6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, Canada
Indirect Support:
6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, Canada
2015
2010
165
36
Nursery/Toddler to 2
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive, Reggio Emilia
Varies
6 to 12
Learning
In-class adaptations
$14,300 to $17,500
No
No
0%
0%
None
None
$0
$0
24
3
0%
0%
0%
70%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 8
No
No
information not available
information not available
Student-centred programs and an efficient interface with parents have endeared Western Heights to the families that turn to it. Now with seven locations throughout the GTA, it has all the benefits that come from a larger administration team, while also maintaining a close-knit, community feel at each of the schools. Teachers are skilled, qualified, and engaging. A strong core Montessori program is augmented with language instruction, including Mandarin, and music beginning at the toddler level. On-site catering, with lots of healthy options, is also a draw.
View full reportAmanda Dervaitis, one of the founders of Summit Micro School, is a champion of the micro school, and she created the school in light of the benefits a small school can offer. The program is, in a sense, the reinvention of the one-room schoolhouse with mixed age classrooms and very close student-teacher relationships. Likewise, the programming is very responsive to the needs of the students, and adaptable to a wider range of resources, including those within the neighbouring community—while the student body may be small, the classroom extends well beyond the walls of the school, including regular interaction with local businesses and services. It’s perhaps not a typical model, though for many families, it’s rightly a very attractive one. The ideal student is one able to thrive in a flexible, vibrant learning environment.
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"Serving the Oakville, Mississauga, Milton and Burlington communities with seven campuses since 2015, Western Heights Montessori Academy offers an enriched Montessori curriculum to children from six months to 12 years of age. Voted as the best child care centre in Oakville and Mississauga, we believe that every child is special and unique. It is our mission to bring out the full potential in every one of our students by offering a customized, engaged, and enriched program in a close-knit, caring environment."
"Neurodiverse students deserve an education that allows them to thrive, regardless of their differences. We understand how students with ADHD, anxiety, giftedness, and other LDs think and learn. Because neurodiversity is vital to our society, we strive to make being “different” the norm. Our rigorous, advanced program is tailored to diverse learners, focusing on their strengths. Since 2011, SMS has been a recognized leader in inclusive education, within which students feel safe, confident, and understood."
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Dear parents and students,
Welcome to Western Heights Montessori Academy, where every child's journey of discovery and growth is celebrated. As the Head of School, I am thrilled to lead a dedicated team of educators committed to nurturing young minds through the Montessori pedagogy. Our holistic approach to education, tailored for children aged 6 months to grade 2, fosters independence, curiosity, and a lifelong love for learning.
At Western Heights, we believe in providing a nurturing environment where each child is empowered to explore, discover, and flourish at their own pace. Our Montessori-inspired classrooms offer hands-on learning experiences that inspire creativity, critical thinking, and collaboration.
As we embark on this journey together, I invite you to partner with us in creating an enriching educational experience for your child. Together, let's cultivate a community where every child feels valued, supported, and inspired to reach their full potential.
I look forward to witnessing the growth and achievements of each and every student at Western Heights Montessori Academy.
Warm Regards,
Helen Mansour
Head of School
Western Heights Montessori Academy
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Progressive
Reggio Emilia
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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Summit Micro School prepares a diverse community of learners for success in the 21st Century. Project Based Learning provides experiential and collaborative learning opportunities with an emphasis on critical thinking, problem solving and social skill development. An integrated curriculum is offered through exciting and relevant thematic units. Engaging and meaningful projects inspire and foster self-driven, lifelong learning. Our STEM curriculum focuses on technology, computational thinking, coding, 3D printing and robotics to give students an advantage in our technological world. Students develop innovative thinking and creative problem solving skills while getting hands-on in our Maker Space. Authentic and unique field trips and guest educators enhance our lessons and offer rich learning experiences. Character Education is at the core of the curriculum, while formal Service Learning projects instills social responsibility and citizenship. Language and math program are mastery-based to ensure a strong foundation of fundamental skills. Skill development is highly focused on what's needed for success in the 21st century - communication, collaboration, critical thinking, innovation and creativity, and technology.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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We use individualized JUMP Math programs to help students achieve higher standards in mathematics; students work at their level and pace to reach their highest potential. Even the most apprehensive math students learn to love math and gain confidence in their math abilities. Learn more at www.jumpmath.org. Math is also integrated into interdisciplinary STEM classes (Science, Technology, Engineering and Math). Through real-life challenges, students must think critically to discover how to apply mathematical concepts and methods to solve problems.
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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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Equal Balance
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our child-driven, inquiry-based program incorporates both play-based learning and academic development (literacy, phonics, math, and fine-motor skills). Science and the Arts are taught through thematic units and regular field-trips, giving students an opportunity to learn in an enriched environment. Visual Arts, Music, Drama and Dance celebrate the innate imagination of children and foster the growth of the creative mind. Physical education and healthy, active living round out our program.
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.
Skill building focus - set goals that allow them to master foundational skills and develop a deep understanding of the curriculum concepts
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.
Summit students strive for personal excellence through self-reflection and goal-setting. Academic rigour is embedded in our Project-Based curriculum; students’ project work is purposeful, reaching authentic audiences beyond the teacher, often in our Toronto community. Students are accountable to members of their group and the "audience", raising the bar for the quality of their work and academic contributions. Students can make mistakes in our supportive environment, building their resiliency when faced with challenges. Instead of content knowledge, focus is placed on the development of 21st century skills: critical thinking, collaboration, communication, creativity and innovation, character, global citizenship and computer and technology.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We focus on the development of the whole child. We believe that each of the child's needs must be considered and that these needs may change regularly; we must be responsive to this so that the highest learning potential can be achieved. We believe self-awareness is critical for students to understand their needs so they can self-advocate, find assistance, and drive their own learning, further adding to their resiliency. Individual academic programs, regular collaboration, daily Physical Education, mindfulness practices and individual student support are but a few approaches to addressing the various developmental needs of our students.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Project Based Learning and our individual programs allow for teachers to naturally differentiate for a broad range of abilities in the classroom.
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Project Based Learning (including STEM) is a framework that supports a broad range of learners, especially those who are "out-side-of-the-box" thinkers with big ideas and the ability to conceptualize abstract and complex concepts, but may struggle to demonstrate these strengths within a traditional curriculum and program. Students work collaboratively in small groups with direct support from teachers. Individualized math and language programs also allow for enrichment, support and remediation when necessary to enable students to move forward without gaps. While we are able to support a diverse population, we do not have dedicated resources and programs for more complex diagnoses.
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
0%
0%
$0
$0
0%
70%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
Our children are Infants, Toddlers, Preschoolers and Kindergarteners. They are very young! We would love to have students who are interested and eager to explore the world around them and strive to be independent!
At Summit we welcome a broad range of interests and abilities. Those who struggle to work cooperatively with their peers will find our collaborative approach challenging. Students who are most successful with us are curious, creative, engaged, self-motivated, respectful and have a positive attitude towards learning.
1) Schedule a tour at our each individual campuses to get to know more about the curriculum, learning environment and get all your questions answered
2) Meet-and-Greet with the child during the tour
3) Submit enrollment forms with a copy of your child's immunization records
4) Make deposit payment
Enrollment into Summit Micro School is open year round. Our admissions process is as follows: submit an Inquiry Form found on our website: www.highparkdayschool.com. A member of our admissions team will contact you directly to set up a private information session. An application package will be available at the information session.
*Summit Micro School is a small school. Although we are well equipped to support diverse learning needs, we do not have the resources to accommodate extreme exceptionalities.
