497 Scott Street, St. Catharines, Ontario, L2M 3X3, Canada
2323 Bloor Street West, Units 209 and 216, Toronto, Ontario, M6S 4W1, Canada
1986
2015
180
40
Nursery/Toddler to 8
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori, International Baccalaureate
Traditional
15 to 18
6 to 8
Learning
Dedicated gifted school
$15,540
No
No
0%
0%
None
None
$0
$0
14
4
0%
0%
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
No
No
No
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Wheatley was founded in 1986 by Eda Varalli, who remains as the principal of the school today. Her inspiration was, truly, the best there ever is—to create a school that just did things better than they were being done. She took the Montessori method as a starting point, particularly in its focus on the individual, the belief that instruction is best when it takes the curiosity and the spirit of the learner. The school has grown over the years, including notably in 2001 with the move into the school’s current facility. The community that the school describes includes parents and extended family, and annual events underscore that, such as a grandparent’s day every April; during Family Literacy Week, parents and grandparents are invited to come into the school to read with students. In all, there’s a nice little spark throughout the life of the school, evident in things like the parent open house titled, beautifully, “Come See What I Can Do Day,” or the standing invitation for parents to have coffee with the principal. Sometimes there is a lot of power in the details, as well as in consistent leadership, and Wheatley serves as a lovely example of that.
View full reportThis small school located in Bloor West Village, Toronto offers programs for JK to Grade 8 students. The school’s mission is to develop knowledge, creativity, and the skillset to lead children towards a successful career and personal satisfaction. From Grades 1 to 8, children receive subject instruction by teachers who are specialists in their particular fields, providing students with the unique opportunity to be taught by someone with a passion and expertise for a chosen subject. Erudite offers before- and after-school care from 8 a.m. to 6 p.m.
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"Wheatley has been preparing children for the future since 1986. Small classes, a supportive environment and individualized teaching methods allow every child to realize his or her full potential, while promoting academic excellence. Montessori program from two years of age to Grade 4 and the International Baccalaureate Middle Years Programme for Grades 5 to 8. Wheatley provides exciting extracurricular activities and enriched academic studies (Grade 9 Math credit offered)."
"Erudite is a small school with big aspirations - and a huge heart. Our school was established in 2015 in Bloor West Village, Toronto, ON. The mission of Erudite School is to lay the foundation for a strong educational background to enrich knowledge, creativity and skill sets that will lead our children toward a successful careers and personal satisfaction. Respect is the core value of our school. It encompasses self-respect, respect for others and respect for the environment."
"Our curriculum is designed to develop the whole child and to prepare students to be exemplary citizens of our world. Our motto, “Preparing young minds for the future” captures the essence of the school. We provide our students with an education that reflects the needs of the 21st century – developing interdisciplinary skills, offering the tools and resources to explore their potential, and creating a solid foundation around core subjects that are critical to reasoning and comprehension."
"Erudite School prides itself on providing a differentiated curriculum delivered by teachers who are specialized in their specific fields.
After initial assessments and each child receives a learning map created for him/her . This is to ensure that the student progresses with confidence. Engineering, Computer Science. Drama, Music and Arts safe learning environment, community-based learning - Summer Olympics with other schools"
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"It is through a balance of curriculum, activity and community that Wheatley develops the whole child. We emphasize the capacity for critical thinking and an understanding of what learning is and how it is applied to real world situations. Our arts programming nurtures the creative spirit and builds confidence through participation in such school activities as art shows, the school band and theatre projects. Our physical education component underscores the importance of teamwork and ongoing skill"
"providing unique learning opportunity
strong programme
supporting language, reading and learning
culturally safe environment - family
location - Bloor West Village
small classroom sizes"
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"Wheatley is a diverse community – we welcome international students from around the world and can arrange a safe, secure environment for your child to be billeted in the Niagara region. In addition, International students pay the same tuition rate as our Canadian students."
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"Our small classes and low student to teacher ratio allows us to get to know every child and guide him or her on the journey of life. Every child has a voice – at Wheatley, we listen."
