AN OUR KIDS REPORT:Whytecliff Agile Learning Centres vs. Aurora Alternative Micro School

one-to-one comparison:

View Whytecliff Agile Learning Centres's full report
VS.
View Aurora Alternative Micro School's full report

  • SCHOOL LOCATION

    Distance From

    Map

    Address

    Address

    20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada

    159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada

  • SCHOOL OVERVIEW

    Basics

    Basics

    Founded

    1993

    2022

    Enrolment

    78

    10

    Grades

    8 to 12

    JK to 8

    Gender

    Coed

    Coed

    Living arrangements

    Day

    Day

    Language of instruction

    English

    English

    Faith Based

    School focus

    Academic

    Arts

    Developmental Priorities

    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."
    Balanced
    Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

    Academics

    Academics

    Curriculum

    Progressive

    Progressive

    Curriculum pace

    Student-paced
    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.
    Student-paced
    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.

    Academic culture

    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.
    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.

    Avg. Class Size

    3 to 6

    10

    Special needs support

    Learning, Developmental, Behavioral

    Gifted learner support

    Dedicated gifted school

    In-class adaptations

    Preschool/K curriculum

    Play-based
    Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.

    Tuition

    Tuition

    Day Tuition

    $8,900 to $19,500

    $11,000

    Boarding Tuition

    Financial aid (FA)

    Yes

    Yes

    Students on FA

    25%

    0%

    Eligible grades for FA

    8 to 12

    None

    Median FA package size

    $5,000

    $0

    Enrollment

    Enrollment

    Avg. enrollment per grade

    16

    1

    Percent in boarding

    0%

    0%

    Admissions

    Admissions

    Admissions rate

    0%

    90%

    Day entry years

    7, 8, 9, 10, 11, 12

    JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8

    Boarding entry years

    Day admissions deadline

    Rolling

    Not available

    Boarding admissions deadline

    Not available

    Not available

    Interview required?

    Yes: grades 8 - 12

    Yes: grades K - 8

    SSAT required

    No

    No

  • OUR PERSPECTIVE

    The Our Kids Review

    The Our Kids Review

    WHYTECLIFF AGILE LEARNING CENTRES

    “Whytecliff is different, something the youth and families who attend seem to deeply appreciate. … For students with diverse learning needs, especially those who have struggled with anxiety or depression, Whytecliff is a refuge—an island of stability in a turbulent world.” “The hallmark of the Whytecliff program is that it’s community-based and anchored in real relationships.” “Whytecliff is a hidden gem and an academic setting like no other.”
    Read The Our Kids Review of Whytecliff Agile Learning Centres

    AURORA ALTERNATIVE MICRO SCHOOL

    information not available

    Our Take

    Our Take

    WHYTECLIFF AGILE LEARNING CENTRES

    The school began operations in 1993, though is an expression of a larger program of activity that dates back to 1975 with the creation of the Focus Foundation, a non-profit intending to provide social and educational support for youth aged 13-19. Since the beginning, the force of the programs was in working with assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. The school extends that mandate, providing a positive, understanding environment for students who, for a range of reasons, haven’t been able to thrive in prior academic settings. The proof, as they say, is in the pudding, and that’s demonstrated through high rates of attendance, course and degree completion, and academic success. Students arrive with a range of challenges, though also with a shared experience of finding themselves on the periphery of their various social circles. In that sense, while they may be different from each other, here they are different in the same way. The school, for many, is the first truly positive, inclusive community they’ve been a part of. That forms the basis of the work of the school, as does a faculty that brings a wealth of professional and therapeutic accreditation and experience.

    View full report

    AURORA ALTERNATIVE MICRO SCHOOL

    Aurora Alternative Micro School (AAMS) is a small JK to Grade 12 school with a unique approach to education. AAMS boasts small class sizes and low student-to-teacher ratios, which promotes engagement and interaction, and which provides the opportunity for fun activities like cooking. Even for a small school, it has a remarkably close-knit and intimate community where all kids feel like they belong. AAMS also offers personalized learning, in combination with a traditional curriculum, to capitalize on children’s innate curiosity and love of learning. Finally, the school prioritizes the development of critical thinking, artistic expression, confidence, and leadership skills in all of its students, from kindergartners to older teenagers.

