411 Lawrence Avenue East, Toronto, Ontario, M3C 1N9, Canada
325 Sandhill Road, Kanata, Ontario, K2K 1X7, Canada
1963
2003
450
32
JK to 6
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Liberal Arts
15 to 18
6 to 10
Learning, Developmental
Learning, Developmental
In-class adaptations
$20,300 to $30,300
$16,000
No
No
0%
0%
None
None
$0
$0
50
4
0%
0%
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 6
Yes: grades 1 - 8
No
No
information not available
information not available
The school was founded in 1980 with an eye to providing a strong, focused academic program for the lower grades. In the intervening decades it has very much kept with the times, including an early adoption of e-learning tools and texts, at times in partnership with national publishers. Student success is gauged through mastery of the course material, and the ideal student is one who is able to thrive within a supportive yet academically challenging environment. In 2001 the program was extended into the upper grades with the creation of the Crestwood Preparatory College.
View full reportA small, dedicated school, March Academy is of particular interest to families of students who have had trouble assimilating or accessing a conventionally delivered curriculum within a conventional teaching environment. Teachers are adept at helping students find a place within the social network of the school, feeling involved and valued, as well as supporting a range of learning differences. The program begins with empowering students, helping them become aware of their talents, and encouraging them to employ them within a group learning setting. Parents report a high level of satisfaction, and a common regret perhaps is not turning to the school sooner. Frequent, open commination between faculty and families is also prized.
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" ... the epitome of what schools should be ... "
Christine Deugo - Parent (Jun 13, 2019)
March Academy is the epitome of what schools should be. My son has flourished since he began attend...
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" ... she is thriving ... she feels she matters"
Claudia Gongora - Parent (Jun 13, 2019)
Our eldest daughter completed JK-trough grade 1 in the public school system and it was painful to se...
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" ... a small, quaint and loving school"
lisa o'kane - Parent (Jun 13, 2019)
March Academy has completely changed my child and his outlook on school. It is now a place he looks ...
View full review
"Located in a picturesque, wooded valley in the Bayview/Post Road area, Crestwood School provides quality education to students in Junior Kindergarten to Grade 6. At Crestwood, we practise the traditional art of teaching-challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others. Each teacher is the key. With a well-planned program, a positive rapport with each student, a close communication between home and school, and a sense of commitment and dedication, our goals are met!"
"March Academy is a dynamic learning environment that celebrates individual difference and teaches students to use their strengths to be effective learners. Small class sizes and experienced teachers create an environment that provides support and challenges students to achieve their true potential. Music, arts, nature, and daily physical activities are integral to educating the whole child. Through high expectations, recognizing learning styles and emphasizing the positive, we give each student a chance to shine."
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"March Academy is a dynamic learning environment that celebrates individual difference and gives students the confidence to advocate for themselves and use their strengths to be effective learners. Our environment provides support and challenges students to achieve their true potential. Music, arts, nature, and daily physical activities are integral to educating the whole child. High expectations, recognizing learning styles and emphasizing the positive, give students a chance to shine."
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"Families choose March Academy for our small setting, highly experienced educators, and enriched programming. Graduates report that March Academy helped them to better understand their strengths and needs as learners which gave them the confidence to be effective advocates for their learning in high school. Students appreciate and are prepared to embrace life-long learning."
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"The program at March Academy has been carefully curated to enrich the whole child by including weekly opportunities for subjects such as Yoga, TaeKwonDo and Music which support the more academic areas such as Math and Language. Despite the attention and support for individual student needs, our emphasis on working in and as part of a group of learners is critical to student development. All experiences complement each other for the benefit of overall learning."
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"Families are often surprised by how much their child enjoys coming to school every day and what their child is capable of learning and doing. Parents are often delighted to report, "We have finally gotten our child back". Children rise and often surpass the expectations set out for them. Families come to realize and appreciate that teachers at March Academy have clear, specific, just-right expectations which reflect in the self-confidence they see in their children."
