Walden International School - Oakville - Oakville Private Day School

About Walden International

Walden International School delivers the International Baccalaureate (IB) Primary Years Programme (PYP) to PK-Gr 5 students, and is pursuing candidacy for the Middle Years Programme (MYP) for Gr 6-8 students. Walden’s dedication to wellness, service learning, and international mindedness ensures students are well-prepared for post-secondary studies and beyond. Its authentic teaching of the IB Programme demonstrates its ongoing commitment to nurturing young people who will mature into globally responsible citizens.

Formerly Glenburnie School
21st Century Skills: Leadership, Analytical Thinking Skills
STE'A'M: Science, Technology, Engineering, Arts, Maths
'ARTS' - Instrumental Music, Visual Arts, Drama/Theatre
Intramural and Competitive Varsity Sports Programs
Signature Programs: Economics - Emotional Intelligence
Enriched, challenging studies: average to gifted levels

Our Take: Walden International School - Oakville

The work of Walden, as suggested by the school’s name, is informed by the work of Henry David Thoreau, specifically the idea that working within a natural setting, allowing curiosity to guide you, is the basis to working with others and knowing your place in the world. The offering of the IB program underscores that world view, as does an emphasis on getting into nature. It’s a noisy world. Kids need quiet, and Walden rightly makes that a priority. Instruction is student driven, seeking to inspire curiosity, while also capitalizing on the interests that students bring into the classroom. While academics are strong, it’s the values that the school promotes that is a particular draw to the families that enroll here. Walden has two locations, Brampton and Oakville, and the Oakville location was formerly Glenburnie. The school has retained some of the best elements of the former, including a dedication to 21st century skills, fostering leadership and independence, developing communication and interpersonal skills, as well as much of the staff, students, and the culture. As prior, the school is at the cutting edge of curriculum delivery, with a gaze firmly set on the skills, behaviours, and values that students will need as they move forward in schooling and in life. The ideal student is one able to make the most of an enriched, creative, student-driven educational environment.

Formerly Glenburnie School
21st Century Skills: Leadership, Analytical Thinking Skills
STE'A'M: Science, Technology, Engineering, Arts, Maths
'ARTS' - Instrumental Music, Visual Arts, Drama/Theatre
Intramural and Competitive Varsity Sports Programs
Signature Programs: Economics - Emotional Intelligence
Enriched, challenging studies: average to gifted levels

Reviews

User-submitted reviews (none submitted)

Location and Busing

2035 Upper Middle Road East, Oakville, Ontario, L6H 7G6

School Busing:

Walden International offers bus transferring. Service options offered are door-to-door pickup .

Additional notes: Glenburnie School has partnered with Kid's Limo Service (Oakville/Mississauga communities) to offer door-to-door service. Fee schedules may vary pending route and frequency.

Gallery

Gallery showcasing school life and general photos of Walden International School - Oakville.

School Facilities Gallery

Athletics facilities

Younger students enjoy Play Day games and activities.

Arts facilities

Students enjoy performing music, song and dance for our June end Talent Show.

Campus

Glenburnie School, located in east Oakville, provides large classrooms and specialty Arts studios, full spectrum overhead lighting, acoustical considerations, large open air windows, organic garden and greenhouse and outdoor playgrounds and sports fields.

Classrooms

From class lessons, to group activities, and one to one support, students thrive at Glenburnie.

Science facilities

Students enjoy creating innovations during their STEAM activities (Science, Technology, Engineering, Arts and Maths).

Instructional resources

Students enjoy working with the Smart Board technology which enhances their lessons.

Shared spaces

Students enjoy integrating Science and Math concepts when investigating the properties of combined materials.

Gallery showcasing specific locations and facilities found at Walden International School - Oakville.

Academics

Academics Summary: [Hide summary]

Curriculum: Liberal Arts, International Baccalaureate
- Mathematics: Equal Balance
- Early Reading: Balanced Literacy
- Writing: Process approach
- Science: Equal Balance
- Literature: Equal Balance
- Social Studies : Thematic
- Humanities and Social Sciences : Pragmatism
- Foreign Languages: Communicative
- Fine Arts: Creative
- Computers and Technology: Light integration
- Physical Education:
- Sex and health education: Ontario curriculum
Preschool/K Curriculum: Academic
Curriculum Pace: Student-paced
Academic Culture: Rigorous
Developmental priorities: Balanced
Special needs support: Resource Assistance
Gifted learner support: In-class adaptations
Language: English
Homework Policy:
Report Card Policy:

Curriculum Liberal Arts, International Baccalaureate
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at Walden International: Liberal Arts, International Baccalaureate
Walden International has a Liberal Arts, International Baccalaureate approach to Curriculum (as opposed to Traditional, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Liberal Arts, International Baccalaureate?]
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.

Curriculum at schools on OurKids.net

Liberal arts - 16%
Traditional - 42%
Progressive - 26%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

Walden International has a International Baccalaureate approach to secondary curriculum.

Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.

What Walden International says: Walden International School is an authorized IB World School offering the Primary Years Programme (PYP) and is pursuing candidacy for Middle Years Programme (MYP). Inspired by Henry David Thoreau’s book Walden, our school is committed to fostering independent, self-reliant learners in a nature-centric environment. Our mandate is to model for our students the merits of subscribing to an unadorned approach to living while developing a worldly view in pursuit of academic excellence. As an international school with a globally-focused curriculum, we promise to deliver a rigorous, prestigious and necessary educational programme meeting the standards and demands of the world in which we live.

