9711 Bayview Avenue, Richmond Hill, Ontario, L4C 9X7, Canada
4900 Tomken Road, Mississauga, Ontario, L4W 1J8, Canada
1996
1996
300
300
JK to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Montessori
15 to 25
Varies
Learning, Developmental
In-class adaptations
$10,200 to $12,800
$10,500 to $16,350
No
No
0%
0%
None
None
$0
$0
27
23
0%
0%
100%
99%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
No
No
information not available
information not available
Richmond Hill Christian Academy (RHCA) provides a non-denominational Christian education for Junior Kindergarten to Grade 8. It follows a rigorous and accelerated curriculum with a biblical foundation. Its dedicated and highly qualified teachers focus on preparing students for service to God and their community while striving for academic excellence. More than 25% of the curriculum at RHCA is religion-based. The school provides a disciplined environment and a safe space for all kids to learn, one in which they’re always treated with love and respect. Teaching staff have close relationships with families and are committed to fostering kids’ spiritual, social, and physical growth.
View full reportNorthstar isn’t your average Montessori school, in part because of its size—with an annual student population of 300, it’s a fair bit larger than the average—as well as its resources. The school was founded in 1996, though has grown its programs considerably in the intervening decades. There are some things that understandably stand out, such as the training pool, which is a recent addition, though they only underscore a more general awareness of the broad range of programming and facilities throughout the school. There are lots of bells and whistles, all of them welcome, though the core program is here too, with a fidelity to the Montessori method as demonstrated through CCMA accreditation. The program is offered from preschool through Grade 8, allowing families a consistency of approach and experience through the primary and elementary years.
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"Richmond Hill Christian Academy (RHCA) is an independent, non-denominational, private Christian school. We are a member of the Association of Christian Schools International (ACSI), and are listed as a private school on the Ministry of Education website."
"Northstar Montessori is committed to providing students an experience where they are limitless in their academic and personal growth. The learning of life virtues and positive characterization is fundamental! We provide programs from Toddler up to Middle School. We encourage interaction between all ages to strengthen the understanding of community. Additional specialty rooms, play area, spacious indoor gym with climbing wall and a salt-water swimming pool, make our school complete! Call us for a tour!"
"Abeka curriculum is used in all of our grades, and it is the foundational to our school's educational program. It is a thoroughly Christian curriculum that is tried and true since 1972 with real-world results (CAT-4). Abeka is the largest publisher of Christian curriculum in the world and is used by more than a million students in Christian schools around the world. In Ontario, there are 12 schools that use it exclusively and 45 that use it predominantly."
"A Montessori school should be able to offer a proper Montessori education, and by being accredited, it reassures parents that their child is receiving just that. The size of the school matters as well and with up to 300 students, you feel a greater sense of community. In addition, families with two or more children, are able to bring all of them to our school as we serve from toddler to junior high. The facility also includes a gym, pool, specialty rooms for art, music, french and computers."
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"Top five reasons given for choosing RHCA:
1. High academic standards
2. Caring and supportive environment and staff
3. Observable changes in learning achievements and character developments
4. Affordable tuition rates
5. Structured learning environment"
"Northstar Montessori has grown from 2 classrooms to 14 classrooms over the last 25 years. It is one of the largest Montessori schools in Mississauga and is accredited by the Canadian Council of Montessori Administrators, also known as CCMA. Our philosophy in education is to provide unlimited experiences so children are more adept in their daily lives and eventually contribute to society. New families enroll at our school mainly because of word of mouth and the ages we are able to accommodate."
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"As a Christian school rooted in the Biblical worldview, RHCA is a safe place for our students and staff. For many, that is an important reason why families enrol their children. For some, the protective environment can be viewed as a drawback due to its sheltering nature. For families who professed to Biblical Christianity, the formative years of a child's development are critical for establishing a sure foundation in their faith. Such faith strengthening environment is provided at RHCA."
"When parents visit our school, they are usually surprised by the educational materials used by students. Parents wonder why it differs from other child care centres. The simple answer is this, the materials used were tried and tested and later developed by Dr. Maria Montessori over 100 years ago based on careful observations she made with children at each stage of their life. These sensory-engaging materials, experiences and the philosophy of following the child are the hallmark of Montessori!"
"Although considered by many as an academically advance school, our program is geared towards the average child who is willing to work hard and parents who are supportive of school's philosophy and policies. Parents are often amazed at the amount of learning students are able to achieve through a well developed, school-wide curriculum taught by highly dedicated teachers. Ordinary students are able to accomplish extraordinary results when they are provided the opportunities and training needed!"