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Parents who want their children to receive a “good education” must concern themselves with what kind of education is best for their children and how their education will directly affect their growth into adulthood. It goes without saying that children should be competent in the 3R’s (reading, writing, and arithmetic) but at the same time, parents must look at long term goals for a lifetime of education.
One of the most important goals of education is to teach children how to learn. Children must be able to think critically in order to evaluate what they see, hear, and read. This is a skill which is paramount, not only to structured education, but to life in general. Another goal that must be achieved is to have children develop the necessary traits of a healthy personality. Self-assurance, self-respect, trust in others, and respect for others must be developed.
Next, we want the children to work well with others. Sharing with others, understanding the needs of others, and assuming responsibility for the well-being of others are important qualities one must have in our world today.
Finally, we want the children to work creatively in order to fully express themselves as the unique individuals they are.
I feel that when children are provided with a stimulating and nurturing environment, a positive attitude to education and to those around them results.
At Crestwood, our goal is to provide students with sound academic skills, while at the same time providing them with the framework from which they can develop the necessary lifelong skills which I feel encompass a “good education.”
Dalia Eisen
An underlying tenet at March Academy is that education should provide children with a compass to guide them and support their ability to find their way, rather than a single road map that everyone must follow.
For 20 years, March Academy has worked to empower elementary aged students by helping them to understand how to find their way in a group learning environment. It challenges them and helps them grow, primarily by teaching them how to learn, while at the same time, helping them to respect and work with their peers.
March Academy celebrates individual difference, recognizes strengths and teaches students to use their strengths to be effective learners. Through high, reasonable expectations, by incorporating individual learning styles, by emphasizing the positive, and by teaching co-operation, we give each student a chance to shine and express their true potential.
Our students are excited, engaged, positive students. They develop qualities that allow them to become confident life long learners. We are extremely proud of our graduates, their growth and successes. We look forward to making you and yours part of our March Academy family.
Liberal Arts
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
We practise the traditional art of teaching - challenging young minds to learn and structuring experiences that make learning possible. At the same time, we are concerned with the "whole child," striving to balance a child's physical, social and emotional development. Smaller class sizes are maintained, allowing for individual attention and the fostering of effective communication between students and teachers in a friendly, caring, nurturing environment. Crestwood strongly promotes co-operative attitudes and behaviour, and is committed to the preparation of self-confident, self-disciplined individuals who respect the feelings and rights of others.
March Academy uses a multifaceted, eclectic approach to build and re-teach core skills or to provide academic challenges to students, where and when necessary. Small class sizes with a low teacher-student ratio allows for more individualized attention and flexibility in curriculum delivery, as well as providing support for social skills development, school anxiety and navigating the underlying hidden school curriculum. Providing the learner with an understanding of their part in the learning process and helping them to become advocates in their own learning is emphasized. Music, art, daily physical education, and nature studies are seen as critical elements of the program to entice and excite all learners.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The teaching of math is delivered in multi-aged groupings with similarly skilled students. Lessons are augmented to support individual student needs and skill level, and an altered pace and reteaching in different formats is offered when necessary. Math manipulative materials and various strategies are offered to solidify comprehension of the concepts. Students practice and apply their understanding on a weekly basis with their peers by solving assigned real-life problems with a 'math buddy'.
An eclectic teaching approach is taken for the teaching of math using resources such as Nelson mathematics, Jumpmath and other commercial programs to augment main lessons.
Students are expected to learn math facts and are taught strategies on how to learn and find the facts. How to use calculators is taught as part of some lessons. Calculators may used for some lessons to confirm facts and in different math strands.
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.
March Academy uses an eclectic approach to language teaching depending upon individual student need. In the primary grades an emphasis on letter sounds and phonetics is given in conjunction with the teaching of comprehension strategies, grammatical structures and vocabulary development. In the higher grades a greater emphasis on comprehension strategies, inferencing and vocabulary and grammatical development dominates the lessons.
Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The teaching of writing is through a balanced systematic and process approach. Direct teaching of writing skills is taught both in small group lessons and on an individual basis as needed. Students are asked to write for a specific task or assignment to improve grammar and sentence structure, or to practice a specific type of writing. Time is also provided for personal and creative writing to both practice and apply the skills that have been taught and to foster a love of writing for different purposes. Formal lessons in both printing and cursive writing are given on a weekly basis.
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.
Science lessons are based on a school-wide theme each month in the form of Integrated Studies. Topics are taught through both direct lessons about the theme and through inquiry-based, team and partnered assignments. Special emphasis is place on aspects of nature, wildlife and the environment through targeted lessons each week in the form of nature journals. In Grades 7 and 8, specific topics are explored in more depth.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At an elementary school level, Literature is explored and appreciated both in terms of how it is written and in what it means to an individual. Students are asked to reflect and relate to text as it impacts them and as it impacts society as a whole.
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.
Social Studies lessons are based on a school-wide theme each month in the form of Integrated Studies. Topics are taught through both direct lessons about the theme and through inquiry-based, team and partnered assignments.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
History and Geography lessons are taught through both direct lessons about the topic and through inquiry-based, team and partnered assignments.
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.
Information not available
A core French program is offered at March Academy.
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.
March Academy students engage in music lessons which take the form of an individual piano lesson, a music theory lessons and a group choir session each week. Visual arts lessons are also provided on a weekly basis. Dance and drama lessons may be integrated into physical education, language, or integrated studies classes dependent on the monthly theme.
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Technology is used to enhance or build upon concepts or themes in the classroom. Time is spent teaching students how to navigate specific programs to be used as tools in learning.
Web design
Robotics
Computer science
Information not available
A large emphasis is placed on physical education. Classes are held on a daily basis and include both indoor and outdoor traditional games and activities as well as weekly sessions of TaeKwonDo and yoga.
Not applicable
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Not applicable
Junior and Senior Kindergarten are often a child’s first introduction to “formal education.” Therefore, these years are the foundation upon which attitudes towards all subsequent education are built. The early learning curriculum involves mathematics, reading, written and oral expression, environmental studies and an introduction to French. It also includes activities that develop social, physical, and creative skills. Every child’s style of learning is identified through close observation, attention to the child’s needs, and most importantly, individual time with the teacher.
Information not available
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
March Academy celebrates student success in all areas of the program. Without the emphasis on letter or number grades, students are made fully aware of their needs and successes through constant feedback and supported to ensure they are able to achieve their goals to a standard that they are capable of.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The goal at March Academy is to encourage the development of the whole person. Students who are confident in themselves and who can advocate for their needs as learners are successful and can offer more to their communities.
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
March Academy's program supports children who struggle with a learning challenge. Accommodations and modifications are integrated into the program and any remediation is a regular part of the delivery of the content when and where necessary. Time and space can sometimes be accommodated for extra support services engaged by families such as occupational, physiotherapy or speech therapy.
Information not available
Students who have been diagnosed with a learning disability can be accommodated at March Academy.
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
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 6
Yes: grades 1 - 8
No
No
No
No
Yes: grades 1 - 6
No
No
No
No
No
At Crestwood our students are responsible, cooperative, respectful, honest and courteous.
March Academy is suited for families who seek a smaller academic setting. The environment is suitable for students who, despite best efforts, are not experiencing success at their current school placement. Students may be identified as learning disabled or gifted, be experiencing school anxiety, be 'late bloomers', or be students who enjoy more teacher-student interaction. The smaller setting for learning combined with the supports that that March Academy can provide may also provide a renewed spark for learning in the student.
Parents are asked to contact the school for a tour and to meet with the staff regarding the learning needs of their child. Students are then asked to spend a day or more at the school to join a class and to follow the school day. Following the visit, school staff and parents will meet to discuss the school-student fit and suitability. If in agreement, students will be allowed to enrol at March Academy at a mutually decided date.