International Baccalaureate offered:

Program offered
Primary Years
Middle Years
Diploma program
Career-related program

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at Walden International: Equal Balance
Walden International has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).
[Show: About Equal Balance?]
These math programs feature an equal balance of “Traditional” and “Discovery” methods.

Mathematics at schools on OurKids.net

Equal balance - 66%
Traditional math - 27%
Discovery math - 7%

What Walden International says: Math lessons address the learning styles of individual students: auditory, visual and tactile. At the start of each new unit of study, students receive a pretest to determine current functioning level in that specific concept and skill area. Differentiated lessons are taught accordingly to accommodate student needs regarding any remediation, review, enrichment or program extension required. Students complete an end of unit Post test to determine levels of success for each unit of study. Students have the option of retaking this post test if they wish to study for and to rewrite the test to improve their overall mark. At the end of the school year, all students write the standardized CTBS test (Canadian Test of Basic Skills) for an outside determination of concept and skill levels achieved in learning the curriculum mathematics concepts at that grade level.

Textbooks and supplementary materials: The Nelson Math texts are used as well as the JUMP program. Students are working a year ahead with the JUMP Math program of study.

Calculator policy: Students are provided with calculators to use for speedier computation. Students must first have the computational understanding of the various operations BEFORE they use their calculators.

Early Reading Balanced Literacy

Early Reading approach at Walden International: Balanced Literacy
Walden International has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive , Whole Language approach).
[Show: About Balanced Literacy?]
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

Early Reading at schools on OurKids.net

Balanced literacy - 54%
Phonics-intensive - 44%
Whole language - 2%

What Walden International says: At Glenburnie School our early reading program consists of three components: Phonics training, development of a sight word vocabulary, and the story outline using the visual cues on each page. Classroom reading material include class chart stories, phonetic based story books, general story books and guided readers. Students also collect their own stories into a story book format which they use for their reading practices as well.

DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

What Walden International says: There are ongoing reading assessment to ensure that consistent progress is being made.

Writing Process approach

Writing approach at Walden International: Process approach
Walden International has a Process approach approach to Writing (as opposed to Systematic approach , Equal balance approach).
[Show: About Process approach?]
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.

Writing at schools on OurKids.net

Process approach - 12%
Systematic approach - 10%
Equal balance - 78%

What Walden International says: Writing is particularly effective when there is a real life purpose to the writing activity. Students are often required to record their observations and discoveries in math and science activities. Other times writing is for sharing and for fun! Writing can be in the form of creative stories, poetry, riddles and games. Phonetic based spelling is welcomed for the younger students, with the teacher identifying the correct spelling below the incorrect attempt. Over time, these challenging words become a part of the classroom word walls and spelling practices.

Science Equal Balance

Science approach at Walden International: Equal Balance
Walden International has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).
[Show: About Equal Balance?]
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.

Science at schools on OurKids.net

Equal balance - 67%
Expository - 5%
Inquiry - 28%

Teaching approach: At Glenburnie we follow the Ontario Ministry of Education Science curriculum. Emphasis is on real life applications using these various concepts and skills. Social Science and Science are taught in a hands-on approach whenever possible, integrating this new information into a range of other subject areas i.e. Language Arts, Maths, Reading,Visual and Theatre arts, IT research activities, and school trips. Students are encouraged to question and challenge what they are learning. Students also work in the STEM rooms to integrate their knowledge of Science, Technology, Engineering and Math to solve "What if" situations and challenges.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

Subject offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Literature Equal Balance

Literature approach at Walden International: Equal Balance
Walden International has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).
[Show: About Equal Balance?]
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Literature at schools on OurKids.net

Equal balance - 74%
Traditional - 23%
Social justice - 3%

What Walden International says: Emphasis on student literature is to integrate this with other subject areas of study to further reinforce new concepts. Students are provided with flexibility in their choice of literature,and degree of challenge they wish to experience.

Social Studies Thematic

Social Studies approach at Walden International: Thematic
Walden International has a Thematic approach to Social Studies (as opposed to Core Knowledge , Expanding Communities approach).
[Show: About Thematic?]
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 at schools on OurKids.net

Thematic - 31%
Core knowledge - 43%
Expanding communities - 26%

What Walden International says: The objective of the thematic approach in Social Studies is to better understand the choices and outcomes of decisions made by our earlier ancestors. It is expected that the Social Studies unit of study would be integrated with other subject areas so students can better understand the many different ways of looking at a situation.

Humanities and Social Sciences Pragmatism

Humanities and Social Sciences approach at Walden International: Pragmatism
Walden International has a Pragmatism approach to Humanities and Social Sciences (as opposed to Perennialism , Equal Balance approach).
[Show: About 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.

Humanities and Social Sciences at schools on OurKids.net

Pragmatism - 10%
Perennialism - 10%
Equal balance - 80%

What Walden International says: The integration of subject areas is important for students to appreciate the many facets of those areas of study.

Foreign Languages Communicative

Foreign Languages approach at Walden International: Communicative
Walden International has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual , Equal Balance approach).
[Show: About Communicative?]
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

Foreign Languages at schools on OurKids.net

Communicative - 37%
Audio-lingual - 2%
Equal balance - 61%

What Walden International says: Foreign languages are living languages. To this end, we have adopted the AIM approach where younger students take part in dramatic role playing to develop new vocabulary and increased clarity. Our grads continually tell us how very prepared they have been in their Glenburnie studies for the challenges of French at the high school levels.

