Crestwood School KEY INSIGHTS

Crestwood School is a haven for students in two senses: it’s tucked away in a lush, forested valley in the city, and it provides a welcoming educational environment customized to different learning styles. The school nurtures and celebrates children’s individuality, whether in their academic abilities or extracurricular interests and talents.

Balance defines Crestwood’s approach inside and outside the classroom. There’s a strong emphasis on tried-and-true teaching methods, but also an openness to pedagogical innovation. And while intellectual development is paramount, there’s equal consideration given to cultivating students’ creative, social, and emotional growth. This approach tends to attract parents who value academic achievement, yet not at the expense of strong character, overall well-being, and broad-based skills.

“Many of our students come to us because their needs haven’t been met elsewhere,” says Founder and Head of School Dalia Eisen. “We’ve built a place where every child feels accepted and valued by their teachers and peers. Our first priority is to foster confidence and self-esteem, so we make sure that every child shines in some area at school. If they’re not at the top of the class, maybe they have their art displayed in the hall, or they’re on the soccer team, or they have a great part in the school play.”

ON SCHOOL LEADERSHIP

Head of School Dalia Eisen founded Crestwood School in 1980 with the conviction that she could use her decade of teaching in the public and private systems to build a better educational experience for students. From a modest beginning with seven students in an office space, the school grew quickly through word-of-mouth, because the parents were grateful that their children had found a setting where they could thrive.

Eisen’s vision was to create a warm, inviting school where teachers would truly know and value students’ strengths and challenges, and tailor their instruction accordingly. Based on our conversations across the Crestwood community of staff, parents, and students, we found consensus in the belief that Dalia’s vision remains central. “She built this school up to be one of the best in the city with her dedication to children and her drive to instill a lifelong love of learning,” says one parent of a daughter in Grade 6.

Despite her formidable achievement with Crestwood, Eisen is unfailingly matter-of-fact and averse to taking credit. She sings the praises of her teachers, yet is reluctant to talk about herself. And while she’s known as a straight-shooter, it’s apparent that she also wears her heart on her sleeve when it comes to the students. Her deep care for the children is obvious in the way she speaks to, and about, them.

“Dalia has shaped a warm and inviting atmosphere that’s also no-nonsense,” says one parent. “There’s a firm but fair element to the school, which I really like. And she’s cultivated a positive environment for both students and staff. Walk through the school and you’ll see the kids are really happy. They’re given the chance to be themselves, to be individuals. But they also know that they have responsibilities.”

ON THE ACADEMIC ENVIRONMENT

Crestwood School has managed to strike that elusive balance between traditional, proven teaching methods and newer, more progressive approaches. Founder and Head of School Dalia Eisen continued to include cursive writing instruction in the curriculum through the years when the public boards and many private schools eliminated it, for example, and now it’s back across the educational system. “She’s a smart leader and felt that kids should be taught foundational skills such as phonics, spelling rules, multiplication tables, cursive writing, etc.,” says one parent of a current student and Crestwood graduate.

Crestwood teachers are committed to ensuring that students have a firm grasp of the fundamentals in core subjects, while still offering opportunities to explore in the arts, physical education, and technology.

Academic expectations are high and age-appropriate homework begins in Grade 1, but everything is geared to students’ unique aptitudes. “We talk a lot about equity versus equality here,” says Junior School (Grades 4 to 6) Principal Amy Fuller. “We want the kids to understand that not everybody has the same academic accommodations or enrichment. Instead, everyone gets what they need to be successful.”

When it comes to Crestwood’s academic mission, the aim is to build up each student’s sense of competence. “We celebrate individual successes—no matter how big or small,” says Fuller. “Some of the kids that come to Crestwood don’t have the confidence to take risks and really engage in their learning, so we work hard to recognize their effort and accomplishments.”

Prosocial values underpin the school’s academic programs, both in structured social and emotional learning programming and in the overarching Crestwood culture. “We don’t do character education at a specified time each week or month,” says Head of School Dalia Eisen. “It’s just part of every day. Our kids know what values we promote because we model them and set clear expectations. We want students to be kind, respectful, and helpful to each other.”

ON ACADEMIC SUPPORT

When Dalia Eisen founded Crestwood more than 40 years ago, she designed it specifically for students with learning differences. Within a few years, the school expanded the program to include students without academic challenges. However, the school never lost its dedication to–and expertise in– supporting students who require extra academic support.

Crestwood’s “Roots” program offers students in Grades 3 to 6 a smaller class size, which enables teachers to provide more intensive and individualized attention. Typically, each grade has three mainstream classes (which are still small, ranging from 18-20 students) and one or two Roots classes (averaging around 12 students).

“Most of the students in the Roots program tend to have difficulties around reading and writing skills, and to a lesser extent with math,” says Katie Maalouf, Director of Student Support and interim Principal of the Primary School (Junior Kindergarten to Grade 3). “In addition to students with a formal diagnosis such as a learning disability, we’re also seeing a lot of students with learning gaps due to the pandemic and increasing class sizes in the public system.”

Some students move between the mainstream and Roots classes for specific subjects, based on their areas of strength and need. “The aim is always to get kids caught up and back into mainstream classes as soon as they’re ready,” says Eisen

ON EXTRACURRICULAR PROGRAMS

In keeping with Crestwood’s focus on students’ holistic development, extracurricular activities are plentiful and wide-ranging. The students we interviewed agreed that there’s something to suit every interest, enthusing about everything from chess and taekwondo to cross country, while the parents spoke of how the programs enriched their children’s school experience and boosted their self-esteem.

“We ensure there are lots of opportunities for those kids who may not necessarily always shine academically, and who may otherwise not feel the same engagement at school,” says Junior School Principal Amy Fuller. “Clubs and sports are often where they find their people, gain new skills, and discover their talents.”

Participation and inclusiveness are the guiding principles in Crestwood’s extracurricular programs, something that appeals to parents whose children have faced tryouts and cuts at larger public or private schools. Even the youngest primary school students have a chance to join clubs and play sports.

Athletics play an important role at Crestwood. If you want to play, we want you to play, and there’s a team for you,” says Lower School Principal Katie Maalouf. We offer soccer, basketball, ball hockey, ice hockey, volleyball, baseball, badminton, track and field, and cross-country running.

ON WELLNESS

Every school will say that student well-being is paramount, but sometimes the demand for academic excellence—and the stress it brings—can be a barrier. Crestwood undoubtedly values scholastic achievement, but never at the cost of children’s health and happiness.

“Every conversation we’ve had with the teaching staff at Crestwood has included a balanced review of our daughter’s physical, social, and emotional development, as well as her academic achievements,” says one parent of a Grade 2 student. “All aspects of her wellbeing and development are discussed and taken into consideration at all times.”

If students have needs that the school can’t meet internally, Crestwood helps parents enlist the one-on-one support of a social worker, occupational therapist, and/or speech language pathologist, who meet with students during school hours. These professionals also offer sessions for parents on strategies to promote their children’s growth at home.