    View full report
  • School’s perspective

    Who are you, as a school?

    Who are you, as a school?

    WHYTECLIFF AGILE LEARNING CENTRES

    "Whytecliff Centres in Langley & Burnaby offer a highly successful Gr. 8-12 curriculum tailored for youth with diverse learning/personal challenges. Our caring and competent staff gently weave the academics with a positive strengths-based therapeutic program, paving the way for whole-life success. Despite struggling in other schools, attendance here soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path!  "

    • Safe, empathetic, supportive community for students with a diverse range of learning needs
    • Low student-to-educator ratio of less than 5:1 lets us really get to know you
    • Each child gets a personalized program tailored to their unique gifts, strengths, and talents
    • Dual-accredited as both an independent school and a Positive Youth Development program
    • Kids love it here! On average, student attendance doubles (vs. previous learning environment)
    • 90% of graduates successfully engaged in work, school, or trades programs (at 3-month follow-up)

    AURORA ALTERNATIVE MICRO SCHOOL

    "Aurora Alternative Micro School ! A holistic educational experience in Toronto's East End catering to the Primary, Junior and Intermediate grades. We offer a direct, expansive and heartfelt learning opportunity. At Aurora, we combine traditional pedagogy with relational, outdoor and child centred philosophies."

    • Class sizes are small and in this way, we really get to know your child academically and personally.
    • We follow your child's curiosity and innate love of learning.
    • We nurture critical thinking and artistic expression.
    • We believe in Youth teaching Youth and have many students from Grade 9- Grade 12 who lead activities
    • We offer French, tennis and volleyball.
    • We believe in creating leaders and pursue entrepreneurial activities.

    Array

    What do you do differently and uniquely well?

    WHYTECLIFF AGILE LEARNING CENTRES

    "We reach kids on an emotional level. We’re not bound by a lot of the same rules and structures that some schools are. Everything that we do here, in the end, comes down to relationships. And the program that we’ve created here is a family. What we do here is create a warm, caring environment. It’s like a home."

    AURORA ALTERNATIVE MICRO SCHOOL

    "Our school is aimed at families es who are seeking a real and relational alternative to traditional and systemized education. At Aurora, we believe in creating community for our students and families. We have created an organic and alive curriculum weaving together parental and student voice with a host off teaching philosophies. Our motto 'where all is possible' really is the nucleus of the school's intention."

    Array

    What tradeoffs has your school made to serve families in this way?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

    Array

    What key junctures in your school's history have most shaped its present?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

    Array

    What type of student is a good fit for your school?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

    Array

    Under what conditions would you advise a family against choosing your school?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

    Array

    To your knowledge, why do families choose your school over others?

    WHYTECLIFF AGILE LEARNING CENTRES

    "Most students are at Whytecliff because things didn't go well at other schools. Students chose us because they're looking for a fresh start, a new approach; a school that might have success where others hadn’t. And once here, both parents and students find it life altering."

    AURORA ALTERNATIVE MICRO SCHOOL

    "Families choose Aurora Alternative as they see their children thriving with other students of differing ages and feeling the joy of learning and living. Not only are students exploring traditional reading, writing and mathematical skills, they are given space to cook, create, play, and suggest avenues for their own learning. We also explore the city and visit all that Toronto has to offer."

    Array

    How would you characterize your school's image amongst the public?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

    Array

    What aspect of your school is underappreciated?

    WHYTECLIFF AGILE LEARNING CENTRES

    "Since the beginning, the force of the programs was in working with student assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. It’s unlike any school in the region or, for that matter, the country."