Fine Arts Creative

Fine Arts approach at Walden International: Creative
Walden International has a Creative approach to Fine Arts (as opposed to Receptive , Equal Balance approach).
[Show: About Creative?]
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.

Fine Arts at schools on OurKids.net

Creative - 38%
Receptive - 1%
Equal balance - 61%

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Visual studio philosophy:

Expressive
Disciplined

What Walden International says: Glenburnie places a strong emphasis on 'the Arts' - Visual Arts, Music and Drama. Students are encouraged to risk-take in these activities and to do their personal best. Students work with a wide variety of arts materials to create 2 and 3 dimensional creative works. Our Drama and Theatre Arts programs, like the Visual Arts, are exceptional. Students are drawn to Glenburnie because of our excellent ARTS activities. A significant portion of our graduates go onto Cawthra Secondary School and Etobicoke School for the Arts. Music classes start with the Orff Training, to singing/Choirs, Recorders, Instrumental Music and Band presentations.

Computers and Technology Light integration

Computers and Technology approach at Walden International: Light integration
Walden International has a Light integration approach to Computers and Technology (as opposed to Heavy integration , Medium integration approach).
[Show: About Light integration?]
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.

Computers and Technology at schools on OurKids.net

Light integration - 24%
Heavy integration - 31%
Medium integration - 45%

What Walden International says: Glenburnie provides a balanced approach to computer use. Students at all grade levels receive formal CT classes in digital literacy which often are integrated with curriculum concepts being studied. Teachers enhance lessons with Smart Boards, laptops, Chrome books and classroom computers or can work on whole class activities at one of the 3 computer labs. The school is also proactive with EMF protection throughout the school.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What Walden International says: Physical Education classes are regularly scheduled and teachers are free to use the gym for extra physical activity. Intramural games are offered over the lunch hour and Glenburnie students are actively involved in the PSAA Varsity Sports program, competing against other private schools in the wider community. Wellness days and movement activities are scheduled. Students and staff regularly participate in the Terry Fox and other community running events.

Sex and health education Ontario curriculum

Sex and health education approach at Walden International: Ontario curriculum
Walden International has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

Sex and health education at schools on OurKids.net

Follows provincial curriculum - 53%
Does not follow prrovincial curriculum - 47%

Approach to sex and health education:
Walden International has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

Walden International's approach to sex-ed: Glenburnie follows the Ontario Ministry sex-ed curriculum. As with all curriculum expectations, teachers adjust accordingly to meet the specific needs of their students.
Jump to:

Mathematics

Early Reading

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Sex and health education
Preschool/K Curriculum Academic

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at Walden International: Academic
Walden International has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About 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.

Preschool/K Curriculum at schools on OurKids.net

Academic - 43%
Play-based - 18%
Montessori - 31%
Waldorf - 2%
Reggio emilia - 6%

What Walden International says: Early learning in the PYP is a holistic experience that integrates socio-emotional, physical and cognitive development. Very young learners need stimulating, supportive interactions with their peers and teachers and the effective use of curricula. In the PYP classroom, learning takes place in dynamic environments that promote inquiry, discovery and exploration.

Program	offered
Primary Years
Middle Years
Diploma program
Career-related program

Focus
Academic

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Subject	offered
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Student-paced

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at Walden International: Student-paced

Walden International has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).

[Show: About 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.

Curriculum Pace at schools on OurKids.net

Student-paced - 27%
Standard-enriched - 57%
Accelerated - 16%

What Walden International says: We believe that all learners are intelligent, resourceful and creative individuals who grow, develop and learn at different rates. They explore their environment and learn about their world through inquiry, critical thinking, and application. Collaboration skills are nurtured through the encouragement of positive relationships with peers and teachers.

Flexible pacing style

Flexible pacing style	offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What Walden International says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at Walden International: Rigorous
Walden International has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What Walden International says: While we value rigour in academics, we promote a caring and student-centred learning culture that focuses equally on process and final product. We celebrate the whole child and instill a love of learning and life-long curiosity.
Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Balanced

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

Secondary Developmental Priority: Social

The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."

What Walden International says: Walden International School is dedicated to cultivating and preparing principled, compassionate and confident young people who will become globally responsible citizens. Walden students’ interaction with others is genuinely different. It is giving, curious and good. At Walden, we make good people in the knowledge that from goodness arises greatness.

Special needs support Resource Assistance

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

Walden International offers Resource Assistance

Students remain in a regular classroom for the whole day, and periodically receive break-out support (individually or in small groups) within the classroom from a qualified special education teacher.

What Walden International says about their special need support: While we are not formally resourced to support students with clinically diagnosed learning disabilities, our mandate is to provide an inclusive learning environment that promotes confidence in all students. Teachers will work with students with observed academic and behavioural difficulties through providing the necessary accommodations that best support the student. The school will work collaboratively with parents to encourage the success of their child.

Academic Support:

Subject Type	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Type	offered
Accommodations
Modifications
Extra support

Summary: This information is not currently available.

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

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.

Read our guide to special needs schools and special education

Gifted learner support In-class adaptations

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

Program	offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

In-class adaptations:

Program	offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What Walden International says: Individual support will be provided on a needs basis.

