325 Sandhill Road, Kanata, Ontario, K2K 1X7, Canada
745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
Indirect Support:
325 Sandhill Road, Kanata, Ontario, K2K 1X7, Canada
745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
2003
1979
32
296
1 to 8
3 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Traditional
6 to 10
12 to 14
Learning, Developmental
Learning, Developmental
In-class adaptations
$16,000
$15,900
No
Yes
0%
40%
None
3 to 12
$0
$7,500
4
30
0%
0%
0%
50%
1, 2, 3, 4, 5, 6, 7, 8
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 3 - 12
No
No
information not available
information not available
A small, dedicated school, March Academy is of particular interest to families of students who have had trouble assimilating or accessing a conventionally delivered curriculum within a conventional teaching environment. Teachers are adept at helping students find a place within the social network of the school, feeling involved and valued, as well as supporting a range of learning differences. The program begins with empowering students, helping them become aware of their talents, and encouraging them to employ them within a group learning setting. Parents report a high level of satisfaction, and a common regret perhaps is not turning to the school sooner. Frequent, open commination between faculty and families is also prized.
View full report“Everybody is like me here.” That’s what one student said when asked why he liked going to Foothills. Indeed, while the academics are exceptional, as is the staff, it’s that relatability that is a draw for families, and which sits at the very core of the school’s success. We all do better in environments that we can relate to, and which in turn can relate to us. For the students that attend, Foothills is precisely that environment. If you have a chance, by all means, speak to a parent of a student, and remember to bring some tissues. The school rightly prides itself in making a difference in the lives of the children that attend, and they have, and they do, often in very moving ways. The students arrive having struggled in other settings, often lagging behind their peers in significant ways. That changes, often from the first day. It’s telling that at least one of the teachers—there may be more—is a graduate of the school. Not only has she achieved things that, perhaps, she at one point she may not have expected of herself, she also translates that experience to the students that she teaches today. In her, and in the school as a whole, students are encouraged to see the possibility within themselves. And, oftentimes, that makes all the difference.
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" ... the epitome of what schools should be ... "
Christine Deugo - Parent (Jun 13, 2019)
March Academy is the epitome of what schools should be. My son has flourished since he began attend...
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" ... she is thriving ... she feels she matters"
Claudia Gongora - Parent (Jun 13, 2019)
Our eldest daughter completed JK-trough grade 1 in the public school system and it was painful to se...
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" ... a small, quaint and loving school"
lisa o'kane - Parent (Jun 13, 2019)
March Academy has completely changed my child and his outlook on school. It is now a place he looks ...
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"The teachers are all very passionate and engaged."
Michelle Housley - Parent (Jun 09, 2022)
I will admit that the first few months that our son attended Foothills, he was not that happy. He w...
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"March Academy is a dynamic learning environment that celebrates individual difference and teaches students to use their strengths to be effective learners. Small class sizes and experienced teachers create an environment that provides support and challenges students to achieve their true potential. Music, arts, nature, and daily physical activities are integral to educating the whole child. Through high expectations, recognizing learning styles and emphasizing the positive, we give each student a chance to shine."
"Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs. A wide variety of extra-curricular activities, sports and clubs are offered. With a graduation rate of close to 100%, our students successfully go on to post-secondary education and the workplace."
"March Academy is a dynamic learning environment that celebrates individual difference and gives students the confidence to advocate for themselves and use their strengths to be effective learners. Our environment provides support and challenges students to achieve their true potential. Music, arts, nature, and daily physical activities are integral to educating the whole child. High expectations, recognizing learning styles and emphasizing the positive, give students a chance to shine."
"Three core values that underpin the school program are based on Self-Determination Theory and are expressed as: Find Understanding. Build Confidence. Maximize Potential. Staff build strong relationships with students to really understand each individual's strengths and interests. Students feel a sense of competence which develops their confidence and self-belief. Students feel connected to their learning and have a voice that allows them the freedom to thrive and maximize their potential."
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"Families choose March Academy for our small setting, highly experienced educators, and enriched programming. Graduates report that March Academy helped them to better understand their strengths and needs as learners which gave them the confidence to be effective advocates for their learning in high school. Students appreciate and are prepared to embrace life-long learning."
