3127 Bowwood Drive NW, Calgary, Alberta, T3B 2E7, Canada
55 Franklin Blvd, Cambridge, Ontario, N1R 5S2, Canada
2003
2018
285
84
Preschool to 6
K to 10
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
16 to 18
6 to 10
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$8,470 to $15,040
$28,000 to $32,000
No
Yes
0%
0%
None
K to 10
$0
$5,000
29
8
0%
0%
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades K - 10
No
No
information not available
information not available
When discussing schools we often talk about curriculum, or resources, or instructional approaches, and while all of those things are important, so is the presence of a supportive, safe, familiar, and consistent learning environment. And, rightly, that’s where the program at River Valley School begins. The school describes itself as a community, and the description is apt. A safe environment, of course, is one in which a child feels a sense of belonging, and within which she is valued, able to play a role and have a voice. Instruction at River Valley is student-centred, informed by an overt intention to build upon students’ individual strengths and interests. There is a comfortable enrollment level, one that allows for a nice breath of programming while also maintaining that sense of place and belonging. Families look to River Valley to create a strong beginning to their children’s education as well as their social lives, and indeed that’s exactly what they find.
View full reportOak Bridge Academy is designed for kids with exceptional learning and/or behavioural needs. Its academics are strong thanks to small class sizes, and a dedicated highly trained teaching and behavioural support staff. Oak Bridge’s individualized educational and social and emotional development support helps kids thrive. Kids also learn organizational strategies, as well as interpersonal, collaboration, and self-regulation skills. Oak Bridge also offers adjunct programming in life skills and a host of other exciting extracurriculars. Offering Kindergarten through Grade 9, Oak Bridge was founded on the core belief that all kids are able to learn and make progress when provided with the appropriate support.
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"The overall quality of student life at Oak Bridge Academy is outstanding!"
Colleen Coghlin - Parent (Jun 09, 2022)
My child has had a fantastic experience at Oak Bridge Academy. He loves that there are fewer kids th...
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"The academic program is wonderful."
Karen Maton - Parent (Jul 28, 2022)
We are absolutely thrilled with the progress our grandson has made in the two years he has been at O...
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"The best thing about OBA is that the students develop TRUE friendships."
Melissa Vardon - Parent (Jul 28, 2022)
All Students at OBA are accepted and welcomed just as they are. Unlike a traditional public school ...
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"We are an independent school offering an exceptional early childhood and elementary school experience from Age 3 - Gr. 6. The wonder children possess is celebrated through our inquiry-based program where learning is driven by big ideas and questions. We facilitate experiences that inspire academic excellence and student well-being. Beyond our core subjects, RVS provides a robust offering of specialist programs including Art, Drama, Music, French, Outdoor Ed., Phys. Ed., Tech and Library. Wonder Lives Here."
"Oak Bridge Academy offers a blended academic and therapeutic environment using evidence-based teaching methods of Applied Behaviour Analysis (ABA) and Acceptance and Commitment Therapy (ACT) and specialized remedial literacy and numeracy programs. OBA is spearheading a paradigm shift where parents no longer need to choose therapy or school for their child with exceptionalities. We are an accepting and supportive small school environment that fosters personalized attention."
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"Oak Bridge Academy's vision statement encompasses our belief and conviction "where success is presumed and actively pursued". With intentionality and conviction to this statement, we are committed to be the leading provider of educational services for students with exceptionalities. Our values include acceptance of differences, succeeding together, inspiring the love of learning, providing a welcoming, diverse and inclusive community while prioritizing training and evidence based practices."
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"Oak Bridge Academy believes that every child has the right to an education and that the love of learning is the most precious gift a child can receive. We believe it is our responsibility to help support our students with exceptional learning needs to become engaged citizens and community members by helping to support them academically, emotionally and socially. This is done in an environment where staff receive ongoing training and every students' strengths and needs are valued."
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"For many of our students there has been a history of learned behaviour to be sent home from school due to their behaviours. Many of our families felt ostracized and ultimately pivoted to OBA where their child now attends school daily from 9-4 and instead of feeling ostracized families have found a strong school community that supports, understands and accepts their child's differences."
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"The impact of our learning environment on families is priceless. Oak Bridge Academy intentionally works with students and families on alternative behavioural responses instead of suspending or sending children home. Family dynamics are more about living and loving than coercing and bribing "appropriate behaviour". Perhaps most importantly, families no longer need to choose between therapy and education; both are provided at OBA."