Language English

Walden International offers English as the primary language of instruction.

Language of enrollment include: English
Homework Policy

[Show definition of Homework Policy]
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 8, Walden International students perform an average of 1 hour of homework per night.

Nightly Homework

PS JK SK 1 2 3 4 5 6 7 8
Walden International 0 mins 0 mins 0 mins 15 mins 30 mins 30 mins 45 mins 45 mins 60 mins 60 mins 60 mins
Site Average 2 mins 5 mins 7 mins 15 mins 17 mins 23 mins 29 mins 34 mins 40 mins 52 mins 57 mins

What Walden International says about their flipped classroom policy: This information is not currently available.

	PS	JK	SK	1	2	3	4	5	6	7	8
Walden International	0 mins	0 mins	0 mins	15 mins	30 mins	30 mins	45 mins	45 mins	60 mins	60 mins	60 mins
Site Average	2 mins	5 mins	7 mins	15 mins	17 mins	23 mins	29 mins	34 mins	40 mins	52 mins	57 mins

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

Lettered or numbered grades	Preschool to Gr. 8
Prose (narrative)-based feedback	Preschool to Gr. 8
Academic achievement reporting	Preschool to Gr. 8
Habits and behaviour reporting	Preschool to Gr. 8
Parent-teacher meetings	Preschool to Gr. 8

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

What Walden International says:

Me to We charity events throughout the school year, including trips to Ecuador and Kenya to build schools and wells.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Field Hockey
Football
Ice Hockey
Ice Skating
Lacrosse
Rowing
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball
Downhill skiing
Sailing

Clubs Offered
Foreign Language Club
Jazz Ensemble
Math Club
Musical theatre/Opera
Outdoor Education
Photography
Science Club
Student Council
Yearbook
Yoga
Art Club
Band
Chess Club
Choir
Community Service
Computer Club
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

Day Day (Half day)

	PS	JK	SK	1	2	3	4	5	6	7	8
Day	$17,200	$17,400		$17,800
Day (Half day)	$8,950

What Walden International says about their tuition: Tuition ranges from 1/2 Day Pre-K at $8,950 to Full Day Gr. 1 - 8 at $17,800 Tuition plans: Advanced, Standard and Monthly Fee Schedules. Contact the school for Tuition rates for International Students.

Discounts

Discount Type	Enrollment Type	Amount
3rd child (sibling)	all students	10%

Need-based financial aid

This information is not currently available.

Merit based Scholarships

This information is not currently available.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Preschool to Gr. 8	Coed	Day	170

Additional Statistics:

Total enrollment	170
Average enrollment per grade	15
Average class size	15 to 18
Gender (grades)	Preschool to Gr. 8 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students
Number of different nationalities within student population	0
Five-day boarding programs offfered

Student distribution:

	PS	JK	SK	1	2	3	4	5	6	7	8
Day Enrollment	1	1	1	1	1	1	1	1	1	1	1

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		PS - 8
SSAT
SSAT (out of province)
Entrance Exam(s)		PS - 8
Entrance Essay
Application Fee

Application Deadlines:

Day students: Rolling

What Walden International says:

Parents wishing to enroll their child:

a) Submit completed applications, previous report cards, and test results if applicable and schedule a Visiting Day for their child.

b) The visiting student will join a class at same grade level for a day, which includes an interview and academic assessment.

c) At day's end, parents will receive a summary of the day's assessments and confirmation of acceptance.

Acceptance

Acceptance Rate: 75%

Type of student Walden International is looking for:
Glenburnie accepts average, above average to gifted students who are willing to come half way in the learning process. Periodically we do accept capable students with mild learning challenges who would benefit from additional support. Students with classrom behaviours which disrupt the learning of others are not a good fit. At Glenburnie we welcome diversity.

Student Entry Points

Student Type	PS	JK	SK	1	2	3	4	5	6	7	8
Day Acceptance (Acceptance rate)	8 - 16 (70%)	5 - 8 (70%)	5 - 6 (70%)	6 - 7 (70%)	4 - 5 (80%)	4 - 5 (85%)	4 - 5 (80%)	3 - 4 (80%)	3 - 4 (75%)	2 - 3 (70%)	1 - 2 (75%)

Notable Alumni

[Show definition of Notable Alumni]

Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.

Alumni Highlights

Being respectful of student and staff privacy, we do not post names and photos of outstanding accomplishments.

Stories & Testimonials

Below, find stories and testimonials about Walden International School - Oakville.

Principal's May 2016 Message

May 2016

PRINCIPAL’S MESSAGE

After months of rehearsals, set construction, prop making, painting, costume creations, and more, Glenburnie’s musical production, Aladdin opened on Wednesday, April 27th to rave reviews! As you can imagine, putting together a production of this magnitude takes a collective effort of many. I would like to thank the many staff members, in particular, Ms. Harvey, Miss Halley and Mr. Alphonso, and the talented and dedicated parent volunteers, students, and Glenburnie alumni who devoted their time and skills to help prepare for this tremendous production. What a wonderful collaboration of artistic talent and creativity we have to celebrate at Glenburnie School! A lesson shared from Aladdin for all of us to always remember,

“You told me to be myself. I am who I am, right? And that’s good enough”.

At our April assembly, I was proud to recognize many students for their personal successes in academic and/or athletic achievements. Glenburnie students stand out within the community as strong, polite and highly emotionally intelligent individuals; we are so proud of them.

