6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
70 Silver Birch Avenue, Toronto, Ontario, M4E 3K9, Canada
Indirect Support:
6920 Millcreek Drive, Mississauga, Ontario, L5N 4J9, Canada
70 Silver Birch Avenue, Toronto, Ontario, M4E 3K9, Canada
2015
2010
165
84
Nursery/Toddler to 2
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
Varies
6 to 12
Learning, Behavioral
Dedicated class; in-class adaptations
$16,000 to $26,000
No
Yes
0%
4%
None
JK to 8
$0
$500
24
8
0%
0%
0%
75%
JK, SK, K, 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 reportSchools are founded for a range of reasons, though a few are founded out of a very acute need, and that’s the case with Claremont. The school provides support for students with dyslexia and that academic environment—one that is created to address the needs of the students—can itself be transformative. The delivery is based in the Orton-Gillingham multi-sensory approach to instruction, which is in every way the international standard. But this is a home, too, and students benefit from the close, caring approach of a faculty that understands them as learners and comes to know them as people. Parents no doubt are prone to describe the school as life-changing, and, for very many, it certainly is.
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"The lessons are presented in a fun, thoughtful and creative way that have made a big impact on his early literacy."
Robin Wight - Parent (Aug 30, 2021)
My children attended both the Junior Kindergarten program as well as Grade 4. Every day they were e...
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."
"A small, private elementary school dedicated to teaching students with dyslexia, Gifted/LD, from Grades 2-8. Claremont School has an Early Elementary Structured Literacy program open for all students K - 3. The program teaches advanced linguistics and literacy skills which provide solid foundations in reading and writing. Our multi-sensory, systematic exploration is a perfect match for Kindergarten where students learn the fundamentals in a creative, nurturing environment."
Information not available
"Our small classrooms provide individual attention to academic needs, both in closing gaps and accelerating gifted students. We have a balanced, rigorous curriculum, which draws from research-based best practices and builds self-confidence through numerous Arts, Engineering, Drama, and Outdoor Education initiatives. All our language teachers have taken a 45-hour training course in the Orton-Gillingham Approach."
Information not available
"Our school prioritizes the acquisition of strong reading, writing and math skills and traditional values of kindness, compassion and consideration. Our small classes encourage Socratic dialogue, discovery teaching and learning, debating and fostering curiosity about our environment through integrated studies of Science, Math and Biology. Our school has a strong progressive discipline policy as we believe that respect for staff and students is fundamental to a positive learning environment. Cell phones are not allowed during the school day and use of assistive technology is limited. We believe that students' love of learning can be cultivated and reinforced so that their unique potential can be fulfilled and can contribute to building a healthy society."
Information not available
"Claremont School was established in 2010 with a class of 6 students in Eastminster United Church on Danforth Avenue, Toronto. In 2018, after our population grew to 75, the school moved to its own premises in the Beaches where we enjoy local parks, the boardwalk and have exclusive use of our heritage building. We now have an enrolment of over 80, but are still committed to our small school community."
Information not available
"Students who are enthusiastic learners, enjoy the Arts, Drama and Engineering/Design.
Students who are struggling to acquire literacy and math skills in mainstream institutions.
Early Elementary School students who want to establish strong foundations in small classes.
Students who thrive in a structured, nurturing environment."
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"Our school is not suitable for students who wish to learn French as we do not offer second languages at this time."
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"Our school has a track record of bridging academic gaps and advance a student's educational journey. Many of our students are relieved to join a school that teaches them in a way they can access the curriculum and succeed. Applications to our school usually come from families who know others who have made significant progress and want the same for their children. The changes in self-esteem and confidence show a marked improvement when students can demonstrate their knowledge and talent."
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"Our school is known for the academic progress that our students make in our caring, nurturing environment. We are a very active school with outdoor education programs -- growing food to eat; drama - two performances/year; unique clubs - archery, art, card making; circuit training; field trips and collaborative projects."
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"Our school has a very active administration dedicated to providing our students with the best educational and extra-curricular experience. In order to provide these specialized programs in small teacher-student ratios, the school is also a publishing house and teacher training facility."
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"We have extensively developed our playground area, added a Gaga pit and sandpit. We have a gardening program where students learn to compost and grow their own vegetables. We have added to our administration team, adding a Curriculum Lead and Office Manager."
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"We hope to expand our program to other areas of the City. We will be increasing our capacity in the school, by building another classroom and building out our stage area."
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
Students with dyslexia read slowly, laboriously, deciphering text letter-by-letter, leaving little mental capacity to contemplate the meaning being conveyed or the literary devices employed. Reading for these students becomes a task to avoid. Early in their school life, a vicious cycle develops where weak readers avoid reading and fall behind. Good readers gain knowledge and confidence while struggling readers may find much of the curriculum inaccessible and experience diminished self-confidence. Similar patterns of behaviour occur when learning to spell and communicate in writing. Dyslexic students find learning to spell very challenging. This in turn hampers their choice of words used in writing passages, which is not an accurate reflection of their knowledge.
