2449 Dunwin Drive, Mississauga, Ontario, L5L 1T1, Canada
2423 Queen Street East, Toronto, Ontario, M4E 1H6, Canada
2002
2022
147
15
Nursery/Toddler to 6
JK to 8
Coed
Coed
Day
Day
English, French, Spanish
Academic
Arts
Montessori
Progressive
15 to 24
5 to 10
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$1,720 to $1,770
$25,000
No
No
0%
0%
None
None
$0
$0
13
1
0%
0%
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 8
No
No
information not available
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Despite what many might perhaps naturally assume, not all Montessori schools are created equally, even within the class of schools that hue very closely to the core of the model. As Maria Montessori would herself have approved, each school takes on a unique character through the passions and personalities of those that work and learn within it, and Kaban is a good example of that. The name, Kaban, is a Mayan word meaning “earth,” and was chosen to represent the unique cast of the program, one that seeks to highlight stewardship to the environment both within the school and outside in the natural world. It’s a nice touch, and one that brings forward some of the core elements of the method that perhaps get short shrift. Yes, manipulatives are a part of it, though they are tools toward achieving the goal of mastery of the concepts and, in working with peers, a confidence in who we are and how we relate to others. Kaban nicely focuses its efforts very clearly around those concepts, both within its physical space as well as in the delivery of the curriculum. The size of the school is big enough to allow for diversity in programming while also allowing all of the students to feel that they are known and have a role and responsibilities in the life of the school. Instruction is student-centered and individualized, something that is an important draw for the families that enroll within the school. In all of that, and more, there’s a lot to love.
View full reportA holistic approach to learning, richly infused with the arts, self-expression, environmental education, and social awareness, sets The Cole Academy apart as a uniquely progressive school. Central to its curriculum is outdoor learning, with one day each week dedicated to environmental studies, cultivating a connection with nature. The Cole Academy carefully tailors individual education plans to each student's needs, benefitting from small class sizes and the Student Mapping and Success program, celebrating each student’s unique talents and interests. Core subjects like mathematics and science are supplemented with lessons about under-represented communities, cultivating a deeper sense of citizenship and social consciousness among students. Beginning in Grade 7, the academy offers comprehensive guidance on high school preparation, encompassing school choice, application processes, and the development of essential skills. This holistic approach at The Cole Academy is designed to cultivate well-rounded individuals, thoroughly prepared to embrace the challenges of secondary education and beyond.
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"The school is small, so lots of attention can be given to kids who need a challenge."
Emmy Pantin - Parent (Jan 24, 2024)
When my son started at the Cole Academy in September, he could barely read. His reading ability has ...
View full review
"Kaban is located in Mississauga. We offer Infant, Toddler, Casa and Elementary programs for children 6 mo - 12 yrs. Our professionally trained teachers practice a holistic, individualized approach that encourages independence, creativity, inner discipline and a love of learning. Our purpose is to guide children so that they may not only thrive in life, but observe, question, challenge and improve the world we live in."
"The Cole Academy supports & nurtures children, celebrates their uniqueness, & sets them up for success. We use the arts to promote independence, confidence, & self-expression. Environmental education is embedded in all subjects & one day each week is devoted to learning outside. Curriculum is taught through stories of under-represented communities, including 2SLGBTQ+, BIPOC, & women. Hands-on learning, cooking, community service, environmental awareness, and artistic expression are touchstones of our programming."
"Kaban's children love school and look forward to going there every day. There is a sense of warmth, care, and expertise among all of our teachers. Learning is something that is enjoyable for all the children and their days are filled with fun."
"Student input is essential in TCA's programming as we strive to fine-tune our approach to meet each student's learning styles. All students receive an individualized approach through our unique Student Mapping and Success plan that follows them throughout their time at TCA. Arts and environmental studies are part of all classes and students learn the curriculum in exciting and practical ways."
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"At Kaban, families appreciate the welcoming and loving atmosphere created by the staff. Our families are always amazed and appreciative of our curriculum and philosophies because it has allowed them to watch their children flourish into independent, caring, and curious individuals."
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"We have a great respect for Montessori methodologies and ensure it is practiced truly in all our classrooms. We also celebrate and promote all cultures and traditions. Our multicultural community and staff allow our school to be a welcoming and educational environment for all. We are also very proud of the feeling of family that is created within our school. Even many years after leaving Kaban, families still remember us for our warmth and loving care."
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"Families are left in awe at the level of understanding their children have of other languages (Spanish & French).
We also aim to promote global peace and environmental awareness through our school."
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We are proud to have built a tight community among the children, parents, teachers, and our neighbourhood. We believe that when working together as a team, we can accomplish much more. Kaban Teachers maintain close relationships with parents in order to support and aid their child’s development. To enhance children’s sense of community Kaban students are also given the opportunity and encouraged to interact with the natural world beyond the school. We educate children on the importance of respecting not only themselves and others, but also how to care for and respect the balance that exists between humans and the environment.
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Progressive
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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To provide a true Montessori experience through an environment that responds to each child’s individual strengths and needs, as well as inspires them to develop inner discipline, self-assurance and love of learning. We respect the uniqueness of each student by helping each child develop skills during their periods of greatest growth and sensitivity, providing a strong foundation for their intellectual, physical and social development.\n\nFollowing Maria Montessori’s philosophy, Kaban is dedicated to nurturing the child as a whole, beginning with a friendly and warm environment that acts as an extension of their home.
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Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Whole Language
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Social Justice
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The 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.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
Kaban Montessori holds the view that all children are competent, capable, curious and rich in potential. Therefore, introducing the child to the natural, social and practical world is the fundamental intention of Kaban\'s educational programs. Our purpose is to guide and stimulate the child\'s mind so that they may not only thrive in life, but observe, question, analyse and improve the world we live in.\n
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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.
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.
Our Student Mapping & Success Plan creates an indiviualized plan for each student.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Kaban is where children find the perfect place to grow with independence; developing their self-esteem and confidence. Children develop at their own rate according to their own needs, becoming their best. Kaban provides constructive and consistent learning experiences that allow the children to develop emotionally, socially, academically and physically. For a well rounded and balanced Human Being.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
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0%
$0
$0
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 8
No
No
No
No
No
No
No
No
No
No
At Kaban Montessori School, we work in partnership with parents towards the common goal of their child's development. We are looking for families that are welcoming of this partnership and open to learning about Montessori philosophy. One core element that is important for families to understand about the Montessori environment is the mixed-age classrooms. Knowing that this 3 year block is important to receiving the best the classroom has to offer.
Please call the school to book a tour. This tour can be done in person or online. We encourage families to attend with their child/ children.
Admission is dependent on spot availability in your chosen age group.
When applying for the Elementary programme, a Montessori background is not required but is a plus.
Step 1
EMAIL [email protected] to schedule an initial information discussion with Jamie Milroy, founder & principal.
Step 2
Download the application form from our website, or email [email protected] for an application package.
Step 3
Send the following items to [email protected]:
A copy of the student’s most recent report card
Any IEP or Special Education documentation, including psycho-educational reports and relevant diagnostics
A written statement as to why the student wants to join TCA (younger students can provide a drawing)
Example(s) of student’s artwork (visual, creative writing, acting/dancing video, etc…)
Step 4
Once we receive your information, we’ll email you to schedule an interview and provide next steps.