275 Rudar Road, Mississauga, Ontario, L5A 1S2, Canada
43 Chaplin Ave, St. Catharines, Ontario, L2R 2E4, Canada
1981
1983
200
261
1 to 12
Nursery/Toddler to 12
Coed
Coed, Girls
Day
eSchool, Homestay, Day, Boarding
English
English
Academic
Nature-based
Traditional
Progressive
8 to 12
Varies
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$19,055 to $22,000
$350
$9,158
No
No
0%
0%
None
None
$0
$0
17
15
0%
0%
100%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes
No
No
No
information not available
information not available
Mentor College and the TEAM schools (Tutorial and Educational Assistance in Mississauga) are closely associated. They are overseen by a single administrative body, and they share some facilities, services, and extracurricular programs. The most obvious difference between them is focus: where Mentor College provides a program for students proceeding within the academic stream, and the TEAM providing a program for those proceeding within the applied stream. That said, it's the other differences—including style of instruction, class size, and individual attention—that ultimately distinguish the schools. Many students arrive at TEAM after struggling to meet their true academic potential within a more traditional academic setting. The ideal student is one who will benefit from the added support and attention, with particular attention to numeracy, literacy, and the development of sound learning skills. Due in part to the association with Mentor College and TSS, the facilities are modern and robust, as are student services and transportation.
View full reportAgate Private School was created to reflect the Sudbury Model of education, which gets its name from the Sudbury Valley School founded in 1968 in Framingham, Massachusetts. An experimental school at the time, there are now more than 60 schools around the world that identify as Sudbury schools, all reflecting a core belief in educational freedom within a democratic learning environment. It’s an example of the free school movement, established in Europe in the 1920s, and perhaps peaking in the US in the 1960s and 1970s. It was a response to regimented learning of the kind that we still think of as stereotypically "school": students in rows of desks, learning a set curriculum in consort with their peers, and following a set schedule. In a sense, some of the core concepts of free schooling—instruction that is personal, student-directed, unregimented—have filtered their way into even the most traditional school settings today. Classrooms furniture is varied, with areas for quiet reading, group collaboration, etc. But Agate is an example of all of that and then some. Students guide their learning, choose how to spend their time, and follow their personal instincts. And, just as the Sudbury Valley School, or the Summerhill School in the UK—and indeed Agate itself—the model has proven itself effective. Perhaps it’s not the school for every student, though, indeed, there’s no school that is. The families that turn to Agate find a place where students are challenged to grow and learn in new ways. And they do.
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"While at Team my son developed a strong work ethic and sense of self."
Carmen Mcleod - Parent (Oct 06, 2020)
My son came to Team from a French Immersion school in the TDSB. He was falling far behind. He starte...
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"Agate Private School can help your child succeed in anything."
Yulanda Vanleer - Parent (Mar 09, 2023)
Ari was really able to thrive with the help of Gayle. She is so good at bringing out the best in her...
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"At Agate Private School, the teaching experience is unique as parents take on the role of educators for their children."
Celene Dobson - Parent (Feb 23, 2024)
At Agate Private School, my child's homeschooling experience has been nothing short of exceptional. ...
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"My son is learning at a faster rate with far more retention."
Kathy Parris - Student (Feb 28, 2024)
I love Agate Private School. My son is learning at a faster rate with far more retention. I am able...
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"Located in the Dundas/Hurontario area of Mississauga, TEAM School provides an academic program for both elementary and secondary students. Students from ages 6 to 14 benefit from small class sizes (8 students) and an individualized academic programme to provide an educational upgrading. As their skills improve, TEAM students realize that they really do have the ability to do well in school. The potential that parents had always seen in their children surfaces and they are ready for the next step in the learning process. Classroom learning is enhanced by more than 35 school clubs and sports teams, as well as by the school-wide musical. Students aged 10 and up enjoy a week at the school's Outdoor Education Centre in Muskoka. TEAM Secondary School (TSS) offers a full curriculum for students at the applied (college-bound) level with a maximum class size of 12 students. Students in Grades 9-12 are provided with a premium laptop for the school year."
"Agate Private School is an alternative private school specializing in designing, developing and engaging individualized programs for our autodidactic students. Borders, distance learners and day students collaborate to make a unique learning experience. Founded in 1983 by the Ontario Ministry of Education and Training, expressly for home educators, alternative needs and like-minded families. Agate private school strives to offer spontaneous diversity of choice with students stimulating an open-ended curriculum."
"TEAM School addresses the needs of a variety of students: students who require academic upgrading, students who benefit from small class sizes and extra teacher support, and students who have had an educational assessment indicating a learning challenge.
Co-curricular trips to the school's Outdoor Education Centre in Muskoka enhance in-class learning in the upper grades. Extracurricular activities abound, and include learning opportunities in sports, music, drama and special-interest clubs."
"Our school allows children and parents to exercise agency, choice, and personalization in education. The students are permitted to choose, what, how, and when they will learn. We, as Staff and Parents, support them in their strengths-based approach to learning.
We also offer a Forest School Option- Monday to Friday located in various locations around the Niagara peninsula."
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"TEAM School boasts superior facilities, some of which are shared with Mentor College. Our transportation system, also shared with Mentor College, covers all areas of Mississauga, Brampton, Oakville, and Etobicoke."
"Families choose Agate Private School for their ability to choose their own educational method and agency in learning tools, curriculum and direction. Families and students are autodidactic and can self-graduate.
No other school allows you and your children to choose your own learning journey, create and curate your own curriculum and design your own education plan.
Never again feel lost, helpless and powerless in your child learning journey."