"Foothills Academy focuses exclusively on students with Learning Disabilities (and associated disorders such as ADHD). The warm, welcoming environment and caring staff make students and families feel safe and supported for their individual strengths and challenges. Our 100% graduation rate and a high percentage of students that pursue post-secondary education are evidence of our success. A robust bursary program ensures no students are turned away due to financial circumstances."
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"The program at March Academy has been carefully curated to enrich the whole child by including weekly opportunities for subjects such as Yoga, TaeKwonDo and Music which support the more academic areas such as Math and Language. Despite the attention and support for individual student needs, our emphasis on working in and as part of a group of learners is critical to student development. All experiences complement each other for the benefit of overall learning."
"We are a smaller, specialized school but we provide a rich, whole-school experience. There are many opportunities for students to participate in areas of interest through clubs and extracurricular activities. Many activities are determined by the student interests providing opportunities for students to engage in an area of strength or interest and share that interest with other students. For students who struggle academically, this opportunity to identify and develop areas of strength is vital."
"Families are often surprised by how much their child enjoys coming to school every day and what their child is capable of learning and doing. Parents are often delighted to report, "We have finally gotten our child back". Children rise and often surpass the expectations set out for them. Families come to realize and appreciate that teachers at March Academy have clear, specific, just-right expectations which reflect in the self-confidence they see in their children."
"When a child attends Foothills Academy, they immediately become part of a large family. All staff - whether they directly teach a student or not - get to know them and are invested in their success and well-being. There is no way to slip through the cracks. The staff are continually engaged in professional development to stay on top of evidence-based best practices."
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An underlying tenet at March Academy is that education should provide children with a compass to guide them and support their ability to find their way, rather than a single road map that everyone must follow.
For 20 years, March Academy has worked to empower elementary aged students by helping them to understand how to find their way in a group learning environment. It challenges them and helps them grow, primarily by teaching them how to learn, while at the same time, helping them to respect and work with their peers.
March Academy celebrates individual difference, recognizes strengths and teaches students to use their strengths to be effective learners. Through high, reasonable expectations, by incorporating individual learning styles, by emphasizing the positive, and by teaching co-operation, we give each student a chance to shine and express their true potential.
Our students are excited, engaged, positive students. They develop qualities that allow them to become confident life long learners. We are extremely proud of our graduates, their growth and successes. We look forward to making you and yours part of our March Academy family.
Founded in 1979, Foothills Academy has grown into a leading day school program (grades 3 - 12) for individuals with Learning Disabilities with average to above-average cognitive ability. Despite having faced challenges with learning in the past, we have high expectations of all students. What sets us apart is our focus is upon the whole child. While students strive to reach their academic potential and progress to University, College or the workplace, we ensure their social, emotional, and organizational skills are met too. We provide students with a safe and caring environment and the individualized teaching and supports they need to feel secure and confident to learn and achieve success in Alberta’s demanding curriculum. To round out their education, the demanding academic schedule is complemented by a wide variety of option classes and sporting activities. Every individual at Foothills Academy has great potential, and it is our role to realize this in every student and help them to discover the strengths that lie within them. At Foothills Academy, families will find a supportive, close-knit community working together to ensure everyone’s success.
To further support the whole child, Foothills Academy Society also operates Estelle Siebens Community Services within our centre. Year-round programs and services are available to both the school families and the wider community. They are a crucial resource for families affected by LD/ADHD in Calgary and beyond. These programs and services include Camp Amicus, Amicus Recreation, social skills programs parent and teacher workshops, psychological assessments, counselling, tutoring and research. Foothills Academy Society is a school and so much more!
Traditional
Information not available
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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
March Academy uses a multifaceted, eclectic approach to build and re-teach core skills or to provide academic challenges to students, where and when necessary. Small class sizes with a low teacher-student ratio allows for more individualized attention and flexibility in curriculum delivery, as well as providing support for social skills development, school anxiety and navigating the underlying hidden school curriculum. Providing the learner with an understanding of their part in the learning process and helping them to become advocates in their own learning is emphasized. Music, art, daily physical education, and nature studies are seen as critical elements of the program to entice and excite all learners.
Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The teaching of math is delivered in multi-aged groupings with similarly skilled students. Lessons are augmented to support individual student needs and skill level, and an altered pace and reteaching in different formats is offered when necessary. Math manipulative materials and various strategies are offered to solidify comprehension of the concepts. Students practice and apply their understanding on a weekly basis with their peers by solving assigned real-life problems with a 'math buddy'.
We never take for granted pre-rerequisite skills. Our staff constantly review pre-requisites before they move on to new concepts while following all requirements set out by Alberta Education.
An eclectic teaching approach is taken for the teaching of math using resources such as Nelson mathematics, Jumpmath and other commercial programs to augment main lessons.
Grade 3 - 9 we use Nelson Grade 10 - 12 we use different publishers for each academic stream
Students are expected to learn math facts and are taught strategies on how to learn and find the facts. How to use calculators is taught as part of some lessons. Calculators may used for some lessons to confirm facts and in different math strands.
Our goal is to minimize the reliance on a calculator but calculators are provided as an accommodation on an individual basis depending on need.
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.
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.
March Academy uses an eclectic approach to language teaching depending upon individual student need. In the primary grades an emphasis on letter sounds and phonetics is given in conjunction with the teaching of comprehension strategies, grammatical structures and vocabulary development. In the higher grades a greater emphasis on comprehension strategies, inferencing and vocabulary and grammatical development dominates the lessons.
We use a variety of resources to help students develop phonemic awareness, improve reading fluency and comprehension.
No
We do pre and post-testing throughout the year and standardized assessments.
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.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The teaching of writing is through a balanced systematic and process approach. Direct teaching of writing skills is taught both in small group lessons and on an individual basis as needed. Students are asked to write for a specific task or assignment to improve grammar and sentence structure, or to practice a specific type of writing. Time is also provided for personal and creative writing to both practice and apply the skills that have been taught and to foster a love of writing for different purposes. Formal lessons in both printing and cursive writing are given on a weekly basis.
We provide a balance between structured approaches to narrative and expository writing but recognize the value of prose and encourage creative expression through various forms of media.
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 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 lessons are based on a school-wide theme each month in the form of Integrated Studies. Topics are taught through both direct lessons about the theme and through inquiry-based, team and partnered assignments. Special emphasis is place on aspects of nature, wildlife and the environment through targeted lessons each week in the form of nature journals. In Grades 7 and 8, specific topics are explored in more depth.
We approach teaching science in a traditional method because our students benefit from explicit instruction. Extra instructional time provides opportunities for inquiry based activities that reinforce concepts learned and increase a personal connection to the topic.
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At an elementary school level, Literature is explored and appreciated both in terms of how it is written and in what it means to an individual. Students are asked to reflect and relate to text as it impacts them and as it impacts society as a whole.
In the younger grades, a more traditional approach is used. At the junior and senior high levels, traditional and social justice approaches are amalgamated.
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
Expanding Communities
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.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Social Studies lessons are based on a school-wide theme each month in the form of Integrated Studies. Topics are taught through both direct lessons about the theme and through inquiry-based, team and partnered assignments.
We follow Alberta Education curriculum that is based on Expanding Communities. Also, because of our specific population, we also address issues focused on developing active citizenship and fostering advocacy.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
History and Geography lessons are taught through both direct lessons about the topic and through inquiry-based, team and partnered assignments.
We use a balanced approach to help students to personally connect to global and historical issues.
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.
A core French program is offered at March Academy.
Information not available
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
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
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.
March Academy students engage in music lessons which take the form of an individual piano lesson, a music theory lessons and a group choir session each week. Visual arts lessons are also provided on a weekly basis. Dance and drama lessons may be integrated into physical education, language, or integrated studies classes dependent on the monthly theme.
We follow the Alberta Education curriculum of studies. Fine arts are seem as an important component of developing the whole child. We emphasize the development of personal strengths and help students recognize their areas of passion. A wide variety of fine arts activities are provided as extracurricular activities in addition to classes.
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Technology is used to enhance or build upon concepts or themes in the classroom. Time is spent teaching students how to navigate specific programs to be used as tools in learning.
Technology is embedded throughout the school program. Our school uses Google Apps for Education and every student has access to a personal device (Chromebook, iPad or laptop depending on grade). We have an Assistive Technology Specialist provides support for students' specific needs.
