficiency in both languages. So, it’s different, and as such, visiting the school can be, and often is, a striking experience. Most Canadians, truly, have never experienced an academic environment quite like it, with very young children functioning easily, casually in two languages. Both languages naturally open up a range of learning areas—both social and academic—not the least being an exposure to a wider range of culture influence, providing the groundwork for an expanding and empathetic world view. All academics follow an enriched presentation of the Ontario curriculum. Dalton has a very close, community feel, and parents are welcome to be involved in the life of the school. A new home for the school is set to open in 2018, allowing space to further grow the program and the enrollment.
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.
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Kind, caring, dedicated instruction
Julie Majic - Parent (Mar 29, 2018)
I have 3 children at the Dalton School and this is our 4th year here, so we have experienced prescho...
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"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...
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"Established in 2012, The Dalton School is a warm, enriched environment where young minds can truly grow and develop. We are a dual-language school for children in JK - Grade 8, where all core grade level academic subjects, including reading, writing, math, science and social studies are taught in two languages by native speaking teachers."
"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."
"Our curriculum is unlike any other school in Toronto. We are the only totally immersive English/Mandarin school in our city with a curriculum designed to help our students achieve superior academic proficiency in both languages. We do this, by exposing our students to an enriched program that not only focuses on academic excellence, it also promotes inquisitiveness, curiousity and innovation from an early age."
"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."
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"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"
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"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.
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"According to research, English speakers use mainly the left side of their brain, while those who speak English and Mandarin use both of their brain’s temporal lobes, dramatically improving their chances of both academic and career success. For example, this stretching of cognitive muscles has been proven to improve a child’s proficiency in subjects such as math, as well as improve their executive functioning and decision-making ability."
"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."
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Dear Parents and Guardians,
Welcome to The Dalton School! I am sincerely grateful that you have chosen us as one of the potential places to educate your child.
The Dalton School offers your child the truly unique opportunity to be fully immersed in both an English and Mandarin environment that integrates language and academics.
There are so many advantages to attending our school. Your child will build on their English academic skills, while learning Mandarin and thus become bilingual in two languages.
Research has proven that there are developmental benefits associated with a bilingual education. It is highly stimulating to the brain, stretching cognitive muscles and dramatically improving a child’s proficiency in subjects such as math. Importantly, the rewards continue in later years. A dual-language English/Mandarin education improves a child’s chances of both future academic and career success.
Learning in a highly nurturing environment will provide your child with the cultural awareness and sensitivity they need to engage and succeed in today’s multicultural world. Students will become conversant, in arguably, the two most significant languages on our planet - spoken by billions of people – opening all kinds of doors and opportunities.
I am proud to be the Principal at what I believe to be a school that is unlike any other in our city. I hope you enjoy learning about us and I would be happy to schedule a tour for you at our wonderful new facility.
I look forward to welcoming you and your child to our community.
Mrs. Rebecca Soil
Principal
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
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.
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
Our curriculum is designed to challenge young minds and build confidence. All core grade level academic subjects such as reading, writing, math, science and social studies are taught in both English and Mandarin by native speaking teachers.
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.
Our math program is innovative and uses a variety of approaches. Using the JUMP Math systematic approach, along with a variety of hands on manipulative materials students develop a strong foundation in basic math skills. Teaching students to understand fundamental operations, along with the memorization of math facts helps students work quickly and accurately through daily math work.
Information not available
JUMP Math Program, Montessori Math Materials, Mathletics and Chinese National Math Textbooks
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Calculators may be used at the upper grades once the process of an operation is fully understood.
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Not applicable
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.
Not applicable
The Dalton School has developed a very strong reading/literacy program beginning at the JK level in both Mandarin and English. In English, we have developed our reading program around the 5 Pillars of Reading: Phonetic Awareness, Phonemic Understanding, Vocabulary, Reading Comprehension and Fluency. In Mandarin, recognition of characters begins at the JK level. We focus on simplified character development and the use of pinyin is introduced at the later SK/Grade 1 level. Guided reading and novel study is done in both languages throughout the elementary grades.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
No
Not applicable
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.
