6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, Canada
Indirect Support:
6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, Canada
2015
2020
165
18
Nursery/Toddler to 2
5 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
Varies
3 to 10
Learning, Developmental, Behavioral
$7,900 to $12,300
No
Yes
0%
70%
None
6 to 12
$0
$4,000
24
2
0%
0%
0%
95%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
No
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 reportPassages Centre for Self-Directed Learning stands out as an alternative centre for its commitment to empowering students with a passion for learning and a sense of autonomy and community participation. At the heart of the centre’s approach is personalized, interest-based learning, guided by one-on-one mentorship and coaching. The centre operates with a flexible schedule from Monday to Thursday and prioritizes a supportive community environment that affirms neurodiversity and inclusivity. A key feature of Passages is its democratic, youth-run community meetings, which allow students to voice concerns and participate in decision-making processes. Classes and workshops are student-driven, which gives students the chance to develop their sense of autonomy and active engagement. Embracing the Sudbury Valley and Summerhill educational philosophies, the centre aims to provide a safe space where students can thrive. Recently, the centre moved to a larger facility in East Toronto, enhancing its community spaces and introducing a Passages Restoration Circle for conflict resolution. The centre is committed to maintaining a small, close-knit community.
View full reportinformation not available
"Passages has a small, diverse and exceptional student body."
Tara Turner - Parent (Jul 03, 2024)
For my son, Passages is his community. He enrolled in the Centre when he was 11, after being homesch...
View full review
"The learners at Passages are wonderful and represent a dynamic, inclusive and accepting community."
Jessika Eldridge - Parent (Aug 13, 2024)
My son finds the autonomy at the school to be very appealing. The ability to focus his time on his i...
View full review
"The connection between students, parents and mentors is one of the unique and great aspects of Passages."
Sonya Goldberg - Parent (Sep 04, 2024)
My daughter has benefited greatly from attending Passages. She had originally attended a TDSB high s...
View full review
"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."
"Passages is a truly alternative approach to education for young people ages 10-18. We know that when one feels good, they do good. Many of our youth haven't felt very "good" for much of their school life, and now that they're able to be in community with others whom they connect with, the real learning begins. We offer an inclusive, personalized education with one-on-one mentorship, classes and coaching. Self-directed learning helps young people create the education they want to accomplish goals they choose."
Information not available
"Passages is a self-directed democratic school experience modeled after Summerhill School and Sudbury Valley School.
As a democratically run space, decisions go through our youth-led Weekly Community Meeting. This meeting, offers an opportunity to be engaged in a democratic process through proposals brought forward by peers and discussed by all using the Sociocratic decision-making processes. Meetings offer skills such as practicing public speaking, listening to opposing views, learning consent-based democracy, and thinking creatively to support one another.
A personalized education is also part of the Passages experience. The 1:1 weekly mentoring meetings focus on the individual and their needs through discussions with their Mentor. It is a time for learners to reflect and share challenges and achievements, roadblocks and breakthroughs, goals and action plans. Mentors support them in creating schedules and timelines and gain a better understanding their learning needs and goals"
Information not available
"Many young people who join us feel the traditional model of education hasn't met their needs. They are highly creative, gifted/2E, ADHD or ASD (low needs) and have a strong sense of justice and need for autonomy. We empower them to take the reins of their education, understanding that facts and information are so readily available that the core focus needs to be on how one learns, how to communicate effectively and many other soft skills needed for next life steps. While Learners are supported to do high school credits if they desire, our goal is to preserve or rejuvenate their deep love of learning and curiosity. Our offerings of classes and workshops, they can opt-in to, helps to shape their education.
Self-directed learning means there are no compulsory classes, exams, or grades. We do not offer an OSSD, however, that does not limit the learner's post-secondary education if that is what they choose to do. Part of our mentorship is working with the young people to create this path."
Information not available
"Inspired by the philosophies of Sudbury Valley School and Summerhill School we opened in 2020 with one student enrolled and have grown to reach almost 50 families over the last 4 years. Many families had children who weren't thriving in the traditional model of education and could see the spark in their child dimming.
As we've fine-tuned our community, many, but not all, of the young people who join us are neurodiverse (ADHD, ASD-low needs), might struggle with their mental health, and may identify in the 2SLGBTQ+ community. There's a reason someone doesn't fit the traditional system which is why it's so important to have options available to all.
We pride ourselves on being a safe(r) space, allowing youth to meet their needs through proposing centre changes and ideas at our weekly democratic community meeting. We are about empowerment and encouraging autonomy."