    AURORA ALTERNATIVE MICRO SCHOOL

    "Aurora Alternative focus is to create relational, critical thinking, and emotionally articulate individuals. Through drama, play and group building activities student are given opportunities to think about themselves as learners and as vulnerable human beings. Students learn their strengths and also where they are meet challenges, frustration and disappointment within themselves and in relation to other. Aurora Alternative also really focusses on the joy of learning."

    Array

    What might families find surprising about your school?

    WHYTECLIFF AGILE LEARNING CENTRES

    "Parents are always surprised with the changes they see in their child and how quickly thrive at Whytecliff. Despite struggling in other schools, student attendance at Whytecliff soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path."

    AURORA ALTERNATIVE MICRO SCHOOL

    "Aurora is a vibrant learning experience where parents can drop off their kids and know that they are happy, nurtured and growing. We believe in creating leaders and we have many Grade 9- Grade 12 students who volunteer and teach activities based on their passions. We encourage Aurora students to share their passions with the belief that students are teachers."

    Array

    What improvements or changes has your school made recently?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

    Array

    How will your school change in the next 5 years?

    WHYTECLIFF AGILE LEARNING CENTRES

    Information not available

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

  • SCHOOL LEADERSHIP

    Message from school leadership

    Message from school leadership

    At Focus Foundation of BC we work from a strength based approach with a focus on students' strengths and abilities. Each student has an IEP that helps them set and meet their educational, social, emotional and physical goals. This approach has a proven track record; this year we had a 95% graduation success rate with our grade 12 students.

    Teaching Philosophy:
    I want to create an exciting leaning environment that is challenging, interactive and respectful. I believe students learn best by being engaged and knowing it is okay to make mistakes. When students leave my classroom I want them to feel confident and have a passion for life long learning.

    Why I work at Whytecliff
    I work as a Teacher and Principal for the Focus Foundation of BC. I work here because I can’t imagine another job existing that has the perfect combination of challenges and successes.  Whytecliff School has become a part of what defines me as a professional and as a person, and it is a part of me that I am extremely proud of.

    As a passionate educator of 30 years, I have been inspired by the many countries I have lived in and visited. Having taught in London, England for 15 years as a French/Spanish and Comparative Religions High School teacher, I thrived in the multiculturalism of a city bustling with immigrants and refugees. The students I met, filled my heart with their courage, determination and joy. I was inspired by their desire to improve their life circumstances through the gift of education. In those classrooms, student respect was earned as many of the systems that they had relied on had failed them. Finding ways to engage them was a challenge, but what a delight when their curiosity was tweaked and their trust was gained. It was here that I began to understand the power of learning and the importance of relationship. I learnt that there is no end to the possibility and potential here. 

    I also had grown up hearing stories and reading articles about Summerhill school, revolutionary in their mission to impassion and engage young minds and hearts. I wanted to bring this energy and philosophy to the urban classroom.  I was fortunate enough to teach in Paris for several years, complimenting my understanding of teaching in a diverse and inner city environment , but with a fresh twist. Added to this mix, my travels to Israel and life on Kibbutz opened my eyes to the importance of nature as an inherent teacher and impressed on me the value of community and camaraderie. This was accentuated in New Zealand where I furthered my understanding of ecological literacy and the interconnectedness of life and learning. As a parent of a child in TDSB’s alternative outdoor education Equinox Holistic Alternative school, the years of accompanying school trips to the Evergreen Brickworks and the Pine Project helped me see, first hand, the deep rooted impact of this type of enrichment. 

    My travels brought me to Toronto which is where I now call Home. I have been working for the TDSB initially as a Grade 5 /6 French Immersion and Core teacher and also a Grade 7 and 8 Core Homeroom teacher. 

    In addition, I graduated from the Transpersonal Therapy Centre in 2008 and have a small practice where I work with individuals and families. As well, I have facilitated many groups for adults working with personal growth, movement and meditation. 

    All these experiences, the places and the people, are integrated into the fabric of who I am as a human being and who I am as a teacher. 