"The most surprising feature about our school is our all-season indoor pool. This is part of the physical education program and students ages 3 1/2 to 12yrs are provided swim lessons. Another feature our school has is a climbing wall. Overcoming the fear of heights is challenging but when taught with other same-aged students, the fear is minimized and the student will most likely take part in it. We also have a low staff turnover ratio, providing your child consistency throughout their education."
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Welcome to Richmond Hill Christian Academy! We are a Christian school founded upon the Word of God. Our mission is to prepare the next generation for service to God and to our community, our country, and to our world. We accomplish this by using a thoroughly Christian school wide curriculum that is taught by dedicated and highly qualified teaching staff in a loving but structured environment that strives for excellence in the development of the whole student.
We provide a Christ-centred education with a clear, biblical worldview that allows children to learn of God’s great love for them! We welcome children from all backgrounds, whose parents/guardians are supportive of the school’s philosophy and policies, to come and discover what a difference Christ can make in their education!
We, at Northstar Montessori, take very seriously our responsibility to guide each child through a world of discovery on the path to constructing a secure, balanced personality with an active, competent mind. The happy balance of freedom to explore and work within a prepared, orderly environment, filled with specially designed mind-engaging sensorial materials and activities, is the hallmark of our school. The teacher’s role is to respect the freedom of each child to forge his or her own unique path of learning and personal growth, energized by his or her natural curiosity. We are committed to inspire and encourage each child to take in hand a wealth of activities and experiences to ensure successful development.
At Northstar Montessori we are committed to promoting the individuality of all our students and we aim to be an inclusive school. We endeavor to teach our students to appreciate, respect and value the differences they see in one another. We offer equal opportunities for participation and learning for all our students and will ensure that they feel secure in knowing that their contributions to the school are valued. Northstar Montessori is committed to the teachings of Maria Montessori and the Montessori curriculum. However we do not limit our approach and we encourage all members of the teaching team and administration to pursue professional development opportunities that will enhance their abilities and understanding of the students and their developmental needs. Workshops and conferences are promoted within the school that we believe will benefit our staff in their practice. We ensure an environment that allows for a range of different learning styles and where all children have challenging targets that enable them to succeed.
Montessori
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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.
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.
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We, at Northstar Montessori, take very seriously our responsibility to guide each child through a world of discovery on the path to constructing a secure, balanced personality with an active, competent mind. The happy balance of freedom to explore and work within a prepared, orderly environment, filled with specially designed, mind-engaging sensorial materials and activities, is the hallmark of our school. The classroom allows for the freedom of movement and for the development of a positive work cycle by allowing the students to choose their activities and to participate with them without interruption. Teachers prepare lesson plans as a guide to ensure that the students are participating in all areas of the class, however they remain flexible and respectful of the child’s need to make choices and decisions in their daily activities. The function of our school is to augment the development of each child – intellectually, socially, emotionally, spiritually and physically so that the child may emerge as a well-rounded independent adult.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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The Montessori approach to Math involves providing the students with a physical and concrete experience of mathematical concepts and then moving toward the abstract understanding of concepts and the memorization of Math facts. Students will be initially be introduced to counting and number recognition and then move toward the understanding of the place value of numbers and the formation of 4 digit numbers. Once the students have mastered these concepts they will be introduced to the operations of Math. Areas of study in the Elementary Math curriculum include, the further understanding and memorization of Math facts, Geometry, Fractions and Algebra (program dependent). Our goal is to have students truly understand the process involved in completing their Math work.
Nelson Mathematics\nMath Makes Sense
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.
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.
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The Montessori Language program is phonetically based. Students are introduced to the phonetic sounds of letters through tracing the Sandpaper Letters; where in addition to hearing the sound they are experiencing the letter formation (early writing). Once a student has masters 10 to 12 sounds they will be introduced to a variety of early reading materials including word building, phonetic reading lists and eventually readers. Student will progress at their own pace and with guidance from their teachers. Through repetition and daily reading students will gain total reading, which involves reading with comprehension.
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.
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Students are introduced to penmanship initially with the formation of cursive letters on a chalk board then on a lined paper. Students are encouraged to write words and then sentences. Phonetic word writing is encouraged initially and then a move toward correct spelling and sentence structure is made through various lessons.
