2379 Trafalgar Road, Unit 6, Oakville, Ontario, L6H 6K7, Canada
3180 Bathurst St + 585 Cranbrooke Ave, Toronto, Ontario, M6A 2A9, Canada
1997
1996
84
400
Preschool to 3
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Montessori
8 to 18
Varies
Learning, Developmental, Behavioral
In-class adaptations
$13,195 to $14,195
$25,160
No
No
0%
0%
None
None
$0
$0
12
36
0%
0%
95%
0%
Preschool, JK, SK, 1, 2, 3
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 6
No
No
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“The school delivers its robust academics through an integrated curriculum, where the emphasis is on the interconnectedness of core disciplines.”
“In pedagogical terms, the school takes a strongly relational approach, meaning that the teacher-student relationship is the catalyst for learning.”
“Freedom and responsibility are in careful balance in a Montessori curriculum, which creates daily opportunities for teachers to explore character education.”
Read The Our Kids Review of The Clover School
Trafalgar Ridge Montessori School is an established, proven, Montessori program that reflects the core of the method—respect, community, purposeful engagement, motivated learning—within a setting crafted to deliver it. The staff see themselves as a natural support of the families that turn to them, not merely teachers of students, adding further strength to the program. The extended hours and summer camp programs take the offering beyond the hours of the school day and through the holiday months, something that parents rightly appreciate—it adds a consistency, and a sense of the familiar, throughout the calendar year. The school has parent association, which says a lot, actually. It’s unique to schools of this size and focus, though signals a dedication to communication and transparency. The program and the school culture no doubt benefit from that level of parental involvement.
View full reportOne of the Montessori ideals is to provide a stimulating learning environment; the school environment, on the whole, should be comforting, familiar, friendly, and supportive, and The Clover School, frankly, provides a study in all of those things. The continuity of the school is also impressive. Isabelle Kunicki-Carter and Sandra Bosnar-Dale founded the school in 1996, and they've provided consistent leadership ever since. In that and every other way, it's one of the strongest Montessori programs in the city.
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"Trafalgar Ridge Montessori School has provided "Quality Education in a Nurturing Environment" since 1997. The fundamental principle governing our approach to learning is that the "whole child" (emotional, intellectual, social & physical) must be the focal point of the activities so each student can develop at their own pace. We embrace multiculturalism and the uniqueness of each member of our school community and offer Montessori programs from Preschool to Grade 3."
"The Clover School's innovative curriculum combines Montessori essentials with heart-centred learning practices designed to nurture the mind, heart, health, and soul of each child. Children learn at their own pace, according to their own interests, developing skills and habits to help them thrive. This approach inspires and promotes intellectual curiosity, creativity, and individual growth through the integration of academics, arts, athletics, outdoor education, community service, and leadership. CCMA accredited."
"Our forte is personalized care and early learning for each of our unique students. We treat children as an extension of our family and support the parents in helping them raise amazing and happy citizens of the world. Another measure of success is the overwhelming positive feedback we receive from our Alumni. Our goal is to prepare students for continued positive growth on their educational journey once they move on to different schools."
"The Clover School prides itself on its commitment to child-centered, active learning, fostering good citizenship, kindness, leadership, and modelling wellness in the classroom. Clover students are seen, heard, and loved. They are young people who care deeply about our planet, are kind to one another and want to make the world a better place. The Clover Team is diverse in its experience and history and are given the opportunity, along with students, to share expertise, culture, and passions."
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"Affordable true Montessori quality education. One to eight Teacher to Student ratios for Preschool but also for Junior and Senior Kindergarten. Structured learning program and daily French instruction. Music and dance are integral parts of the curriculum. Off & on- site physical education program. Information technology and coding for Elementary students."
"Families with children enrolled in The Clover School's signature programming say Clover is the school they wish they had as children. When observing a classroom, families touring Clover note the children are happy, calm, hard-working, focused, and free to move through their spaces. Clover students have a 100% success rate at transferring to their school of choice when the time is right for them."
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"The exterior frontage of the school perceives it to be quite small but in reality we have spacious classroom and a bright interior environment. Our playground is nature based and spacious."