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"We believe that the TEAM extracurricular program offers a club or team for just about every interest. There are clubs, teams, and special events at TEAM that have been running for decades. Many of these groups were initiated by a student or staff member's passion and knowledge in a specific area. Most clubs, teams, and events are grade/division-specific and schoolwide events like the Culture Show and the charity Fashion Show bring together students of all ages."
"The removal of obstacles to learning ie: age segregation, grades, grade levels and standardized tests. Children are not standard; they are unique and individual. They have their own strengths and abilities, which we respect and foster. We identify and focus on strengths not deficiencies, allowing your children to build and accept their utmost potential."
"Families are pleased when they discover how long TEAM School has been in existence. For over 40 years, TEAM has prepared students for success by providing a solid academic foundation. Parents are also reassured by the fact that all of the members of our leadership team - from director Mr. Macdonald to the principals - were at one time teachers in a TEAM classroom."
"We support all styles and methodologies in learning. We also believe that everything counts and matters, that the child and their instincts and agency matter, regardless of where or what they do. We include everything as part of their learning.
Learning is like breathing, it happens all the time. Everything they do matters, they matter!"
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Thank you for taking the time to visit the TEAM School page at Our Kids! Since 1982, TEAM School has offered a safe and positive learning environment where Grades 1 to 8 students can benefit from an 8:1 student-teacher ratio and an individualized learning programme. Our High School programme is an ideal setting for students studying at the applied level who intend to pursue post-secondary education at the college level. I invite you to enjoy the various resources available here and to visit our website for the latest news. If you would like to visit TEAM School, please check the "Events" section for our upcoming open house dates and times. I look forward to meeting you! Thank you for your interest in TEAM School!
In 1996, I became the owner and principal of Agate Private School. I was blessed with the opportunity to allow families and children to choose their own learning paths.
One of the most important skills for students to learn is how to think independently. This can be difficult in a world where we are constantly inundated with messages telling us what is right and wrong, what we should believe and how we should behave. In order to develop this skill, students need space to explore their own curiosity.
One way you can help your students develop this skill is by creating spaces where they have a choice about what they do, when, and how they do it. Allowing them to make choices will allow them to develop the ability to make good decisions for themselves and will give them practice at being responsible for those decisions.
Another way we can help your children develop independent thought is by allowing them plenty of time for play. Play allows children's imaginations to run wild and gives them opportunities to explore new ideas without any pressure from adults or peers telling them how things "should" be done.
I have been the headmistress of Agate private School since 1996
As a Public Speaker, Educational Agent for NASA and Guest lecturer at various Universities on the subject of Alternative Education, I've recently represented Canada at an international conference on Self-Directed learning.
I have 6++ kids, four grandchildren, two cats, and a passion for Egyptology.
I began University at age 14 and hope to never stop learning.
Progressive
Information not available
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.
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.
Not applicable
Our high school programme is based upon clearly defined goals within a structured environment. Emphasis is placed on the compulsory core credits at the applied level, in preparation for admission to post-secondary college programmes. We stress the personal and academic growth of students in an environment that offers personal attention and small class sizes. All courses are offered in a full-year, non-semestered format to allow for continual learning throughout the entire academic session. In the elementary division, each student has an individualized programme (8:1 student-teacher ratio) for all subject areas. This small and supportive setting allows the student to accomplish work at his or her current level of success and to move on to challenging work. Small group instruction in core subject areas is given to upgrade the student’s skills. Within the classroom there are 2 teachers and 16 students, which offers a typical classroom social setting. Grade level science and social studies instruction is provided. Students gain skills and strategies as they upgrade their skills to best prepare for continued academic success.
The buffet-style curriculum is self-directed by the students and their interests. Staff and parents assist when asked and provide direction when asked.
Discovery Math
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.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Ungraded Student-led not compulsory - Optional
depends upon the student
Information not available
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Ungraded Student-led not compulsory - Optional
Process approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
Ungraded Student-led not compulsory - Optional
Inquiry
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.
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.
Ungraded Student-led not compulsory - Optional
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
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.
Ungraded Student-led not compulsory - Optional
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Ungraded Student-led not compulsory - Optional
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.
Information not available
Ungraded Student-led not compulsory - Optional
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Ungraded Student-led not compulsory - Optional
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Ungraded Student-led not compulsory - Optional
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.
We have two (elementary and high school) Mac labs as well as a mobile technology lab with class sets of iPads employing technology to enhance student learning where appropriate.
Ungraded Student-led not compulsory - Optional
Web design
Robotics
Computer science
First and foremost, TEAM School's approach to physical education is to encourage our students to develop a healthy lifestyle. The school adheres to the Ontario curriculum while accommodating individual student needs.
Ungraded Student-led not compulsory - Optional
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Information not available
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.
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.
Ungraded Student-led not compulsory - Optional
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
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."
Ungraded Student-led not compulsory - Optional
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We partner with Dr. Charles Solis from Brain Fit Kids to train families and Educators. We are Trauma-informed.
Information not available
We try to assist all families who have children with special needs as best we can.
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
2 - 12
0%
0%
$0
$300
100%
0%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes
No
No
No
No
No
Yes
No
No
No
No
No
A student who loves learning, or used to love learning and wants to again.
If you are interested in admission to TEAM School, we encourage you to visit us at our next open house. If the dates are inconvenient for you, we would be happy to meet you on a more suitable day. Please contact the school office for more information. This is the admissions process to TEAM School:
Parents who are wanting to take responsibility for their children's education can fill out our application. Then there is an interview about the parent's values and student goals.