In Athletics, I would like to congratulate our Floor Hockey teams and their coaches for their continued commitment to excellence and fine sportsmanship in their recent tournaments. We look forward to our Track and Field, T-Ball, and 3-Pitch events which will take place later this month.

Congratulations to all Gr. 7-8 students who participated in the Pascal (Gr. 9) and Gauss (Gr. 7-8) Math contests and to our Gr. 4-6 students who participated in the Byron-Gerome Mathematica, Fibonacci, and Pythagorus tests.

Glenburnie’s Chess Team recently competed with students from other Oakville Independent Schools at the annual Chess Tournament. Our team represented Glenburnie with pride and we congratulate them on their group and individual successes. Special thanks to Mrs. Kendall and Mr. Nelson who worked with our team to prepare for this tournament.

Glenburnie was pleased to again host the Oakville Regional Spelling Bee of Canada. Special thanks to Mrs. Sauro and Mrs. Dey for overseeing this event. C-O-N-G-R-A-T-U-L-A-T-I-O-N-S to all of our competitors.

Students in Grades 3 to 8 will be writing their Canadian Tests of Basic Skills this month. Please note that there is no preparation required. We simply ask that the students have a good night’s sleep, a healthy breakfast, and arrive at school on time each day. In addition, our Grades 7 and 8 students will be studying for, and writing, their final exams later this month. This experience will serve them well as they prepare for high school.

Our annual School Picnic is only a month away. Thank you, in advance, to Mrs. Broomhead and our team of parent committee members who are planning this special family event. I look forward to attending this wonderful event and celebrating our year’s successes with our Glenburnie families.

“Life isn’t about finding yourself. Life is about creating yourself.” ~ G.B Shaw
...
Principal's October Message

We have enjoyed a wonderful start to the new school year! What resonates with me the most as I walk through the school and visit classrooms, are the happy faces of students who are engaged in their studies. I am pleased to see the level of commitment, creativity, and excellence our students bring to their daily work, assignments, and projects. Our inquiry based STEM initiatives (Science Technology, Engineering, and Math) are well underway. I am delighted to see the students’ natural curiosity and critical thinking skills at work as they delve into their projects with eagerness and excitement.

Our students have immersed themselves in all aspects of Glenburnie School life where risk-taking, new opportunities, and fun are incorporated. Varsity Sports, Electives, Choirs, Bands, and more, provide our students with a wide range of extra-curricular activities to ignite their interests.

We were very honoured to welcome the Kenyan Boys Choir, a world renowned African male voice choir to Glenburnie recently. As we interacted with this talented group of young men and listened to their music, our hearts were filled with joy and thankfulness! At the conclusion of their performance, a few of the choir members personally thanked me, and remarked that throughout their Me to We tour of many schools, Glenburnie stood out as a school with so much heart and warmth. What a delight to hear!

Many thanks to all parents who attended the recent Meet the Teacher night. We hope that you found the presentations informative as we spoke about the overall vision of Glenburnie, innovative additions to our curriculum and programming, and topics that pertain to your child’s grade level. If you were unable to attend, please contact your child’s homeroom teacher to ensure that your correct contact information is on file.

If you have not already done so, please schedule a Goal Setting Meeting with your child’s homeroom teacher at your earliest convenience. These meetings provide an opportunity to discuss the overall academic, social and emotional goals for your child with his/her homeroom and/or rotary teachers. Goals will be revisited and celebrated throughout the year; as one goal is accomplished, a new one will be set. I would also be most pleased to meet with parents to discuss their child’s progress and goals.

Glenburnie students are eagerly anticipating an array of exciting events this month including: WE DAY, Terry Fox Run, Pep Rally, Thanksgiving, our Hallowe’en assembly and activities, and more. Please visit our website following these events to see photo updates.

From our Glenburnie family to yours, we wish you a safe and happy Thanksgiving!

Gratitude can transform common days into thanksgiving, turn routine jobs into joy, and change ordinary opportunities into blessings. ~ William Arthur Ward

Warmest regards,
Mrs. Meevis
...
September Message, 2015

Welcome to the start of this exciting 2015/16 school year! We hope that you had a wonderful, adventurous, yet relaxing summer break.

This is my 17^th year with our Glenburnie family, and my 7^th year in the role of School Principal. The beginning of a new school year provides the opportunity for new beginnings and to put one’s best self forward. Setting academic, extra-curricular, and social goals in the areas of personal development, leadership, empowerment, and environmental awareness are essential keys to success.

At Glenburnie School, we provide learning and leadership opportunities for students of all ages, and help to instill skills which will last a lifetime. Students will continue to learn how to lead and to grow as individuals, to work collaboratively with their peers, and to take pride in their accomplishments, and in their school. I feel strongly that it is our role as parents and educators to provide students with the best possible tools and skills for lifelong learning and success.

Teachers have been very busy incorporating curriculum updates and lessons for your children. We are pleased to announce that STEM (Science, Technology, Engineering, and Math) will be incorporated into our inquiry based model for learning. Please be sure to visit our new STEM labs which are located: Kindergarten wing, upper Primary wing, upper Junior wing, and our Science Lab. These exploratory rooms will be used often by each grade level to further engage students in discovery learning; linking elements of the Social Studies, Science, Math, and Technology curriculums.