"The Clover School is a place where open communication, engaged teachers, bright classrooms, along with an age-appropriate and stimulating curriculum enable children to really thrive. A place where educators are valued for their vital role in shaping the lives of young people. Where parents are welcomed warmly as members of our vibrant community & recognized as partners in their child’s education. Clover's goal is to help each child build resilience and tenacity in both learning and in life."
"The owner has been actively involved at TRMS since the school was established in 1997. First as a parent, volunteer and teacher and later as administrator and for the past 21 years as owner and Director. She has a reputation for her commitment to each student and their family. "There is no greater privilege or responsibility than educating young minds. Each child in our care must be treated with the upmost integrity and in a loving and nurturing manner at all times." S. Lescure"
"The Clover School prides itself on a signature curriculum that takes a whole-child approach to the Montessori pedagogy:
Mind - reveal unique passions and innate curiosity, fostering critical thinking, fearless discovery, and resilience
Heart - individuality, authenticity, and social-emotional learning promote courage, compassion, and self-awareness
Health - practice smart nutrition, physical exercise, and mindfulness
Soul - connectedness to the world through nature-based learning and the arts"
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Choosing a school, that is most appropriate to the individual needs of your child, is a major decision for parents. Many questions arise but the most important is whether the school’s educational and social philosophy meets the parent’s own expectations and standards.
Trafalgar Ridge’s philosophy is based on the principle that each child will achieve their personal best in all areas of their development! Education involves the progress of self-motivated, responsible and self-disciplined children. From a very young age we bring children, through purposeful activities, to independent learning and self-initiative, enabling them to achieve their highest potential. Self-esteem is achieved and skills vital to a fully functioning member of society are developed.
Our students work independently as well as cooperatively, learning to respect the needs of others as well as their own. A love of nature and a deep sense of responsibility for others and their environment are fostered. Also, the child should have fun and develop new friendships. Most importantly self esteem is nurtured so that each child is proud of their ability and is confident in what they can achieve.
A child’s school should be an extension of their family, providing a safe environment in which they can explore ideas and feelings. Parents who enrol their children at Trafalgar Ridge are required to attend and participate in all information meetings arranged by the school to foster open communication channels for the benefit of the children.
All this in an multicultural environment that embraces diversity and teaches children to celebrate their cultural heritage and that of others!
It is our aim to direct each child to achieve their personal best by allowing them to develop at their own pace.
Please contact us to arrange a tour of our school and to meet our passionate and dedicated teaching team.
We hope to see you soon!
Welcome!
Established in 1996, The Clover School (formerly Forest Hill Montessori School) is a C.C.M.A. accredited school, which offers an authentic and progressive Montessori education. Our warm and vibrant learning environment is a special place where children can explore, discover and develop as intelligent, confident and comapssionate individuals. The Clover School's positive and friendly atmosphere truly feels like an extended family.
The Clover School embodies the very essence of what a school should be: a vibrant community of students who are excited to learn, a place where open communication, engaged and dedicated teachers, bright classrooms and a stimulating and challenging curriculum encourage students to thrive. Our programs inspire and promote intellectual curiosity, creativity and individual growth through the integration of academics, arts, athletics, community service and leadership. It is a joy to watch our students blossom into the creative, confident and compassionate leaders of tomorrow.
We invite you to tour our website to learn all about our special school and the programs that it offers. However, we believe that the best way to really get a feel for what The Clover School is all about, is when our classes are in session. This will give you the opportunity to see our school when it is brimming with the energy of our students. Whether you are looking for exceptional childcare for your young toddler, a stimulating and educational program for your little preschooler, or the perfect learning environment for your bright, young school-aged child, we invite you to come visit us. We look forward to welcoming you and your child into our community!
Kindest Regards,
Sandra Bosnar-Dale & Isabelle Kunicki
Montessori
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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.
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.
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TRMS offers the full Montessori curriculum from Preschool to Grade 3 focusing on developing the whole child by introducing them to all areas of learning including language, STEM, social studies, art, music and physical education. French enrichment is included at all grade levels. We also focus on character education and social emotional wellness. We strive for happy students who love life and learning!
The Clover School is a CCMA-accredited school offering an authentic and progressive Montessori education, with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission is to create an environment that inspires creative, curious, resilient, and innovative thinkers to lead with heart and realize their limitless potential through a lifelong journey of learning. Our positive and friendly environment truly feels like an extended family.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
We offer a two fold Math curriculum that encompasses Montessori and traditional Math. We offer coding for grades 1 to 3.
