950 Élodie-Boucher, Laval, Quebec, H7W 0C6, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
Indirect Support:
950 Élodie-Boucher, Laval, Quebec, H7W 0C6, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
0
2010
205
50
7 to 12
9 to 12
Coed
Coed
Boarding, Day
Day
English, French
English
Academic
Academic
Traditional
Progressive
13 to 19
5 to 7
Learning, Developmental, Behavioral
Dedicated gifted school
$12,400 to $19,500
$18,875
$24,000 to $31,500
Yes
Yes
0%
10%
7 to 11
9 to 12
$2,000
$2,000
34
13
10%
0%
86%
80%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades 9 - 12
No
No
No
No
information not available
information not available
In some senses, North Star is the very definition of a liberal arts education, namely one that intends not to educate students to the vocations, but to educate them to engage creatively, thoughtfully, and respectfully with the world around them. While not tiny, North Star is on the smaller end of the school spectrum, and it benefits from its size through an ability to provide an individualized approach to the delivery of the curriculum. Likewise, the students enter a community that is close-knit and personal, where they are known and celebrated for what they bring to the environment. Development is important, including the adoption of new classroom techniques and tools, and values are as well, including an appreciation of diversity, and allowing both a local and international perspective on the course material. The ideal student is one able to thrive in a challenging, vibrant, and values-based learning environment.
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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a close knit, friendly atmosphere
Joseph Sorella - Parent (Mar 27, 2018)
My child has enjoyed and benefitted from the small class sizes and the extra personal 1 on 1 attenti...
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"Considering the size of the student body, being fairly small, it allowed great group cohesion, togetherness, and solidarity."
Shan-Li Sauve - Alumnus (Mar 19, 2019)
My overall experience at North Star Academy was incredibly life-altering. The environment of the sch...
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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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"NSAL is the only English private high school on Montreal's North Shore for grades 7-12. We offer an enriched curriculum that fosters engaged, community-oriented students. Our small class sizes and personalized approach to teaching ensures that we prioritize each student, each day. Our unique Community Connections program develops students' global citizenship through diverse experiential opportunities, such as volunteering and co-curricular field trips. No certificate of eligibility is required."
"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."
"We believe that students should experience real life learning and we place importance on bridging the gap between theory and practice. NSAL has developed Signature Programs, such as the Signature Community Connections, for experiential learning opportunities where students can develop their skills, increase their tacit knowledge, clarify values and develop their capacity to contribute to their communities. We teach not only for school but for life."
"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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"The reason parents choose North Star Academy Laval over and over for their children is because they know that NSAL prioritizes each student, each day. We are always innovating our approaches to deliver the best and use differentiated learning to meet our student's needs. At NSAL the "Circle of Success" is a key ingredient, where students, parents, teachers and the administration unite to help each student reach their full potential."
"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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"NSAL is the only English private high school in Laval. Situated directly off highway 13, we are only 16 minutes from Fairview Pointe-Claire, 13 minutes from Centropolis and 15 min from Place Vertu. Knowing your child is in good hands in high school is the peace of mind parents look for in a 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.
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"Families are enthralled by the various opportunities presented by the Academy. Whether it be an academic contest, educational outing, guest speaker or volunteer initiative, NSAL is always encouraging students to try something new; "the more you do, the more you become!". Parents also value NSAL's Grade 12 Pre-University program that can be completed in 1 year as they apply to some of the bets Universities in Montreal or anywhere in the world!"
"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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Josée Pepin continues to thrive and innovate as Head of School of North Star Academy Laval, the only English private high school north of Montreal. Josée’s vision for an English private education stemmed from a desire to provide opportunities for teens and their families looking for a niche school with small student-teacher ratios and engaging programs, providing a personalized educational experience, right in their own neighbourhood. “A place where each teacher knows each student’s name, their family and their strengths. We work as a team to educate the whole student,” are the emphatic words of Pepin regarding her school’s approach. Well-known in local and international communities for her engagement and volunteerism, Mrs. Pepin provides students with endless opportunities to learn from and give back to the community, making learning meaningful and real for her high school students. Situated in one of the most culturally diverse and growing sectors of the province, and with no certificate of eligibility required, NSAL welcomes students from various local regions as well as those from around the world. North Star Academy’s success lies in its academic programs, sports concentrations, and extensive extra-curricular activities, which round out an education that attracts some of the brightest students to the school. Since its inception, a unique integrative Community Connections approach has allowed Josée to bring her students into the world and the world into the school through partnership projects and career exploration opportunities that help students grow and learn about their unique competencies and interests – all while making learning engaging and meaningful and academically competitive. Under Josée’s visionary leadership, students bring their own technology devices as learning tools, teachers receive ongoing professional development, remaining at the forefront of best practices, and parents are involved through incredible committee work that supports the students and the NSAL Foundation. North Star Academy Laval is growing and innovating, a true gem of the north!
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.
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North Star Academy Laval is a suburban English high school that prides itself in teaching to our 21st century students. Students come to school with pen, pencil or tablet in hand, ready to learn in so many diverse ways. Known for our small class sizes, we focus on individualized learning and customized tutorials guiding students to develop at their own pace, within high academic standards. Bringing the world to our students and our students to the world is a key focus of our school--through required, diverse, extra-curricular activities which help round out their education, and by connecting students with community action through projects, volunteering, visits, trips—learning to become active citizens in a community. We teach not only for school but for life!
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
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Not applicable
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No
Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
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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.
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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
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.
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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.
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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.
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
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 honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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
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.
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
7 - 11
9 - 12
0%
10%
$2,000
$2,000
86%
80%
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades 9 - 12
No
No
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 candidates are required to complete the “Application for Admission”. The application must include the following:
• Admission Form.
• An original copy of their Civil Birth Certificate, which will be returned.
• A recent wallet-size picture of the applicant.
• A legible photocopy of the applicant’s most recent report card.
• A non-refundable cheque of $50 made to the order of North Star Academy Laval dated the day of the application.
If required, an interview will be scheduled. A letter of acceptance/ refusal will then be mailed within two weeks. Upon receiving a letter of acceptance, a non-refundable enrolment fee of $200 is immediately required. Please take note that a certificate of eligibility for English instruction is not required.
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