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River Valley School is an innovative and inclusive independent school that harnesses the innate curiosity in children to ensure that every student, regardless of age or ability, will flourish academically and socially. Everything we do is grounded in our mission to embrace the unique talents of our students, while curating opportunities for learning and discovery. Our teachers and staff support different learning styles to ensure that every student is capable of achieving their personal best. With close to 15 years of history, River Valley School has created an environment where children feel loved and safe enough to explore to the full breadth of their individual ability. At the same time, RVS students feel encouraged to take on the rigours required to develop the foundational skills, resilience, and confidence to thrive in the 21st Century.
As a community, we learn and grow together respecting the values, opinions and beliefs of all. Students, teachers, and administrators work together to create a school where learners feel confident and free to appreciate each other, make good ethical decisions, and take age- and stage appropriate risks, leading to enhanced understanding and broadened inquiry.
RVS students know they are safe to try new things, make mistakes, discover new approaches, and explore innovative ways of seeing, contributing to and changing the world.
I am honoured to be the Head of School at River Valley School, and invite you to visit our campus to learn about our outstanding programs and meet our talented students, teachers and staff. I look forward to meeting you when you visit, and sharing more about what makes our school truly exceptional.
Carolyn Breland
Head of School
Dear Parents,
Thank you for considering Oak Bridge Academy for your child. We understand that deciding on a school for your child with exceptional learning and/or behavioural needs is one of the most important decisions you will make for their future.
Oak Bridge Academy was founded on the understanding and core belief that all children are able to learn and make progress when provided with the appropriate support. The co-founders of Oak Bridge Academy are parents of children with exceptionalities who, like you, wanted more for their child. Oak Bridge was founded on this belief and continues to strive to support all children academically, socially and emotionally.
Academics is a core focus and an important part of each day at Oak Bridge Academy, however, mindfulness and working to be flexible in thoughts and behaviours are the skills and strategies that are intertwined throughout the day and incorporated into all learning activities. Oak Bridge Academy also intentionally teaches skills such as initiation, organizational strategies, interpersonal skills, collaboration, self-regulation and responsibility.
We use a model that has shown great success in several schools in the USA, following a model by Dr. Mark Dixon. This model uses the evidence-based principles of Applied Behaviour Analysis and Acceptance and Commitment Therapy.
We understand that finding the right school to foster your child’s academic, social and emotional growth is critical. You can feel confident that your child’s individualized learning needs will be accepted and supported at Oak Bridge Academy.
All of our Ontario Certified Teachers and our Registered Behaviour Technician (RBT) work closely with families as an essential part of our school model.
We look forward to the opportunity to meet you and your child and discuss how Oak Bridge Academy can support your child’s educational journey.
Co-Founder, Director and Principal
Kathie Shaw
Traditional
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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.
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.
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Understanding that no child learns the same way as another, River Valley School ensures that each child receives what they need to flourish. Through an inquiry-based program, we provide hands on, engaging activities that incorporate nature, fine arts, technology, physical education and passion projects. We believe it is imperative for kids to explore, create, play, and make, in order to learn about the world around them. Acknowledging that some students have learning challenges, we also provide additional support through Resource, Speech Language Pathology and Occupational Therapy as well Arrowsmith Cognitive programming to those who require it.
OBA follows the Ontario Curriculum with an augmented curriculum in literacy, numeracy, social skills and SEL. All students have an accommodated and/or modified IEP for their individualized learning needs.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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.
At River Valley School students are provided with a robust mathematics program that allows them to investigate and make meaning of mathematical concepts in an active learning environment. Students learn to construct understanding through reflective thought, develop and apply mathematical language and communication, and connect mathematics to the real world. Resources used but not limited to for our math programming are: Maximizing Math (Edmonton Public, Number Talks (Sherry Parrish) in Grades 1-6.
Information not available
Jump Math Supplementary support utilising IXL
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Phonics-intensive
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.
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.
In the Pre-Kindergarten, Kindergarten and Grade One classrooms you will see children learning to read and write using the Animated-Literacy™ program created by Jim Stone. Stone’s program was created using “current reading research, making direct use of language research and brain research including studies in memory, motivation, and the role of emotion in guiding attention and learning.” (www.animatedliteracy.com). Students are highly motivated to learn to read through songs, stories, actions and meeting the stuffed animal characters that correspond to the Alphabet letters and sounds. A daily home reading program begins in Kindergarten when students are showing reading readiness.
Early literacy intervention is based on Orton–Gillingham approach. Orton-Gillingham is a structured literacy approach. It introduced the idea of breaking reading and spelling down into smaller skills involving letters and sounds and then building on these skills over time.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Reading Benchmarks -Fountas and Pinnell
Orton-Gillingham assessments and evaluations
The Woodcock-Johnson Tests Reading Mastery test (incoming students)
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
From an early age students are engaged in the writing process at RVS. Students are given a variety of opportunities to explore, shape and clarify their thoughts, and to communicate them to others. In the early years students use symbols and letters to help convey meaning (Animated Literary - Jim Stone). As students move through the grades they learn to use effective writing strategies, discover and refine ideas and compose and revise with increasing confidence and skill within narrative writing and expository writing experiences. Animated Literacy (Jim Stone), Empowering Writers (Barbara Mariconda) and Moving Up (Scholastic), are among a few of the primary resources used in the writing program at RVS.