Developing mathematical skills and spatial awareness is one of the most important study areas for Clover students. Children learn to recognize shapes, angles, sizes, positions, and the spaces they live in using colourful tactile manipulatives that are beautifully made from natural materials like wood. The Clover School has a wonderful process to move children from concrete forms (e.g. tracing tactile Sandpaper Numbers) through to the more abstract (e.g. writing out a math problem).
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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.
The Montessori curriculum is mostly focused on phonics however whole language concepts are also introduced during early reading and onwards. Reading comprehension and deciphering information occurs once the child starts to read beginning phonics readers. A comprehensive reading program is introduced during the Casa years.
The Montessori curriculum is designed alongside the science of reading. It separates the many elements of reading and writing one by one, in an accessible and enjoyable way. Literacy is a complicated process that involves the association of symbols with sounds, sounds with words, and words with ideas. It means learning to fluidly encode ideas into symbols and decode symbols into ideas. The Clover School's signature curriculum supports each student's unique journey toward literacy through differentiated lesson plans.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
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.
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.
Learning to write works in conjunction with early reading literacy. From Preschool onwards children learn to formulate letters, words and sentences. A strong focus on grammar and creative writing skills occurs in Senior Kindergarten to Grade 3.
Following the introduction of the basic literacy concepts but before children have the hand strength to hold a pencil correctly, Clover students are able to connect the sounds that letters make to form words. The Clover School utilizes Montessori learning materials like the Moveable Alphabet to facilitate the child's written expression. As the children develop their hand strength through various practical life activities they gradually move towards creating letter formations with various instruments and then paper and pencil. Children learn to write in cursive first as it allows them to keep their pencil on the page and the sloping nature of the cursive letter is easier for the young writer increasing student success, focus, and enjoyment.
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.
STEM is introduced from Preschool through exploration and inquiry. Elementary grade 1,2,3 students participate in a mandatory annual STEM FAIR.
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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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
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Equal Balance
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.
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
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.
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
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Physical development is essential for the growing child. We offer movement breaks both structured and free style (recess) throughout the day. In addition an off site structures physical education program is offer for JK to Grade 3 which can include multi-sports, Zumba and skating, swimming depending on the grade level.
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Montessori
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.
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.
We offer a lower Casa (preschool) and Upper Casa (JK SK) well-rounded Montessori program taught by Accredited and experienced Montessori teachers.
Established in 1996, The Clover School is a CCMA accredited school offering an authentic and progressive Montessori education with programs from Toddler up to Grade 6, in a warm and vibrant learning environment where children can explore, discover and develop as intelligent, confident, and compassionate individuals. Our mission at The Clover School is to empower children to reach their fullest potential as confident, creative, and compassionate young people and to joyfully cultivate a genuine desire for life-long learning. Our positive and friendly environment truly feels like an extended family.
Student-paced
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.
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 Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Pairing beautiful Montessori classroom materials with a teacher who is always available to provide children with guidance and support, each Clover student is presented with a unique education experience.
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.
Grades, like other external rewards, have little lasting effect on a child’s efforts or achievements. The Montessori approach nurtures the motivation that comes from within, kindling the child’s natural desire to learn. Our teachers pay close attention to where their student’s academic skills range in comparison to the grade level expectations of the Provincial curriculum so that any concerns, weaknesses, and areas of struggle can be identified and addressed.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
By providing an intellectually stimulating and developmentally appropriate learning environment, we engage young minds, create opportunities for them to find their passion, and become ethical and responsible contributors to their local and global communities. We pride ourselves on being a uniquely warm and nurturing school community, which enhances each child’s learning experience. We recognize and embrace the importance of community, cooperation, kindness and the acceptance of each person as a unique individual.
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
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 |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
0%
0%
$0
$0
95%
0%
Preschool, JK, SK, 1, 2, 3
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 6
No
No
No
No
No
No
No
No
No
No
Families who are seeking a nurturing environment for their child to develop in all areas of learning at their pace. Students who complete the full Montessori program at both the Casa and Lower Elementary level achieve the best foundation in their early education.
Contact the school for program information, then to schedule a tour.