Equal Balance
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
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The Science/Culture curriculum includes the study of animals, their habitats, fundamental needs, external and internal construction, classification and characteristics. The students will learn to appreciate the unique traits of living things and their value and purpose on earth in helping to create a harmonized eco-system and life cycle. The students are also introduced to the characteristics and importance of plants through science experiments and plant study. They are also made aware of their role in ensuring that the environment is sustained for generations to come. Elementary students also participate in science experiments and an annual Science Fair.
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
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Students are exposed to a variety of literature throughout their time in the Elementary program. They read through classic novels and participate in novel studies where the story lines and characters are examined closely, Current literature and articles are also examined and analysed as students are encouraged to gain an understanding of current events.
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).
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).
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Our Social Studies/Culture curriculum includes History, Geography and world events study. We also include lessons designed for students to gain an understanding of themselves, their families and their communities. Cultural universals are also explored and may include topics such as Government and Schooling.
Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Students have computers as part of their academic year and begin in grade 1. By introducing them to various programs, it allows them to get familiar with the computer and eventually become comfortable as they move into their middle years. PC\'s are mainly used as it reflects the majority of users in the working world. Programs include Microsoft Office, web-based programs, MovieMaker and graphic programs. Aside from understanding the computer and using the programs, they are also shown basic design principles (font selection, margin allowance, white space, balance, flow). Middle school students begin to learn about photography and lighting and learn computer programming using Lego Robotics and 3D printing.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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The Montessori philosophy is still applied in the physical education program. Since students in each classroom have a 3yr mixed age range it is expected to see various degrees in their physical and social skills. By allowing the older students the opportunity to demonstrate for the younger ones, it increases their desire to participate even if their abilities are still developing. The younger ones are enthused with the effort and will apply the same effort. In addition, those that are not understanding clearly or have communication barriers, will use their observation skills to determine what needs to be done. Emphasis is on participation and working together.
Montessori
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.
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.
Northstar Montessori delivers an authentic Montessori Curriculum, while meeting all requirements of the Ministry of Education. Included in the program are Music, Gym, French, Computer, Swimming and Skating classes (program dependent). As the students progress through the program, new experiences are added including camping and community involvement. Students also have the opportunity to participate in a variety of extra-curricular activities, including Chess Club, Yoga, Private Swimming Lessons and Tennis.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Students are not limited by age as to the materials they are exposed too. The student\'s skills and abilities are assessed to determine if they are ready to move forward in the curriculum area.
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.
Northstar provides a supportive environment where students are involved in their leaning and assessments. Teachers consider the learning styles of their students as they deliver instruction. Students’ individual learning strengths and areas of concerns are discussed with students and we then set learning goals together. We communicate expectations and best practices with the students to ensure they are feeling supported and understand their assignments and how to achieve success. Remaining in the same classroom for 3 years, typically with the same teacher, encourages a bond of trust between teacher and student. In addition, Northstar celebrates students’ successes beyond the classroom, making students aware of their talents and abilities which will build a strong sense of self.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Northstar’s goals are always to have each of their students reach their full potential. While we pride ourselves on the academic achievements of our students, we are fully aware that strong personal development must go hand-in-hand with in-class success. Building strong characters that are aware of their environments and the influences they have is key to supporting the development of solid citizens who will think beyond themselves and their needs. Strong character coupled with academic success ensures a well-rounded individual who is prepared to participate in their community and world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Northstar Montessori will make every reasonable effort to ensure that its policies, practices and procedures are consistent with the principles of dignity, independence, integration and equal opportunity by: • ensuring that all customers receive the same value and quality; • allowing customers with disabilities to do things in their own ways, at their own pace when accessing goods and services as long as this does not present a safety risk; • using alternative methods when possible to ensure that customers with disabilities have access to the same services, in the same place and in a similar manner; • taking into account individual needs when providing goods and services; and • communicating in a manner that takes into account the customer's disability.
Information not available
The function of our school is to augment the development of each child – intellectually, socially, emotionally, spiritually and physically so that the child may eventually emerge as a well-rounded independent adult. Students requiring supports outside of Northstar’s expertise will be supported through all avenues possible, including welcoming community partners and other professionals into the environment to help build a better understanding of the students’ learning needs. We will support both child and the family by meeting with all necessary persons to understand the child’s needs and to learn about and implement any individualized plans and accommodations that have been put forth.
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%
99%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 1 - 8
No
No
No
No
Yes
No
No
No
No
No
A child coming from another Montessori school would be able to transition in our school easier as they are familiar with how the class is set up, the materials and how to work with it.
Generally when we assess a child, we mainly focus on their language and math skills.