7 Tait Ave, Fort Erie, Ontario, L2A 0G1, Canada
15 Jean Avenue, Sault Ste. Marie, Ontario, P6B 4B1, Canada
Indirect Support:
7 Tait Ave, Fort Erie, Ontario, L2A 0G1, Canada
15 Jean Avenue, Sault Ste. Marie, Ontario, P6B 4B1, Canada
-2019
2017
188
40
6 to 12
SK to 12
Coed
Coed
Boarding, Day
Day, eSchool
English, French, Mandarin
English
Academic
Academic
Liberal Arts
Progressive
5 to 15
6 to 10
Learning, Behavioral
In-class adaptations
$30,000
$19,500
$58,545
No
No
0%
0%
None
None
$0
$0
27
3
81%
0%
96%
75%
6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades JK - 12
Yes: grades 6 - 12
No
information not available
information not available
Though relatively new, FEIA has a lot to offer, beginning with extensive physical resources. The campus includes two academic buildings, with some structures dating to the 1920s, and others, modernist, constructed in the 1960s. Learning and living areas are varied, spacious, and developed in ways that you simply don’t find in international schools of this vintage. To build a campus this large and well-appointed would be a feat for any school in its first years. Also beginning construction is a boarding facility that, once finished, promises to be jewel of the property. To say the school is proximate to the Canada-US border risks understatement—Buffalo, New York, is just across the Niagara River, the shore of which is just a block from the FEIA campus. Also close by is the largest customs port between the two countries. As such, the school has access a considerable array of transportation hubs, including both the Toronto and Buffalo international airports. The academic program is rigorous, created for students intending to go on to post-secondary studies in North America. The co-curricular program adds dimension to student life, and is rightly a priority of faculty. Given that the school is relatively new, FEIA perhaps isn’t the first option that comes to mind, though that will surely change, particularly with the completion of the dormitory. It’s a strong option, to be sure, and definitely a school to watch.
View full reportOne of the greatest things you can ever hear an educator say is this: “We’re all here together. To help one another. That’s what it’s about.” That’s a quote from Susan Goode, principal and founder of GlenOak Academy. She was speaking about the range of learning exceptionalities that students have, from those who are currently achieving below grade level, those above, and those in between. If there is a core concept to the GlenOak program, it’s precisely that: kids learn differently, at different rates, and the reasons are as varied and as personal as the students themselves. Here, they all participate together, in small class settings, with instructors adapting to meet the needs of each student. It’s less about IEPs, and more just about that all children need support, and that learning begins when they are able to feel good about themselves, their abilities, and the relationships they share with others within the learning environment. It’s true that many students—not all—arrive here having felt at sea elsewhere, having exhausted other options, and looking for a solution. Parents regularly report on the welcoming nature of the environment, and appreciate a close, casual relationship with the administration. The programs are inclusive, and build learning and interpersonal skills along with a mastery of the curriculum. There are part-time and full-time options, and staff is positioned to work closely with families to make sure that all needs are being met. For many, if not all, the experience of GlenOak is transformational, helping learners achieve in ways that they were unable to in other academic settings.
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"The enthusiasm to continue pushing herself to learn comes directly from the experience she has at GlenOak Academy."
Silu Modi - Parent (Mar 15, 2021)
My daughter absolutely loves GlenOak. She’s probably one of the only kids I know who’s genuinely...
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"During the first week my son was there, he asked if there was school on Saturday because he really wanted to go."
Christine Bizjak - Parent (Mar 17, 2021)
I can't say enough great aspects of GlenOak Academy. My kids loves that the school class sizes are ...
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"Learning, independence and exploration..."
Melissa Browning - Parent (Mar 17, 2021)
At GlenOak, the academic programming can be tailored to the specific needs and abilities of each chi...
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"FEIA is a private boarding school in Fort Erie, ON with students from around the world in grades 6 - 12. FEIA provides enriched Ontario curriculum opportunities through experiential learning, global awareness and guides students to achieve personal, academic and athletic excellence. Offering elite, prep school basketball and hockey programs, FEIA has an elevated level of community spirit. Students are empowered to strive for their goals and to become agents of change, innovators and leaders on a global scale."
"GlenOak provides an education as EXTRAORDINARY as your child! Our Indigenous SOAR Program provides customized & creative educational programming in person in a small school setting where students benefit from our low student-teacher ratios & dedicated teaching team. Our online program offers individual programming tailored to your child's needs. We start with heart at GlenOak, where our relationships-first & outside-the-box, progressive approach to teaching & learning translates to your child's success!"
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"GlenOak's strength is in its relationships-based approach to teaching and learning, with a focus on making meaning through DOING. We pride ourselves on connecting with students and families who have perhaps been let down by the "system" and who are looking not only to renew their hope, but to reconnect with a school community that strives to do its very best for everyone who walks through our doors. GlenOak is a small but growing community, and we welcome YOU!"
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"Families who come to GlenOak are often looking for a different approach to learning, where their child is challenged and encouraged to extend their learning and inquiry within a safe and inclusive school community. They value the balance we offer in terms of academics and our relationships-based approach. At GlenOak, we're a "family" and we are often commended on the warm and welcoming culture we have created."