At Glenburnie, we believe that strong, direct, and open communication is best. Please do not hesitate to contact your child’s homeroom and/or rotary teacher(s), or our administrative staff, if you have questions, need clarification on something, or wish to discuss the personal academic/social goals for your child. We are always pleased to meet with you for scheduled appointments, or to communicate via email or telephone conference. Also, please do not hesitate to contact me, or schedule a time to meet, if you have any questions or concerns which you would like to discuss.

One child, one teacher, one pen, and one book can change the world. ~ Malala Yousafzai

On behalf of the entire staff of Glenburnie School, we look forward to working with your children this year, and are honoured to be a part of their lives.
...
Principal's May, 2015 Newsletter

After months of rehearsals, set construction, prop making, painting, costume creations, and more, Glenburnie’s musical production, Shrek, the Musical opened Wednesday, April 29^th to rave reviews! As you can imagine, putting together a production of this magnitude takes a collective effort of many.　I would like to thank the many staff members, in particular, Ms. Harvey, Miss Taylor, Ms. Hewitt, Mr. Alphonso, and the talented and dedicated parent volunteers,　students, and Glenburnie alumni who devoted their time and skills to help prepare for this tremendous production. What a wonderful collaboration of artistic talent and creativity we have to　celebrate at Glenburnie School!

At our April assembly, I was proud to recognize many students for their personal successes in academic and/or athletic achievements.

In Athletics, I would like to congratulate our Floor Hockey teams and their coaches for their continued commitment to excellence and fine sportsmanship in their recent tournaments.　We look forward to our Track and Field, T-Ball, and 3-Pitch events which will take place later this month.

Congratulations to all Gr. 7-8 students who participated in the Pascal (Gr. 9) and Gauss (Gr. 7-8) Math contests and to our Gr. 4-6 students who participated in the Byron-Gerome Mathematica, Fibonacci, and Pythagorus tests.

Glenburnie’s Chess Team recently competed with students from other Oakville Independent Schools at the annual Chess Tournament.　Our team　 represented Glenburnie with pride and we congratulate them on their group and individual successes.　Special thanks to Mrs. Hodges and Mrs. Kendall who worked with our team to prepare for this tournament.

Glenburnie was pleased to again host the Oakville Regional Spelling Bee of Canada. C-O-N-G-R-A-T-U-L-A-T-I-O-N-S to all of our competitors.　 Special thanks to Mrs. Sauro and Mrs. Dey for overseeing this event.

Students in Grades 3 to 8 will be writing their Canadian Tests of Basic Skills this month.　Please note that there is no preparation required.　We simply ask that the students have a good night’s sleep, a healthy breakfast, and arrive at school on time each day.　In addition, our Grades 7 and 8 students will be studying for, and writing, their final exams later this month.　This experience will serve them well as they prepare for high school.

Our annual School Picnic is only a month away.　　Thank you, in advance, to Mrs. Brydon and our amazing team of parent committee members who are planning this special family day of fun and games.　I look forward to attending this wonderful event and celebrating our year’s successes with our Glenburnie families.　　　　　　

What makes us special makes us strong.

Despite what you see from the outside, there is beauty within. ~ Shrek: The Musical

Warm regards,

Mrs. Meevis
...
Founder & Director
CHOOSE EXTRAORDINARY!

We have the opportunity every single day to choose to be ‘extraordinary’ rather than ‘ordinary’ when making daily choices and decisions. What would you choose?

From the moment we wake up each day, we are faced with a myriad of choices. Each of these choices reflect the type of person we choose to be, how we choose to behave, and the projection of ourselves that we wish to present to our family, colleagues, and to the world.

Do we choose to strive for the extraordinary response; for greatness, to reach for the stars, to be the best we can be; or do we settle for less, for ‘good enough’, or do we simply follow the crowd?

Raising extraordinary children requires parents to model the extraordinary. Teaching children to think critically for themselves, to question what they are told by others, and to be part of the solution rather than part of the problem, must come from parents who do the same. Parents should take the time to talk about easy choices, or choices which may not be so easy, but can have the potential to make a profound difference in their own lives, and in the lives of others. Parents are encouraged to ask themselves the following questions:
1. Do you choose to make a difference, or do you choose ‘the same old – same old’?
2. Do you choose to speak ‘your Truths’, or go with the flow of repetitive thinking or storylines that you hear from others?
3. Do you choose to take the high road or the same road?
4. Are your answers always the automatic ‘NO’ vs ‘YES’ which might require some additional effort and could present unexpected possibilities?
5. Do you role model ordinary or extraordinary for your children? If not, why not?
Choosing to be extraordinary, one decision at a time, can bring out the very best in those around us, support worthy endeavours, perhaps support the underdog for greatness, and even chase that magic! Every moment in our day is a moment of potential to experience and role-model the extraordinary, and make a difference in our own life, our children’s choices, and those of others.

“Happiness is when what you think, what you say, and what you do, are in perfect harmony.”

~ Mahatma Ghandi

Happiness, pride, and personal satisfaction are a few of the end results of choosing ‘extraordinary’.

...
Principal's April 2015 Message

PRINCIPAL’S MESSAGE

It has been our pleasure to welcome back all Glenburnie students and their families from March Break.　We hope that everyone is refreshed and ready for a busy Spring season at Glenburnie School.　