Information not available
"Passages is not for every family, but when families are struggling with school resistance and arguments in the home about attendance and homework, tests and grades, it's a good time to consider an alternative. Our approach to education is about non-coercion and freedom so the young person can feel empowered and supported in what they want for their life and education.
Many youth who are neurodiverse or have mental health challenges can feel burned out by the grind of classes at school which can "feel pointless" or have no direct meaning to their life. For learning to stick, topics need to be in context to their lives, they ask themselves, "Is this important to me?"
Families have commented they feel we're the best of the homeschool world and school world. Personalized learning and support, flexibility and a community of peers and friends with similar goals of leading their education."
Information not available
"While we value a rich and diverse education, we do not use coercion, awards or grades to essentially convince young people to participate in their education. We want them to be fully invested in their own goals.
We do not offer grades, credits, or a high school diploma, but we do support youth who have made the choice to get their credits or diplomas. We are about choice and autonomy, so if this is their personal desire, we support that.
Many families who feel we aren't a fit are families who want their child to "just get through school" or to "just get your diploma." We want to preserve a love of learning and curiosity, and those two ideas are at odds when a child is forced to do homework and tests.
When families join a centre like ours, where youth voices are centred, that can feel challenging since most of us come from a top-down system. Much of the work of letting go of society's pressures, expectations and judgement will be the parent's work during their time with us."
Information not available
"The story we hear again and again after their child has joined us is "I finally have my kid back." Many parents had witnessed the light and spark in their child dim over the years as they worked through the school system. Many kids flat out refused to attend and parents felt lost as to what to do. Because we have flexible attendance young people make the choice to come. Some think that because of this choice they will choose NOT to come, but the opposite happens. They get up for the day, excited to join us and they spend their days engaging in learning, conversations and making friends.
For many young people, simply having full choice allows them the space to reduce pressure or self-criticism and shift their thinking toward who they are and what they want.
Youth at our centre become very skilled in group decision-making, empathy, planning and taking control of their education. They deepen knowledge about themselves and what will make them successful on their terms."
Information not available
"When people think about Passages, they envision what their education could have looked like. We often hear, "I wish this were around when I was in school." This is because as people have grown into adulthood, they see how much time they were in school being required to focus their time and energy on information that either didn't prepare them for adulthood or wasn't something they felt they needed at that time in their life. Once introduced to self-directed learning, they can see the power of this approach which allows one to focus on interests and strengths and how that combination creates a rich learning experience rooted in self-confidence and valuing ones contributions."
Information not available
"Our focus on community is not just for the Learners - parents and siblings are also very much included in the centre and all we offer. Each week we send current families a weekly update sharing stories from the week, photos, and upcoming important dates. We consider these updates a bridge between the Centre and home, understanding that it's hard for parents to get a lot of info from their child/teen at the end of the day! Offering these weekly updates allows parents to springboard off what they read and to have deeper conversations with their child.
We also offer monthly parent community gatherings to discuss life and self-directed learning challenges and gather advice on how to resolve any challenges they may be experiencing in the home.
The self-directed learning world is vast with workshops and training, so we are sure to keep parents up to date with all the goings-on."
Information not available
"When people learn about Passages and the self-directed philosophy, the attitude is usually that their child "would only play games all day" or that their child doesn't have interests. Their experience of their child may only be who they see at the end of a long day of school or during weekends recovering. After a time of having choice and autonomy at the Centre, many young people start to take more risks, try new ideas and engage in their learning at a deeper level. They start to bring their ideas to the Community Meeting and feel valued when others support what they've proposed. They can then form a small committee to make it happen.
A surprising piece that new families learn is that many of our youth choose to attend Math and English classes without an adult telling them to. Young people recognize that they like certain aspects of subjects and want to expand their knowledge at their own pace."
Information not available
"In August 2023, Passages Centre moved to the East End of Toronto on the Danforth into a larger space complete with three rooms—a common room, classroom, and art room—as well as a full-size gym and an outfitted courtyard for sunny days spent working outside.
As our community has grown, so have our processes. Through youth decision-making, we created our Passages Restoration Circle (PRC), which is used for conflict resolution and group empathy building. The PRC is facilitated by Learners who have been trained in mediation to support their peers through issues they may be struggling with. Staff support the facilitator in having a successful circle where young people can express their needs and come to an agreement peacefully."