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"GlenOak is a small school with a BIG heart ready to make a difference in the lives of our students and families. Our size enables us to create dynamic, engaging programming, and connects our school community with an inclusive "family feel". Why is this important? Because students flourish when they feel safe, accepted and supported to be the very best they can be."
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"Families are often surprised at how much we do beyond the curriculum at GlenOak! From school events & activities, to clubs & groups, to fundraisers & field trips, our students are always doing something. Our Indigenous program in the north offers another extension to programming & an opportunity for students to connect with & learn from one another. For 2022/2023 we're building on our community connections, which will see us offering martial arts, dance, & music lessons."
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I am honoured to serve as Fort Erie Academy's principal! This is my sixth year in educational leadership. Before becoming principal, I had many leadership experiences, including lead teacher, student life coordinator, and vice principal. Throughout these amazing experiences, teaching still remains central to my everyday practices.
I also have more than ten years of classroom teaching experience in private boarding schools in Southeast Asia, Australia, the Middle East and Canada. My educational background includes a Bachelor of Arts in English and History (University of Guelph), a Graduate Diploma in Education (University of Newcastle, Australia), a Teacher Leadership Specialist, a Guidance and Career Education Specialist, and an Ontario College of Teachers Principal qualification.
I am privileged to lead Fort Erie International Academy and the many talented teachers and students here! My goal is to continue to bring passion to education with a commitment to creating a supportive climate and culture at F.E.I.A. conducive to teaching the “Whole Child,” empowering staff & students by creating a conducive environment for teaching and learning, implementing meaningful initiatives, and inspiring life-long learning and well-being! I look forward to working with all stakeholders in our growing school community this year!
Welcome students, parents, and staff to GlenOak’s FIFTH year in operation. What an incredible achievement!
The past four years have been ones of growth, transformation, and indeed, an ongoing and creative response to the challenges presented by the global COVID-19 pandemic. Certainly, I’m proud of our accomplishments, our resilience in the face of change and challenge, and our collective commitment to providing educational opportunities that are creative, responsive, and grounded in best practices in teaching and learning.
As we step into our fifth year as a school, GlenOak continues to promote an inclusive learning environment that goes beyond the four walls of the classroom and one which aims to serve the whole child. Our school community is built on the understanding that learning can happen anywhere, and indeed needs to extend beyond the four walls of the classroom.
This year, we celebrate programming at two campuses -- one in Mississauga and one in Sault Ste Marie -- where students are connected through programming and shared experiences, and a philosophy of education that centres around community, caring, and connection. I am truly humbled by the talented educators who have joined our team, the warmth, care and contributions of our families, and most importantly, the students who are at the centre of what we do as an educational team.
We have a bright future ahead, and I am always truly grateful to have this opportunity to be of service to this wonderful, growing school community. Here’s to another fabulous year!
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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At Fort Erie International Academy, our academics are delivered with an experiential approach. We develop problem solving and critical thinking skills. Students are highly engaged with this style of learning as they apply the concepts they learn in a practical manner. We achieve a balance between individual and group activities. Group activity is the norm in our classes with students taking on leadership roles. Together they learn to collaborate and to appreciate different opinions as they achieve common goals.
GlenOak Academy follows the Ontario curriculum as a foundation, regularly going beyond it through our creative program planning, interactive implementation, and varied educational program streams. Our outside-the-box approach to teaching and learning recognizes that it is essential to reach and teach "the whole child" and we also offer Individual Education Plans (IEPs). We are not limited by the four walls of the classroom, and instead we engage and interact with our surrounding environment in meaningful and hands-on ways. What this means, is that at GlenOak, our students are not always in the classroom, but also exploring the surrounding community. Students build their skills and knowledge through authentic learning opportunities and mindful lessons, all while enjoying a supportive and caring environment. Our child-centric approach encourages personal growth, permitting students to often work beyond their curriculum grade level. We also emphasize and promote the development of essential socio-emotional and learning skills required for school success. At GlenOak, our comprehensive approach to education builds positive relationships with students and families, and the results are EXTRAORDINARY!
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.
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Balanced Literacy
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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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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
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
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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
Expanding Communities
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 Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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.
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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.
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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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
FEIA’s Visual Arts Portfolio Program is structured to support and develop the talents of students interested in pursuing a career in visual arts, by creating an environment of creative expression. Selected students will be guided by industry professionals, experienced in both technique and education, to help them develop their skills and explore their interests; ultimately putting together a curated professional portfolio to include in their application to a post-secondary art school.
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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.
The use of technology is adopted through all courses to prepare students for the reality of the workforce
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
GlenOak Academy follows the Ontario curriculum and current Ministry guidelines on meeting and teaching the youngest members of our school community. Our Kindergarten is an interactive experience that balances a play-based approach with opportunities for more structured teaching and learning experiences. Students explore, create, and learn within an interactive classroom environment, but develop foundational literacy and numeracy skills through teacher instruction and thoughtful lesson planning. As always, we focus on the "whole child" emphasizing the positive development of socio-emotional skills in order that our Kindergarten students transition to Grade 1 well-equipped for their learning journey.