There are many exciting events planned for the weeks ahead, which include: our Earth Day activities, hosting the Spelling Bee of Canada: Oakville Region, countdown to our spectacular theatrical production, Shrek: The Musical, the Grade 3/4 Speech Festival, class field trips to Joshua Creek for field and stream scientific inquiry, and our ongoing academic cross-curricular learning and leadership opportunities, projects, debates, and more. We have so many ways to celebrate the wonderful creative learning that is always in progress at Glenburnie!　

Our recent event, Parent Day . . . the Sequel was a tremendous success. Thank you to the many parents who joined our classes to experience a sneak preview of next year’s learning for your child/ren. If you were unable to attend, but would like information specific to next year’s programming for your child’s grade level, please contact me. I would be happy to meet with you and will arrange for you to observe a class in session and/or meet a teacher from that grade level.

As we enter the final semester for this academic school year, I encourage each and every student to make the most of every day. To reinforce this, we have posted inspirational signs throughout the school and on classroom and office doors with the slogan:

Every Day I Play Like a Champion

This quote will serve as a reminder of the importance of beginning each day with a positive attitude and the intention of making each day special and productive.　

Parents are encouraged to connect with your child’s teachers to follow-up on any goals that were set during the March interviews.　 As always, I am pleased to meet with parents who wish to discuss their child’s academic, social, or emotional progress, or to speak further about plans for next year’s programming.　

We are all looking forward to the warm, sunny weather which is on the way.　 Have you started to make plans yet for the summer?　Be sure to stop by our Main Lobby and learn more about the wide variety of Summer Camps which are being offered this year at Glenburnie School.　　

"I don’t know about you, but I am very ready for Spring to come. I can’t wait for the sun to shine, the flowers to bloom, and to put away my boots and heavy sweaters.

It’s a time of rebirth, a time of enjoying the great outdoors and breathe in that clean spring air.

And I’m not the only one who loves the coming of Spring; oodles of writers, thinkers and other people whose quotes became notable have shared their thoughts on this wonderful season."

~ Courtesy of Disney
...
March, 2015 Message

I am sure that all Glenburnie families are looking forward to relaxing over the March Break.　Perhaps you are heading somewhere warm, or staying home to enjoy quality time together as a family. Whatever your plans are, enjoy this time to the fullest, and I wish you a wonderful adventure!

Our interim report cards will be distributed on Monday, March 2^nd.　 Please take time to discuss with your child, his/her progress, celebrate successes and achievements, and set goals for the next semester.　

Thank you to all parents who have taken advantage of our on-line booking system for Parent/Teacher Interview Day.　 Parents are invited to meet with your child’s homeroom teacher and/or rotary teachers to discuss milestones which have been met, and to create goals to be achieved. As always, I am happy to meet with you to discuss your child’s academic, social, and emotional well being for this academic school year, or for next year.

Parent Day, The Sequel will take place on Tuesday, March 3^rd.　 This opportunity will provide parents with a glimpse of a day in the life of a student in your child’s next year of learning.　Please pre-register for this event.　We look forward to seeing you!

Our recent Coffee and Conversation gathering was a tremendous success! We are very grateful to Constable Drew Scott, from the Halton Regional Police Department who shared his informative presentation, ‘Kids and Technology’. Thank you to the many parents who attended this event to learn more about this important topic. By giving a child the gift of technology, we are giving the child access to the world, and more importantly, giving the world access to the child. It is important to discuss with your children, internet safety, and the positive and negative aspects of technology.　By going on the technological journey with our children, we are teaching them how to use this incredible tool to enhance their own lives and the lives of others.

On behalf of the staff at Glenburnie School, I would like to wish all Glenburnie families a relaxing, fun, and safe March Break.　Classes will resume on Monday, March 23rd.　See you then!

"The miracle isn’t that I finished.　The miracle is that I had the courage to start!" ~ John Bingham

Warm regards,

Mrs. Meevis
...
February, 2015 Message

January was another very busy month at Glenburnie!　 Our students kicked off the new year with great enthusiasm, which is evident in their day-to-day work, projects, and classroom activities.　 Students have been encouraged to set new and meaningful academic and social goals, and to put their plan into action, to work towards achieving their personal best.

Our recent Parent Day was a tremendous success! Parents partnered up with their children and experienced a ‘morning in the life of Glenburnie’.　They participated in a multitude of hands-on learning activities in homeroom and rotary classes.　Thank you to our creative and innovative team of teachers for organizing and providing so many interesting and engaging activities for students and parents to enjoy.

The fun and learning continues in February as we look forward to the many events and activities which are outlined in this newsletter.

As an extension of our Physical Education programme, our annual ski trip for students in Grades 4-8 will take place this Friday, January, 30^th.　Please note that it is our expectation that students not attending the ski trip report to school.　 Staff members will be supervising classes on this day and attendance will be taken.

Our school-wide Emotional Intelligence theme for the month of February is ‘POSITIVITY’. 　　We ask parents to join us as together, we all role model positive language for our students. It is interesting how children are positive by nature, and that negativity is something that is learned through time.　As adults, we may find ourselves responding to questions such as, "How was your day?" by responding with, "Not bad", rather than a more positive response such as "I had a great day"; or "Thank you for holding the door" with "Not a problem", rather than, "It was my pleasure".

Keep your thoughts positive because

your thoughts become your words.

Keep your words positive because

your words become your behaviours.

Keep your behaviours positive because

your behaviours become your habits.

Keep your habits positive because

your habits become your values.

