2131 Williams Pkwy #4, Brampton, Ontario, L6S 5Z4, Canada
20 Glebe Road East, Toronto, Ontario, M4S 1N6, Canada
0
2006
2000
180
9 to 12
3 to 12
Coed
Coed
eSchool
Day
English
English
Academic
Academic
Traditional
Progressive
Varies
5 to 10
Learning, Behavioral
Learning
Dedicated gifted school
$745
$32,000
No
Yes
0%
6%
None
3 to 12
$0
$10,550
500
18
0%
0%
100%
50%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades 3 - 12
No
No
information not available
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There are many things that online instruction can offer that other schools simply can’t, including distance learning and remediation. At Ontario eSecondary School courses can be started at any point, and students are able to work through the material at their own pace. Live 24/7 online tutoring is understandably a draw, and also makes this an option for students in all time zones, anywhere in the world. Pacing is student directed, allowing for accelerated completion. It’s an attractive option for students looking to gain the Ontario diploma, or to add courses to an existing program of study.
View full reportThe Study Academy is a coed, independent school with two locations in mid-town Toronto. It provides a nurturing and supportive environment where academic and personal growth are top priority. The school provides a personalized education tailored to support kids with a range of learning styles, strengths, and needs. Since its inception, The Study Academy has focused on educating twice-exceptional and anxious learners by providing unique learning approaches, support plans, and opportunities for growth where individual strengths are prioritized and challenges are addressed. The school also has an extensive elective program that offers students the opportunity to explore areas of interest that aren't typically offered at the primary level. Among others, students can choose to take such engrossing courses as film studies, foreign languages, debate, and experimental art.
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"They have every course imaginable and incredible teachers to teach the course..."
Sherri Martin - Parent (May 03, 2021)
Ontario E School provided a robust online educational experience for my daughter. She felt the in-pe...
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"The teachers were also very helpful and a huge reason why I did so well at OES."
Michael Hall - Alumnus (Sep 15, 2021)
My experience at Ontario eSecondary School (OES) was phenomenal. I was able to finish my grade 12 at...
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"The staff could not have been more supportive."
Anjali Majmudar - Student (Nov 02, 2021)
I had a great time taking this course! The staff could not have been more supportive. My teacher Ms....
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"When it comes to academics, The Study really gets it."
Katie Andrien - Parent (Oct 17, 2023)
The Study Academy is a magical place that lifts kids up and supports them in their academic journey....
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"As with every school, the quality of instruction is reflective of the quality of teachers and on the whole, the teaching is excellent."
Helen Rendl - Parent (Oct 17, 2023)
My son has had a transformative experience while at The Study Academy's Lower School. The small size...
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"This school deserves a special place in heaven for being a welcoming space for my child with different abilities."
Melissa Arbesman - Parent (Oct 17, 2023)
This school deserves a special place in heaven for being a welcoming space for my child with differe...
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"Ontario eSecondary School (OES) is a Ministry of Education accredited online high school that allow students to earn credits towards the Ontario Secondary School Diploma (OSSD). We offer free 24/7 online tutoring with enrolment and ensure your experience is filled with success by being responsive and available. Registration is open year-round and students can complete courses in as quickly as 4 weeks or as long as 12 months. With affordable online learning we are a trusted source for Grade 9 to 12 credits."
"A nurturing, coed, independent school, The Study provides personalized education tailored to support unique learning styles. Our students possess cognitive talents with nuanced profiles where ability coexists with learning differences. We challenge and enrich in a supportive environment where academic and personal growth are paramount. Our ethos is based on unconditional positive regard, collaborative problem solving, talent development, authentic social emotional learning and superior intellectual development."
"Many Ontario high school students register with OES as they search for online high school courses with flexibility. We offer a range of compulsory and elective courses for grades 9 through 12 in subject like english, science and math. We also offer upgrade courses which are courses you need to repeat in hopes or earning a higher mark for post-secondary admissions."
"Since its inception, The Study Academy has focused on educating 2e and anxious learners. We create unique learning, support plans, and opportunities for growth where individual strengths are prioritized to create an authentic learning experience to leverage the gifts of the individual to bridge the gaps or challenges one faces. We aim to empower the individual to equip students with the skills for success academically, socially and personally."
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"The supportive teachers and great support staff are reasons why parents and students choose us over others. With pressing deadlines and the need to communicate with universities and colleges in a timely fashion we go above and beyond in this regard."
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"That we care about student success and how students perform in post-secondary. We view our school as a transformative learning experience not a transactional one."
"Our academic program is recognized and well-regarded, but our extensive elective programs are unique and offer wonderful opportunities for students to explore areas of interest that are not typically offered in primary/junior schools. Even our youngest learners can choose high interest courses such as film studies, foreign languages, debating, experimental art and much more."
"That we reply to emails on evening and weekends which gives them the reassurance that we care and are there to support them in any way that we can."