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.
GlenOak students learn in an inclusive school environment where they enjoy a variety of teaching modalities to enhance their learning and build understanding. Students use Chromebooks to further their inquiry, engage in independent research projects such as Brain Builders, and build positive peer relationships through interactive groups and activities.
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.
GlenOak Academy places an emphasis on developing the "whole child" and not just on academic performance. Success is not only measured by achieving high academic standards, but also through the development of socio-emotional well-being and positive mental health. Our students build trusting relationships with the teachers and staff, and are supported in the development of meaningful connections with their peers. In essence, GlenOak is a soft place to land for students and families alike. Our passion is in what we do, the population we serve, and in the results we achieve.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
In order for students to be ready to learn and develop to their highest potential, Fort Erie International Academy (FEIA) is committed to ensuring that students and staff thrive in a safe and welcoming community that embodies mutual respect, inclusivity, and is equitable and caring. FEIA is committed to creating a diverse and multicultural environment that builds positive relationships and promotes enthusiasm for learning to prepare students for post-secondary education and career destinations.
GlenOak Academy takes a balanced approach to teaching and learning where we are committed to educating and shaping the "whole child". Students not only receive an excellent education that meets them where they are at academically, but they also benefit from an environment where their emotional well-being is taken into account and supported. Our students graduate from GlenOak "future ready," meaning that they are prepared for the next step in their educational journey, be it a transition to secondary school or another learning program. We recognize that we are shaping the leaders and problem solvers of tomorrow, and through our progressive educational approach, we nurture compassionate and informed global citizens.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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GlenOak offers a variety of programs to serve our growing school community. They are: • Excel Program • Focus Program • COMPASS Program (Community Outreach & Mentorship Program Focused on Abilities & Skills Support) An Alternative Secondary Program with a community-based focus (Gr. 9-12) • SOAR (Sociocultural & Academic Re-engagement) Program for our indigenous student community Accommodations and modifications are clearly articulated on Individual Education Plans (IEPs) and co-created with parents. These living documents are reviewed regularly, and at each reporting period. Program streams include those for students at grade level or above, those below grade level, and those who have needs that preclude them from regular school attendance. Our strength is in our creative program planning and in how we reach and teach all our students. Accommodations and modifications to programming can be provided in the classroom or via withdrawal resource support.
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GlenOak Academy is an inclusive school for students of varied learning profiles. All students who attend GlenOak receive baseline testing in literacy and numeracy regardless of ability. This informs our program planning and any associated IEP goals. Students who develop learning difficulties while at GlenOak are brought up to our GlenOak Resource Team (GRT) to inform support strategies and next steps. Parents are always a part of the communication and planning around the provision of additional support. Under certain circumstances, we may be in a position to move a student to a more appropriate GlenOak program stream.
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
SK - 8
0%
15%
$0
$1,500
96%
75%
6, 7, 8, 9, 10, 11, 12
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades JK - 12
Yes: grades 6 - 12
No
No
No
Yes: grades 6 - 12
No
No
No
No
No
In order for students to be ready to learn and develop to their highest potential, Fort Erie International Academy (FEIA) is committed to ensuring that our students and staff thrive in a safe and welcoming community that embodies mutual respect, inclusivity, and is equitable and caring.
At GlenOak, we follow what we call "The Five Finger Rule". We are: • Gentle with our words and deeds. • Growing through experience, perseverance and commitment. • Gracious with ourself and others. • Genuine in working toward our best self. • Golden in all that we do. Students at GlenOak work hard, are opening to new and engaging learning opportunities, and are accepting of one another.
The FEIA International Student Application Process includes four inclusive steps that must be completed in full before we can grant enrolment acceptance to any student applicant:
We have a three step process to admissions.
1. Book a Tour
Contact our school and book a tour! It’s important that you understand our school philosophy and our approach to teaching and learning. This visit will entail a thorough tour of our school and discussion of school programming, as well as a conversation with the principal regarding your child.
2. Schedule a Visit
Assuming you see a good fit for your child at GlenOak (and we know you likely will!), then the next step is to book a school visit for your child. Depending on your child’s age and learning needs, we may recommend one full day visit, or two half day visits. All visits are independent, and will provide us with an opportunity to engage with your child and further assess their suitability for GlenOak programming.
NB. At times, it may be necessary to have a gradual transition where parents are present for an initial visit. In such instances, we will request your child attend a subsequent one day visit (or two half day visits) independently.
3. Provide Supporting Documentation
Submission of supporting documentation is important to understanding your child and any specific learning needs, if applicable. As such, we will require copies of your child’s report cards, IEP (if applicable), and copies of any assessments by relevant health care providers (if applicable). In this way, we are best able to ensure your child is set up for success at GlenOak, and we are in a position to proactively support their educational and socio-emotional needs.
Upon admission to GlenOak, a registration package will be sent to you for completion, as well as our policies pertaining to registration and withdrawals.