Keep your values positive because

your values become your destiny. ~ Mahatma Ghandi

Please mark your calendar for our next Coffee and Conversation gathering which is scheduled on Wednesday, February 25^th at 8:45 a.m.　 Along with our regular conversation and sharing feedback from our Parent Day survey, we will welcome Constable Drew Scott, who will share an informative presentation on Computer Technology and Internet Cyber Bullying Awareness.　Please RSVP Ms. Roy, ([email protected]) if you plan to attend.

As always, please do not hesitate to contact your child’s homeroom teacher, rotary teachers, or myself if you would like to discuss your child’s progress, goals to date, or inquire about your child’s educational programming plans for next year.

Warm regards,

Mrs. Meevis
...
Loving Literacy

The Junior and Senior Kindergarten programmes at Glenburnie School are carefully aligned to encourage progression of growth across all curriculum areas. With regards to literacy skills specifically, both grades follow the developmentally-based Handwriting Without Tears program. This curriculum promotes the development of strong writing habits from an early age through the use of specific manipulatives and related hands-on activities, which strengthen fine motor skills. As students work through this program, we focus on correct individual letter formations (top-bottom), and appropriate pencil grip.

In conjunction with handwriting instruction, letter-sound associations are also reinforced through the Jolly Phonics program. This program is introduced in Junior Kindergarten, and continued on an “as needed” individual student basis in Senior Kindergarten. Jolly Phonics allows students to learn the letter sounds through a multi-sensory approach, which complements the methodology employed by Handwriting Without Tears.

In combination with both programs, students enthusiastically participate in a wide variety of active, engaging, and child-centred learning activities and discovery centres, which leads to success in the development of their literacy skills.

Denise Gorrie, Senior Kindergarten Teacher
...
January, 2015 Message

PRINCIPAL’S MESSAGE

Welcome back!　I would like to take this opportunity to welcome new families to Glenburnie, and to wish everyone a very Happy New Year! May this year bring you, and your family, great joy, peace and harmony, good health, and prosperity.　 We thank you for your caring support and partnership in working together with your children.　

The new year is a wonderful time for families to discuss their own family values and how to make a difference in the lives of others.　 Discussions will set the tone for effective communication throughout the new year. Families are encouraged to seize the opportunity to celebrate personal achievements and to set individual and family goals.

We were so proud of our Kindergarten and Primary students as they presented their holiday concerts.　We wish to thank Ms. Harvey and Miss Taylor and all staff members and parent volunteers who contributed to the success of these productions.　 Keepsake DVDs will be distributed within the next month.　

Our 3^rd annual Sounds of the Season event was a great success.　　We thoroughly enjoyed the entertaining musical performances and wish to thank all participants.　In addition, it was a pleasure to learn about the many philanthropic endeavours which take place at Glenburnie School, within our local community, and beyond.　

As always, January will be busy at Glenburnie!　Each class will explore new units of study using a variety of methods to further develop each students’ 21^st Century Skills to the highest level through: Critical Thinking and Problem Solving, Creativity and Innovation, Collaboration and Leadership, Cross-Curricular Understanding, Communication, Digital Literacy, Cultural, Global and Environmental Awareness and Personal Management of one’s learning.

Have you ever wondered what is happening in your child’s classroom? Find out on Wednesday, January 14^th, when Glenburnie will be hosting Parent Day. Parents with children in PK to Grade 8 are invited to participate in this morning event and enjoy a variety of lessons alongside your child/ren.　This event will serve as a glimpse into some of the amazing learning that takes place at Glenburnie School! Please visit the Community Page of our website to register.　　

We continue to enjoy working with you, and your children, and invite you to schedule an appointment　any time to meet with your child’s homeroom and/or rotary teachers, or myself, to discuss your child’s individual needs and/or educational programme.　　

You are the architect of your own destiny; you are the master of your own fate; you are behind the steering wheel of your life. There are no limitations to what you can do, have, or be. Except the limitations you place on yourself by your own thinking. ~ Brian Tracy

Warmest regards,

Mrs. Meevis
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Principal's Message

Mrs. Meevis, Principal

I am very excited to begin my 15th year at Glenburnie, and honoured to be commencing my 5th year in the role of School Principal. The start of a new school year provides the opportunity for new beginnings and to put one’s best self forward. Setting academic, extra-curricular, and social goals in the areas of personal development, leadership, and environmental awareness are essential keys to success.

Our school-wide theme this year, which focuses on character development and leadership is:

Together, Everyone Achieves More

Students will continue to learn how to lead and to grow as individuals, to work collaboratively with their peers, and to have pride in their accomplishments and in their school. I feel strongly that it is our role as educators to provide students with the best possible tools and skills for lifelong learning.

“Intelligence plus character ~ that is the goal of true education.“ ~ Martin Luther King Jr.”

At Glenburnie, we believe that strong, direct, and open communication is best. Please do not hesitate to contact your child’s homeroom or rotary teacher(s) if you have any questions or wish to discuss the personal academic/social goals for your child.

We are always pleased to meet with you for scheduled appointments or to communicate via email or telephone conference. Also, please do not hesitate to contact me, or schedule a time to meet with me, if you have any concerns or questions which you would like to discuss further.

On behalf of the entire staff of Glenburnie School, we welcome you, and your children, to an exciting new year of growth and learning.

Warmest Regards,

Mrs. M. Meevis

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