"For a smaller school, The Study offers a surprisingly rich array of programming, electives and clubs.
Alumni report being exceptionally well- prepared for the next phase of life beyond The Study.
Students develop confidence and competence in all aspects of their academic and social ambitions.
Students at The Study become very adept at being their authentic selves in an environment that encourages and supports those who are bright, creative and neurodivergent."
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As one of the leaders at Ontario eSecondary School I strive to ensure that your online high school experience is filled with support and success. Attending our school means that you can study hard knowing that you’re getting the best from us at all times as we work closely with our certified staff and course developers on a frequent basis. With eLearning in Ontario growing at a rapid pace you can expect that we will grow as well and ensure that our policies and approaches to student success are dynamic as well. From the entire staff, we look forward to your enrollment and helping you achieve your goals. If you have any questions about our school you can contact me directly at [email protected]
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Progressive
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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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We are an accredited online high school that adhere to the Ontario High School Curriculum. Our online courses allow for students to meet the overall and specific expectations of the course through a variety of resources that include videos, presentations, readings and tests.
Our school utilizes a progressive, strength-based approach to curriculum delivery with an emphasis on universal design and inclusivity in the classroom. Our program is uniquely tailored to meet the needs of twice-exceptional learners, who often present with wonderful abilities and talents in certain domains while also requiring specific support to access and demonstrate learning due to exceptional needs in other domains. Our goal is to successfully and holistically engage all students in the process of learning by meeting them where they are and guiding them on a path of constant and never-ending improvement.
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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.
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Students are able to use scientific calculators on tests and exams and will be provided with additional resources as applicable
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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The Study Academy utilizes the Empower
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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
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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
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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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Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
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We offer a Grade 9 integrated Arts course
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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As an online high school the need for computer and technological literacy is important to their success and experience in the course.
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Web design
Robotics
Computer science
We offer an online physical education course called PPZ3O, Healthy Living. This courses focuses on well-being and mental health.
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Standard-enriched
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.
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.
Students have access to support services via dedicated support staff, dedicated time for support, and flexible groupings to support learning goals and progress.
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.
Our teachers take pride in the success of students and as a school all of our staff are Ontario Certified. We also provide students with free 24/7 online on-demand tutoring upon enrollment.
We approach academic performance with the belief that all students are unique and can succeed even if they require different evidence-based practices in order to learn and demonstrate their skills. We structure our learning environment in a way that demonstrates unconditional positive regard for our students' abilities while removing barriers to learning through inclusive, adaptive instructional practices. We engage students in a setting with lower student-to-teacher ratios, provide learning plans to 100% of our pupils, and assign faculty advisors to all learners to ensure students are always seen and supported. This allows our faculty to form collegial relationships with students so that they can facilitate the development of students to become the best version of themselves possible.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
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In working with twice-exceptional learners, we recognize that many of our students present with profiles that show levels of ability beyond their chronological age in some areas and below in other areas. This bifurcated profile type is not identical from person to person so we approach student development with a balanced set of priorities. This ensures that we are able to provide support, structure, and guidance in the domains of academic, emotional, social, and physical development for those with additional needs in these areas without excluding or over-emphasizing any one area. This balanced approach allows students with exceptional talents to shine through their strengths without focusing exclusively on deficits to the detriment of a student's confidence and overall experience.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We understand and expect that students will change over time. As such, we know that their needs will change as well. In some cases, students grow into a stage of development where underlying differences become more apparent, to the point of clinical significance. We are willing and able to support families through this process and help connect them to resources for additional support and assessment within the community. Working with twice-exceptional students means we are sensitive to the needs of students with learning difficulties and welcome them into our school.
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
3 - 12
0%
6%
$0
$10,550
100%
50%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades 3 - 12
No
No
No
No
No
No
No
No
No
No
Accountability, self-management, time-management and ownership.
The Study Academy is a place to learn differently. Our bright and quirky environment reflects the students thé bring life to our community. We are institution that provides innovative, differentiated and engaging learning fir students grade 3-12. Our students demonstrate a keen interest in learning and solving problems. They demonstrate and active engagement in their success and are open to also developing the critical executive function skills and strategies. Finally, our students are risk takers and are motivated to solve problems, differently.
For students who are interested in enrolling at Ontario eSecondary School (OES) as their main school, there is a one-time $250 fee. If a student requires OES to provide the equivalency credit transfer as a part of their enrollment there is a $150 fee for this service.
We encourage all interested families to reach out via our website. From there you will be greeted by our knowledge administrator to arrange an intake interview. From there a class visit is required and we will work with families and the student to arrange a visit that will work best for their learning and social emotional needs. During the class visit(s) we observe the students response to 1:1 engagement, interaction with the class material and response to differentiation, and the students engament with social opportunities. After the visit(s) data is gathered and the family is contacted about next steps. In order to provide the greatest opportunity for success offers of admissions are always specific to the learner needs and may include a scaffolded entry.