We know how to help students with dyslexia to read and spell thanks to the work of Dr. Orton, Anna Gillingham and their pioneering colleagues, who developed a unique language pedagogy in the early 1900’s. Claremont School has based their curriculum on the Orton-Gillingham Approach (OGA) and created a complete language program for elementary students struggling to learn to read and spell. We call this Practical Linguistics and it incorporates best practices in the field of language instruction.
Having used the OGA/Practical Linguistics Approach with my dyslexic students and seen for myself how empowering and life-changing this approach is, I was determined to start my own common-sense revolution in the world of special education. To that end, with the help of the students and teachers at the Claremont School, I have created a reading and spelling curriculum accessible to teachers around the world called The Great Word House™ (GWH). Our therapeutic teaching is now available to the many students who need our help. Claremont School is at the forefront of teacher training and publishing in the field of reading and spelling education.
Our mission is to teach students with dyslexia, so that they may fulfill their considerable potential and gain the skills and self-confidence needed for academic success.
Sincerely,
Evelyn Reiss, B. Sc., M.A.
Principal, The Claremont School
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
Situated in the Beach, on Silver Birch Avenue, in Toronto, Ontario, Claremont School is an elementary co-educational school dedicated exclusively to the teaching of students with dyslexia from Grades K – 8. We offer a tailored curriculum designed by a Fellow of the Orton-Gillingham Academy for specific and intense remediation of reading, writing, and math skills. Our aim is to empower dyslexic students and prepare them for success in the mainstream once strong foundational knowledge is acquired, and to do so in the most effective and efficient manner.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Math is taught using a combination of traditional methodologies, multisensory strategies and guided discovery exploration. All concepts are related to real life projects in which application of mathematical principals are applied.
Jump Math IXL Orton-Gillingham Math
Calculators can be used as the teachers deem appropriate.
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.
Information not available
Using research-based best practices the following areas are the focus for students with dyslexia: phonological awareness, reading fluency, vocabulary acquisition and reading comprehension. The multisensory Orton-Gillingham/Practical Linguistics lesson plan is the central platform of reading instruction.
No
Claremont School uses standardized testing and Great Word House™ levelled evaluations.
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
Written expression includes grammar, syntax, and sentence to essay instruction. The Claremont Writing program integrates written instruction in all subject areas. Writing skills are often an area of weakness for students with dyslexia, and our curriculum seeks to emphasize instruction in this area. Our school offers several extra-curricular activities that promote the art of writing. We sponsor writing competitions in several genres: poetry, fiction and non-fiction. Students run and contribute to the Claremont School Newsletter.
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 taught using hands on exploration and experimentation. In the older grades, students are taught subject specific vocabulary and the scientific method, that is development and testing of a hypothesis. Data collection and recording of results is integrated with mathematical instruction.
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
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
The students study a variety of text from short passages to longer novel studies. Fiction and non-fiction are part of the curriculum in every grade.
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
Core Knowledge
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).
Information not available
Social Studies is a balanced program encompassing hands-on activities, key subject specific vocabulary and integration with Science, Language, The Arts and Math curriculum.
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
By looking at the past, the students make connections and look critically at conditions in the present.
Information not available
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Information not available
Students are encouraged to express a multiplicity of viewpoints to a variety of experiences. Students are provided with an enriched creative environment that promotes skill development.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
Information not available
Claremont School teaches Media Literacy; however, assistive technology is kept to the minimum. Students in upper elementary grades are taught typing skills and computer techniques.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Outdoor education, sports, physical and mental health is a priority at Claremont School. Throughout the day, these subjects are incorporated into the curriculum.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Claremont First Steps Kindergarten Program is a linguistic approach to teaching language, which means we teach the skills that need to be mastered in order to read and spell successfully. Math concepts and numeracy are taught through hands-on exploration and problem solving. A deep understanding of Number Sense is instilled through theoretical and experiential instruction. First Steps is a multi-sensory, structured program with built-in diagnostics; consequently, student's strengths and weaknesses are assessed for effective curriculum development for individual child.
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.
Standardized and criterion-reference testing is conducted annually, which determines the rate that curriculum is delivered. Assessment also determines the curriculum content.
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.
We believe that students with dyslexia have abilities and gifts that our society needs. While respecting these strengths and imparting the knowledge that will unlock their academic potential, we will serve both the students and our community as a whole. Literacy is a priority. Students experience a literature-rich environment that will develop their reading and writing skills while emphasizing analysis and creativity. All students will receive Orton-Gillingham/Practical Linguistics instruction.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our mission is to maximize the emotional, social, and intellectual potential of our students so that they can reach their optimal potential and become valuable members of society.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Types of accommodations include: 1. Structured scaffolded lessons 2. Systematic step by step curriculum 3. Extra time for projects, assignments, and tests 4. Repetition review which is ongoing 5. Small class size 6. Organizational strategies 7. Frequent assessment and evaluation
Information not available
Class size is small which allows for focused intervention and attention to all students. Instruction is delivered using multiple methodologies and strategies which enable optimal progress.
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
JK - 8
0%
4%
$0
$500
0%
75%
JK, SK, K, 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!
Application is open for all students in Kindergarten program. For Grades 1-8, students are designed for students which dyslexia, that is, students who have difficulty in reading, writing , spelling, and/or Math.
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
See above