  • ACADEMICS

    • OVERALL CURRICULUM


      Primary Curriculum

      Primary Curriculum

      WHYTECLIFF AGILE LEARNING CENTRES

      Progressive


      Secondary Curriculum

      Secondary Curriculum

      WHYTECLIFF AGILE LEARNING CENTRES

      Information not available

      AURORA ALTERNATIVE MICRO SCHOOL

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      WHYTECLIFF AGILE LEARNING CENTRES

      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.

      AURORA ALTERNATIVE MICRO SCHOOL

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      WHYTECLIFF AGILE LEARNING CENTRES

      Not applicable


      What the school says about their curriculum

      What the school says about their curriculum

      WHYTECLIFF AGILE LEARNING CENTRES

      Whytecliff Agile Learning Centres are the only schools in the Province of BC also certified as 'Positive Youth Development' programs by CARF (the gold standard for therapeutic accreditation). Our positive, strengths-based program focuses on fostering overall social/emotional well-being, while cultivating confidence, competence, creativity, future career readiness, and connection to the wider community. Each student at Whytecliff works from an individualized education plan (IEP) tailored to their unique strengths, interests, and abilities. The goals is to match each student to a personalized curriculum that's fun, engaging, and personally meaningful to them. At Whytecliff, a student’s favourite comic book might serve as a source of inspiration for examining plot or character development in English. Or football or hockey passing strategies might spark their curiosity in physics or mathematics. Our person-centered, inquiry-based approach is particularly effective for students who've had negative experiences in school and are turned off traditional learning. In all we do, we strive to be flexible, empathetic, and sensitive to the needs of each individual student, doing everything we can to support their success.

      AURORA ALTERNATIVE MICRO SCHOOL

      Information not available

    • PRESCHOOL/K CURRICULUM


      Approach

      Approach

      WHYTECLIFF AGILE LEARNING CENTRES

      Not applicable


      Our Take

      Our Take

      WHYTECLIFF AGILE LEARNING CENTRES

      Not applicable

      AURORA ALTERNATIVE MICRO SCHOOL

      Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.


      What the school says

      What the school says

      WHYTECLIFF AGILE LEARNING CENTRES

      Information not available

      AURORA ALTERNATIVE MICRO SCHOOL

      At Aurora, we focus on a play based approach for our young learners. We provide a range of learning centres revolving around imagination and creativity that helps our students develop healthy relationships with their peers. We also encourage outdoor play and inquiry.

    • CURRICULUM PACE


      Our Take

      Our Take

      WHYTECLIFF AGILE LEARNING CENTRES

      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.

      AURORA ALTERNATIVE MICRO SCHOOL

      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.


      What the school says

      What the school says

      WHYTECLIFF AGILE LEARNING CENTRES

      An individual education plan is developed and tailored for each student. Emphasis is on each child's strengths with sensitivity to their particular challenges and increasing capacity for attentional focus, emotional balance, and learning growth. Students may take time for initial progress and accelerate as they achieve balance and become comfortable.

    • ACADEMIC CULTURE


      Our Take

      Our Take

      WHYTECLIFF AGILE LEARNING CENTRES

      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.

      AURORA ALTERNATIVE MICRO SCHOOL

      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.


      What the school says

      What the school says

      WHYTECLIFF AGILE LEARNING CENTRES

      In our supportive academic environment, each child has the time and latitude to study each subject according to their skills and abilities (with either slower-paced or accelerated learning). Our low student to educator ratio of 6:1 permits tailoring of the curriculum to each child’s learning capacity and interests, and for teaching to accommodate diverse needs. Our educational approach and curriculum emphasizes hands-on classroom activities and high-growth community learning opportunities. There is also one to one teaching, or students may choose to work in pairs or in small groups. Students may focus on one course at a time or do projects that integrate several courses. Students have access to out of school tutoring before or after regular hours.