Hand Writing Without Tears curriculum is utilized in primary grades to help develop handwriting skills utilizing a multi-sensory handwriting instruction. In junior and intermediate grades Writers' Workshops are used with monthly themes to encourage a variety of different writing styles and interests.
Equal Balance
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.
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.
Students explore and nurture their sense of wonder within Science programming at River Valley School. Children are given time and space to explore and iterate with freedom while processes, such as design thinking, exploration, inquiry, and the scientific method structure the child’s investigation of their surroundings. They create, test, and develop skill and confidence while building a foundation of experience and understanding.
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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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At River Valley School, students are exposed to literature at an early age. We believe in the importance of students listening to stories, reading to others, participating in shared reading and reading independently on a daily basis. Formal reading assessments are done at the beginning and end of each year. Students read regularly with their classroom teachers who monitor progress in reading fluency and comprehension. River Valley School has a Home Reading program for Division 1 students, with an expectation for nightly reading of fluent material. In Division 2, students are exposed to more complex texts (fiction/non-fiction) and novels with content suitable to entertain the reader or with content that can be integrated into other subject areas to reinforce fluency and comprehension at a deeper level.
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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
Thematic
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.
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.
Social studies programming at River Valley School provides opportunities for students to develop attitudes, skills and knowledge to be informed, engaged, active, and responsible citizens. Students have access to a variety of resource materials, have the opportunity to debate and discuss ideas and information, and are encouraged to develop and work through projects to learn more about an area of interest. Classroom experiences are enriched when working with specialist teachers as social studies concepts are examined from different perspectives and contexts, deepening the child’s experiences with and understanding of the subject matter. Travelling to other places around our city, province and country provide rich learning experiences in this curricular area. For example, our Grade Five and Six students travel to Ottawa every other year to connect with Canadian history and government.
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Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
All RVS students participate in biweekly lessons in French. Our French teachers use the AIM program founded by Wendy Maxwell. AIM uses storytelling, gestures, collaboration and repetition to teach proficiency in oral and written French. In addition to scheduled Progress Meetings, student progress is shared with parents via video recordings, student work samples, and year end performances. Project work is also embedded in classes to ensure an engaging learning experience.
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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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Not applicable
These programs have an equal emphasis on receptive and creative learning.
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All RVS students are exposed to the arts within the classroom, as well as through expert specialists in Music, Drama and Art. Specialist instruction begins in Pre-Junior Kindergarten (Age 3) through to Grade Six. We believe fine arts in education bolsters independence, celebrates originality and demands personal discipline to hone skills. Cross-curricular connections are inevitable when the children are invited (and excited to!) engage, make and do. Curiosity is nurtured through the senses where hands-on learning is intensified in an environment of possibility and creativity.
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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.
A variety of digital tools are used to deepen, support, and extend learning opportunities for students at River Valley School. Students create with technology using such platforms as Smartboard technology, iPads, and laptops within a multitude of digital literacies from coding, micro-bits, app and website development, to green screens, movie-making, and augmented reality systems. This access offers students the ability to refine their skills, practice processes and create solutions to unique problems as they find, identify, evaluate, and use information across any curricular area. All students in Grades 4-6 have a 1:1 device provided by the school for their academic use.
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Web design
Robotics
Computer science
Physical education provides the opportunity to teach students about movement, strategies, teamwork, problem solving and health related fitness. The primary objectives are to foster in children a love of physical activity and play and to instill the need for physical fitness in each child. The program encourages positive interactions, good sporting behaviour in all activities, along with promoting the development of cooperation, teamwork, and leadership skills. At River Valley School our students take part in Physical Education in our two gymnasiums, outdoors in our playing fields, as well as many off site locations such as swimming lessons and skiing lessons. Outside of structured physical education classes, students participate in outdoor education pursuits and can participate in our competitive athletic team, The Rapids, in volleyball, basketball and soccer.
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
River Valley School is a leader in Early Childhood Education and offers programming for 3, 4 and 5 year-olds. Our inquiry-based program focusses on practical and sensorial skills in addition to the core curricular areas, fine arts, physical education, outdoor education, and character development. While our programming is best described as Academic, our full-day 5 day/week programming encourages play-based exploration, in addition to lessons guided by the teacher.
Ready 2 Learn is a program designed to target the skills required to be successful in a classroom or group setting. Ready 2 Learn offers a blended therapeutic and academic environment, using a variety of evidence based practices to support each child in reaching their full potential. Specific scaffolded programs are used to teach core academic skills.