Information not available
"As Passages has become more established, our community has grown to include more families, volunteers and staff. This has allowed more options for our Learners as they embark on their projects within Passages but also outwards in the surrounding community. Our goal is not to become a large populated school, but rather the size of about 40-50 Learners. Should demand exceed this number, the board has considered that a new location would open. This would be a welcomed challenge!"
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
As the founder of Passages Centre and a long-time homeschooler for my children (now teens!), I could see the need for an alternative education in Toronto where young people can come together within a community to work on what is meaningful to them.
Passages is a unique space full of creative young people who have a strong sense of justice and challenge themselves to be more aware of social issues that impact their lives. They embrace the democratic nature of our space, taking ownership of decision-making, committees, financial planning and the culture of the space.
As young people choose to take the reins of their education, it takes a special kind of staff to support them without taking over or letting our egos get in the way. It takes support from below to trust that these young people know what they need for this moment in their lives or are capable of finding the answers or asking for help.
Allowing someone to flourish on their timeline is far from the typical approach to education, where the expectation is that everyone has the same knowledge because they’re in the same grade. We allow space for people to flex and grow or dive deep into an interest because they have an innate desire.
Witnessing young people move through their days and learn holistically is an honour. On a typical day, conversations throughout the space can range from art techniques to world religion to forming committees to addressing needs within the Centre. We flex, adapt, and work within our democratic approach to meet everyone’s needs.
As we’ve moved through the years, the people who join us have typically feel ‘othered’ in their traditional school community, for a variety of reasons. Others just felt the education system didn’t feel right, and they may have already be fully resisting attending school.
Focusing on the individual to create a connection centred on autonomy and choice, respecting young people, and providing community within a safe(r) environment allows for an unmatched learning experience in the city.
I feel privileged that we have provided a space for all kinds of young people, where they can feel valued and accepted as who they are. This acceptance bleeds into their self-image which then positively influences their learning goals.
Heading into year five we look forward to more families joining us and growing our small but mighty community!
Progressive
Information not available
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.
Not applicable
Information not available
Passages supports Learners to use materials, and curriculums that meet their goals. We are not a one-size-fits-all approach therefore learning materials are individualized.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Math is explored through a Learner's interest and desire explore math more fully. We offer daily scheduling of Math which they can choose to attend
No formal textbook is used unless a learner chooses one.
Calculators are used as needed.
Not applicable
Not applicable
Information not available
Information not available
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.
Information not available
Writing is done as needed or desired. It can be done for a purpose (resume, application, letter) or for interest and exploration (stories, poems, opinion, comments).
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Science is explored when learners show interest. Often the inquiry is the result of field trips and interaction with the media.
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.
Information not available
Reading is done primarily individually. Often one learner will encourage another to read a book of interest.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The 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.
Information not available
Information not available
Pragmatism
Not applicable
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Although humanities topics are explored in a pragmatic way, they are entirely determined by the learners interest.
Information not available
If a learner wants to learn a language other than English, coaches and mentors will help them find the most suitable method that matches their learning style.
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
Not applicable
Not applicable
Information not available
The arts do play a significant role in the Centre, but the program is totally determined by the learner with support.
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.
Information not available
Learners choose to use digital technology as needed. Mentors guide learners to using technology to meet their goals.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Passages has access to a gym and bowling alley. Regular PE classes are hosted with outdoor activities created spontaneously.
Not applicable
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.
Not applicable
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.
Learners regularly check in with mentors or coaches.
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.
With a strengths-based approach we allow Learners to explore and create timelines for academics that meets their goals.
"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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our priority is to recognize learners as individuals and help them be the best they can be. Through self-direction, the learner determines how they can thrive.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
Information not available
When a child's need for autonomy is beyond what schools can offer, self-directed learning is an option. This suits many with ADHD and ASD (level 1)
Information not available
Passages adapts as much as feasible so that there is a fit within the community.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
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
6 - 12
0%
70%
$0
$4,000
0%
95%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
No
No
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!
Youth who thrive at our Centre are ones who have a desire to be a part of a community that cares for one another. Self-directed learning can be done anywhere so while we do offer mentoring support and guidance, what young people truly value is our community. Being willing to engage with peers, attend the Restoration Circle if requested, and generally be supportive of the community, is what we are looking for.
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
All interested youth first attend a Discovery Week to ensure we’re a good fit for all. During this time, your child will join us like the other Learners, attending classes they choose, working on projects or exploring materials, working on credit classes, or simply getting to know everyone.
They can join us in the gym, cooking in the kitchen or on any outings. The fee for this week is $175.
Discovery Weeks are on-going throughout the year.