      AURORA ALTERNATIVE MICRO SCHOOL

      Information not available


      Approach to student honours

      Approach to student honours

      WHYTECLIFF AGILE LEARNING CENTRES

      Information not available

      AURORA ALTERNATIVE MICRO SCHOOL

      "We intentionally avoid all forms of public distinction between students in terms of academic performance."

    • DEVELOPMENTAL PRIORITIES


      Primary

      Primary

      WHYTECLIFF AGILE LEARNING CENTRES

      Balanced
      Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

      AURORA ALTERNATIVE MICRO SCHOOL

      Balanced
      Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.


      Secondary

      Secondary

      WHYTECLIFF AGILE LEARNING CENTRES

      Emotional
      The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."

      AURORA ALTERNATIVE MICRO SCHOOL

      Not applicable
      Not applicable


      What the school says

      What the school says

      WHYTECLIFF AGILE LEARNING CENTRES

      We all want to see kids grow up to be happy, healthy, and lead fulfilling lives. At Whytecliff, we recognize that students today are graduating into a world of immense complexity and change. In addition to helping children overcome any personal, academic, or emotional challenges, we also want to help them discover and develop the key traits and skills that will help them thrive, even in uncertain times. Within the Whytecliff community, children experience a range of opportunities to develop new skills and discover their talents. These experiences encourage personal growth and a strengthened relationship to family and the wider community. Whytecliff inspires hope and leads to promising futures rich with dignity, purpose, and options.

      AURORA ALTERNATIVE MICRO SCHOOL

      At Aurora, we aim to nurture your child academically, emotionally, spiritually cultivating a capacity to develop secure and healthy relationships. We believe in this way, that as students come to understand themselves holistically that they can forge a healthy and happy life in the world.

  • SPECIAL NEEDS SUPPORT

    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support

    Accommodation:
    Modification:
    Remediation:

    B - Environments

    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:
    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.
    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.

    Additional support

    Additional support

    WHYTECLIFF AGILE LEARNING CENTRES

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    AURORA ALTERNATIVE MICRO SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    Learning Strategy

    Extra Support

    Mild but clinically diagnosed ADHD

    Accommodations

    Modifications

    Extra support


    Additional support

    Additional support

    WHYTECLIFF AGILE LEARNING CENTRES

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    AURORA ALTERNATIVE MICRO SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    WHYTECLIFF AGILE LEARNING CENTRES

    Children at Whytecliff discover a safe, warm, and friendly community, sensitive to their unique needs and challenges, and supportive of their strengths and talents. Whytecliff’s physical environments are thoughtfully designed to accommodate children with diverse learning needs, with a mix of cozy individual study rooms and bright, inviting spaces (more conducive to group gatherings). Our compassionate, attuned, and well-educated staff both love children as well as their particular subject matter. Therapeutic support is tailored to fit the specific needs of each child attending our programs, addressing behavioural, emotional, mental health, addictions, and learning challenges in an integrated way, while building confidence and encouraging hope. Children can experience a wide range of physical activities and community enrichment opportunities, adapted to ensure the safety of each child while fostering developmental maturity and growth. We consider families and caregivers as active partners, and welcome appropriate involvement in their child’s curriculum, learning, and growth.

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    WHYTECLIFF AGILE LEARNING CENTRES

    Whytecliff’s two sites are recognized by the BC Ministry of Education (2 of only 15 schools in the Province of BC) as specialized independent schools dedicated to meeting the needs of students with diverse learning needs and personal/life challenges. Whytecliff focuses on each individual child and can adapt our approach to meet a variety of needs. This makes us especially well-suited for children with co-occurring challenges. Children also develop the inner skills & resources and grow their personal confidence & competence, so they’re better positioned to deal with any other life/learning challenges as they proceed to graduation and beyond.