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.
The adaptive model of educational delivery offered at our school supports different learning styles to ensure that every student is capable of achieving their personal best.
Information not available
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.
At River Valley School, we have high and appropriate expectations for every student. Year after year, our kids rank in the top tier of provincial testing, academic competitions, arts and athletics. We offer a warm, nurturing environment where our students feel genuinely cared about and supported. This builds confidence and establishes a strong foundation for kids to explore who they are – their passions, gifts, hopes and dreams.
First and foremost, providing a supportive, structured and empathetic approach to our student's various learning needs allows us the opportunity to focus on instilling a love of learning. Behavioural flexibility takes precedent over academic performance.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We develop leadership skills, confidence in self, compassion for others and provide opportunities for our students to make a difference. We value the social and emotional development of each child as much as their academic development.
The CORE principle of Oak Bridge Academy is behavioural flexibility. This key skill, encompassing social skills development and emotional regulation, is at the heart of all school activities. We believe that these skills will support our students for sustained future success in both school, and more importantly throughout life.
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Oak Bridge Academy is an alternative school structured around the principles of Applied Behaviour Analysis designed specifically for children with neurodevelopmental disorders. Applied Behaviour Analysis focuses on the principles that explain how learning takes place and is a scientifically validated approach to understanding behaviour and how our behaviour is affected by the environment. The core principles of behavioural science used at Oak Bridge Academy include contingency management, goal setting, self-control, mindfulness, and Acceptance and Commitment Training (ACT). Each of these principles, when used in combination, will contribute to developing a resilient and flexible student. All students have an IEP and accommodations and modifications are all individualized depending on the identified needs of the student. Social and/or emotional regulation goals are alternative goals on the students' IEP.
River Valley School welcomes students with a variety of learning profiles. Data is gathered twice annually to determine any gaps in learning. River Valley School communicates with families regularly about their child's learning development and ensures that any areas to be addressed are done so quickly and with school support.
We provide services for all students. Children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities.
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
K - 10
0%
0%
$0
$5,000
90%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades K - 10
No
No
No
No
No
No
No
No
No
No
Admission into River Valley School is based on several factors, the most important of which is knowing that you have found the right place for your child. At River Valley School academic testing is not required as part of the admissions process. As an inclusive school, we believe young children are capable and that they learn in many different ways. It’s our job to find out how they learn, what they enjoy and what steps need to be taken to fully master a level of learning before embarking on the next.
We provide services for children with autism spectrum disorder, attention deficit hyperactivity disorder, anxiety, and other related learning exceptionalities. Full-day, ten month (September to June) programming with high teacher-to-student ratios is offered to children from grades one through nine. One on one support is not provided in our regular tuition formula.
Families are first encouraged to book-a-tour with our Director of Enrolment, walk through our facilities, discuss our program and fees, ask questions, but most importantly help us learn more about your child and their needs. Interested Parents/Guardians are then asked to fill out our online application form and submit all required application documentation. We do not test for entrance.
In addition to the online application form, the following is required prior to an admission decision:
*In some cases, students may be asked to join us for an informal observation or classroom trial to determine a good fit.
*Children entering our Early Learning programs must be toilet-trained
Oak Bridge Academy Application Process
The application process helps us gain important information about prospective students and their families. This process will help all parties determine if Oak Bridge Academy is the appropriate placement for their child and family.
As Oak Bridge Academy has limited space, we encourage you to apply early to avoid being placed on a wait list.
Step 1: The Application Form
This form is to be completed by the parent(s)/guardian(s) of the applicant along with a non-refundable $100.00 application fee. This fee is non-refundable due to the amount of staff time required to review and assess the application. Please be sure to also send along copies of the student’s:
current IEP
last two report cards
any behavioural or psychologists reports
Once the application form, $100.00 fee and student information has all been submitted, you will be contacted to set up an on-site interview.
Step 2: The Interview and Trial Day
The interview will take place at the school with the parents while your child spends a full day in a fully integrated classroom setting. This step will allow Oak Bridge staff to determine the child’s strengths, goals and support level before recommending potential placement.
Step 3: Admission Decision
Admission decisions are made after a family interview and assessment of the applicant.
If Oak Bridge Academy feels the applicant would benefit from the behaviour curriculum, admissions will be approved and the application will be forwarded a registration package.
Step 4: School Registration
Your registration will not be considered complete until Oak Bridge Academy receives the following:
Registration Forms
$1000 Registration Fee (will be deducted from your total tuition cost)
A copy of the applicant’s birth certificate or passport
A copy of the applicant’s most recent immunization records
Void cheque to process for monthly automatic withdrawal