Not applicable
As well as a strong emphasis placed on reading development, our program exposes students to the different writing genres. Our writing program begins with understanding words, development of the different types of sentence writing leading to paragraph writing and finally to writing for purpose/audience. Development of strong spelling and grammar skills rounds out our literacy program. Mandarin writing skills focus on the development of proper character strokes and sequence. In elementary students write journals, reading responses and stories
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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.
Our program develops a foundation for understanding the world through various scientific strands such as: biology, ecology, matter, experimentation, energy, weather, structures and mechanics. Collecting, sorting, comparing, observing and analyzing data help our young students to develop a scientific approach to the world. Exposure to scientific vocabulary, as well as experimentation, allows our students to build the skills needed for future scientific learning.
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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
Not applicable
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students are introduced to the mechanics of reading in English and Mandarin at the JK/SK level. Once solid mechanics have been developed students progress to independent reading, group guided reading and finally to novel study discussion groups where emphasis is placed on inferential and evaluative skills. Students are introduced to a variety of genres within our programs Students coming out of our JK/ SK program enter the Elementary with solid reading skills in both languages. Those graduating from our elementary program are thoughtful, reflective readers who read for meaning and understanding.
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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
Not applicable
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.
Not applicable
Our Social Studies program is thematic in nature. At each grade level we incorporate the main aspects of the Ontario curriculum, while enriching the students' learning of world geography through stories, traditions, and holidays of the major cultures of the world.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
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Equal Balance
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.
The Dalton School is a dual language program following a 50/50 model. Subject areas are taught in two languages; Mandarin and English. Mandarin is used as a medium for instruction rather than as a "subject" that is taught. All aspects of the language and culture are incorporated through our diverse, innovative curriculum. French and Spanish classes are offered as an extended day option. These classes are offered daily from 3:30-5:30 and run throughout the school year.
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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
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.
Art exploration along with art appreciation are regularly incorporated into our program. We value student creativity and exploration, and encourage the use of a variety of mediums. Students are exposed to a wide range of activities such as dance, music, and drama in preparation for our yearly concert performances.
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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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers and technology are incorporated into everyday classroom activities. Students are introduced to word processing at the grade one level beginning with keyboarding skill development and simple document formatting. More advanced skills are introduced throughout the elementary grades. Internet safety is introduced as students begin to use the computers for research. A variety of online programs in English, Mandarin and Spanish are used for learning/skill development throughout all grade levels.
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
The Dalton School uses the SPARK Physical Education Curriculum. SPARK (Sports, Play, and Active Recreation for Kids) is a researched-based, public-health organization dedicated to creating, implementing and evaluating physical education principles that promote lifelong wellness. Instructional units are designed to develop students’ motor, cognitive, and social skills.
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.
Not applicable
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.
Not applicable
The Dalton School JK/SK dual language program offers children a solid foundation in language, math, social studies and social skill development in two languages. Throughout their day children are engaged in a variety of activities such as small group lessons, guided inquiry and play based centres. Students eagerly participate in activities that promote and reinforce the building blocks to all future learning success.
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.
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.
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."
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."
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:
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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
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.
Information not available
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. |
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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
4 - 8
9 - 12
0%
10%
$0
$2,000
90%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 8
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
The Dalton School accepts children from Jk to grade eight who have an obvious enthusiasm and a love for learning. Our enriched academic curriculum is taught in English and Mandarin, and our students have an openness to the world around them that is not found in those learning a single language. We believe that all young children who are placed in a highly stimulating academic setting and a nurturing, caring environment will thrive regardless of their initial aptitudes however the child and their parents must fully engage in our curriculum to get the most out of it.
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.
Our application process begins with a tour of the school. This will allow you to learn about our unique, progressive fully immersive dual language program and to see if it is the right fit for your child. To apply to the school please fill out our online application which can be found on our website at: www.thedaltonschool.ca.
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