    AURORA ALTERNATIVE MICRO SCHOOL

    Information not available

  • EXTRACURRICULARS

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    Badminton

    Baseball

    Basketball

    Canoeing/Kayaking

    Cricket

    Cross-country skiing

    Cycling

    Downhill skiing

    Equestrian

    Fencing

    Field Hockey

    Figure Skating

    Football

    Golf

    Gymnastics

    Ice Hockey

    Ice Skating

    Lacrosse

    Martial Arts

    Mountain biking

    Racquet Ball

    Rowing

    Rugby

    Running

    Sailing

    Skateboarding

    Snowboarding

    Soccer

    Softball

    Squash

    Swimming

    Tennis

    Track & Field

    Volleyball

    Weightlifting

    Wrestling

    Archery

    Curling

    Ultimate


    Clubs Offered

    Clubs offered

    WHYTECLIFF AGILE LEARNING CENTRES

    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

    AURORA ALTERNATIVE MICRO SCHOOL

    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


    What the school says

  • Financial Aid

    Grades eligible

    Grades eligible

    8 - 12

    Students on aid

    Students on aid

    25%

    0%

    Avg. aid package (annual)

    Avg. aid package (annual)

    $5,000

    $0

  • ADMISSIONS

    Admissions

    Admissions rate

    0%

    90%

    Day entry years

    7, 8, 9, 10, 11, 12

    JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8

    Boarding entry years

    Day admissions deadline

    Rolling

    Not available

    Boarding admissions deadline

    Not available

    Not available

    Interview required?

    Yes: grades 8 - 12

    Yes: grades K - 8

    SSAT required

    No

    No

    SSAT(out of province) required

    No

    No

    Entrance exams required

    No

    No

    Entrance essay required

    No

    No

    Application fee required

    No

    No

    Type of student school is looking for

    Type of student school is looking for

    WHYTECLIFF AGILE LEARNING CENTRES

    Whytecliff considers applications of any child in the Lower Mainland or Fraser Valley, age 13-18, who is not being successful or engaged in school. The majority of children we accept have challenges with anxiety & depression and are seeking an environment where they can feel safe ⎯ a real school offering Dogwood and Evergreen graduation that doesn’t seem remedial or like an ‘alternative school’, and a place where they can begin to relax, feel normal, and develop their personal abilities and self-esteem. Many of the children who are successful and qualify for acceptance at Whytecliff have been labelled within a diagnosed category such as: –ADHD –FASD –Dyslexia –Dyscalculia –Dysgraphia –Language Processing Disorder –Nonverbal Learning Disorders –Visual Perceptual/Visual Motor Deficit –Chronic Health Impairment –Gifted –High Functioning Autism –Asperger’s Syndrome –Behavioral and Emotional Challenges –Troubled Behavior –Clinical Depression –Clinical Anxiety –Suicidal Thoughts –Drug and Alcohol Abuse –Oppositional Defiant Disorder If you don’t see your child’s challenge listed above, that doesn’t mean they won’t qualify; we have a policy of actively considering all applications to the program.

    AURORA ALTERNATIVE MICRO SCHOOL

    We accept families and students who are looking for an alternative to mainstream and traditional education. Students will be looking to share their interests and curiosities and develop their critical and creative skills. Families will be looking for a more scared and holistic educational experience.

    What the school says

    What the school says

    WHYTECLIFF AGILE LEARNING CENTRES

    To apply for a place in one of our programs, contact us, ideally by email.

    Most of our intake occurs in August or early September, for the full school year, and in January and before February 10th for the Spring session.

    We’re also happy to call you and get further details if you would prefer to apply that way. As we’re seeking to build a real community, we like to make sure the program is a good fit for each student.

    We also have several Open Houses during the year. To find out our next open house date or arrange a private tour, please contact us.

    AURORA ALTERNATIVE MICRO SCHOOL

    There will be a yearly $200 fee for supplies.

  • NOTABLE ALUMNI

    Alumni

    information not available
    information not available

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WHYTECLIFF AGILE LEARNING CENTRES:
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AURORA ALTERNATIVE MICRO SCHOOL:
THE OUR KIDS REPORT  




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