Web design
Robotics
Computer science
A large emphasis is placed on physical education. Classes are held on a daily basis and include both indoor and outdoor traditional games and activities as well as weekly sessions of TaeKwonDo and yoga.
Our physical education program is based on personal levels of success and promoting healthy, active lifestyle choices. We have lots of opportunities for students to get involved in a variety of intramural and extra-curricular activities.
Not applicable
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Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
March Academy celebrates student success in all areas of the program. Without the emphasis on letter or number grades, students are made fully aware of their needs and successes through constant feedback and supported to ensure they are able to achieve their goals to a standard that they are capable of.
Many students who come to us have experienced feelings of failure and not fitting it in their current schools. We need to make students feel valued for who they are - individual strengths and challenges. When students feel safe and cared for, they are more willing to engage with learning again. All our staff and administration work together for the same goals for our students. Students are surrounded by staff throughout the school who truly care about them. Being a school of under 300 students allows strong relationships to form and students cannot go unnoticed and slip through the cracks.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
The goal at March Academy is to encourage the development of the whole person. Students who are confident in themselves and who can advocate for their needs as learners are successful and can offer more to their communities.
Foothills Academy Society believes in the rights, abilities, and the unique strengths of each individual with Learning Disabilities and associated disorders. Across our School Program, the goal of Self-Determination is at the forefront. The three pillars of Self-Determination theory (relatedness; competence; and autonomy) are interwoven throughout all our efforts and provide direction for our work. It is summed up in our slogan: Find Understanding, Build Confidence, Maximize Potential
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
March Academy's program supports children who struggle with a learning challenge. Accommodations and modifications are integrated into the program and any remediation is a regular part of the delivery of the content when and where necessary. Time and space can sometimes be accommodated for extra support services engaged by families such as occupational, physiotherapy or speech therapy.
In addition to the expert teaching staff we have in the classrooms, students have access to extra supports to enhance and maximize their learning potential. Educational Assistants, Assistive Technology and IPPs are available to and benefit all students. For those who require more, specialized support, we have additional Assistive Technology, Psychologists and Occupational Therapy and Speech-Language Therapy.
Students who have been diagnosed with a learning disability can be accommodated at March Academy.
All students are diagnosed with a Learning Disability before they are able to attend Foothills Academy.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
3 - 12
0%
40%
$0
$7,500
0%
50%
1, 2, 3, 4, 5, 6, 7, 8
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 3 - 12
No
No
No
No
No
No
No
No
No
No
March Academy is suited for families who seek a smaller academic setting. The environment is suitable for students who, despite best efforts, are not experiencing success at their current school placement. Students may be identified as learning disabled or gifted, be experiencing school anxiety, be 'late bloomers', or be students who enjoy more teacher-student interaction. The smaller setting for learning combined with the supports that that March Academy can provide may also provide a renewed spark for learning in the student.
In order to be considered for admission to the School Program, a child must be diagnosed with a Learning Disability. The child must have average or above average intellectual capacity, have no primary emotional problems, and be functioning below his/her expected grade level in various academic subjects. No child is refused admission based on their families’ financial circumstances due to generous donors and an active fundraising program for bursaries.
Parents are asked to contact the school for a tour and to meet with the staff regarding the learning needs of their child. Students are then asked to spend a day or more at the school to join a class and to follow the school day. Following the visit, school staff and parents will meet to discuss the school-student fit and suitability. If in agreement, students will be allowed to enrol at March Academy at a mutually decided date.
Applicants for the school program must complete and submit the Application for Admission form, complete with necessary documentation. A non-refundable processing fee of $50 must accompany the application.
For your ease and convenience, we have created and included a checklist of items that we require. This information must be supplied before we can proceed with your child’s application. Upon receipt of the documentation and completed application form, and after reviewing the information, we will contact you concerning your child’s application to attend Foothills Academy. If there is any further information you require, please do not hesitate to call. We look forward to hearing from you.
Application Check List
Psychological Assessment
Support Documents
Application Form
The completed School Application form and $50.00 non-refundable process fee.
Consent Forms
Separate Consent to Release Forms should be sent by you, with a covering request letter, to the School Board, Doctor, Psychologist, etc. that tested your child so they will release their test information to Foothills Academy.