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Welcome to Wheatley, a vibrant and dynamic independent school dedicated to educating children from toddler age to grade eight. Wheatley embraces a philosophy that values the importance of instilling confidence, self-esteem, responsibility and a lifelong love of learning. We believe in working hard, caring for one another and, above all, making sure that learning is fun.
Our curriculum is designed to develop the whole child and to prepare students to be exemplary citizens of our world. Our motto, “Preparing young minds for the future” captures the essence of the school. We provide our students with an education that reflects the needs of the 21st century – developing interdisciplinary skills, offering the tools and resources to explore their potential, and creating a solid foundation around core subjects that are critical to reasoning and comprehension.
Wheatley promotes two proven educational methods: Montessori for children age 2 to grade 4 and the International Baccalaureate Middle Years Programme for Grades 5 to 8. These programs have distinguished themselves around the globe and they share in the belief that peace in our community and our world can be achieved through the education of children.
It is through a balance of curriculum, activity and community that Wheatley develops the whole child. We emphasize the capacity for critical thinking and an understanding of what learning is and how it is applied to real world situations. Our arts programming nurtures the creative spirit and builds confidence through participation in such school activities as art shows, the school band and theatre projects. Our physical education component underscores the importance of teamwork and ongoing skills improvement, and applying them in the gym, on the field and in life.
Wheatley is a diverse community – we welcome international students from around the world and can arrange a safe, secure environment for your child to be billeted in the Niagara region. In addition, International students pay the same tuition rate as our Canadian students.
Our small classes and low student to teacher ratio allows us to get to know every child and guide him or her on the journey of life. Every child has a voice – at Wheatley, we listen.
It is my privilege to be a part of a school that is leading the way in educating the young minds of 21st century. I’d be delighted to provide a personal tour of our school and discuss how Wheatley can make a positive difference in your child’s education.
Please feel free to contact my office at 905.641.3012 or [email protected] to arrange a tour.
Yours sincerely,
Eda Varalli, MS. ED. Head of School
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Traditional
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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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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Our Montessori and International Baccalaureate Middle Years curriculum is dedicated to providing a child-centered education whose focus is to develop the whole child. We are committed to developing internationally-minded individuals dedicated to shaping a more peaceful world and become aware of their responsibilities as world citizens. Students are engaged, challenged and supported as they strive for excellence and reach their academic potential. Character development (integrity, respect, responsibility, caring, citizenship) is emphasized.
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Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Jump Math, The Art of Problem Solving, math contest materials (Kangaroo, Spirit of Math)
Calculators are not allowed during classes or homework.
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.
The main focus of our English Reading Program in Junior Kindergarten is the alphabet. Students learn each letter's sounds. We use a variety of fun activities to achieve this goal, such as stories, songs, games, etc. In Senior Kindergarten, we focus on blending letter sounds into words. We start with short vowel sounds first and then move on to include long vowel sounds, sight words, words with silent -e, etc. The students also take part in our Reading Program. Students get a set of beginner reader books to read at home on a regular basis. By the end of Senior Kindergarten, students are able to read short stories with simple sentences.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We administer formal reading tests at the end of SK.
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.
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Expository
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.
Our Science curriculum goals create a strong interest in this discipline and form a strong foundation of knowledge. Students acquire knowledge about the fundamental scientific laws and principles that underlie the modern picture of the world. They learn how to apply knowledge of Science to explain the world around us. Hands-on experiments are an integral part of our Science programme.
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.
Exposing children to events that they may have not experienced in literature opens up a world of communication, curiousity and creativity. Learning about the feelings, thoughts and attitudes of characters aids students in fostering empathy, establishing values, and understanding the world around them. Throughout poetry, short stories and novels, the children establish a foundation of analytical skills, descriptive writing, interpretation of the text and identification of themes as well as others.
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
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is a regular part of the Erudite School curriculum starting from JK. Students develop a solid foundation in grammar, build a rich and broad vocabulary, and acquire written and oral communication and comprehension skills. Erudite School offers an optional Russian language program for students with Russian-speaking backgrounds. The programme is oriented toward fluent speakers but support and diverse instructions are provided for RSL students. The Russian Academic Curriculum for JK-SK includes Language, Math and Science. At the end of SK, students are expected to read short sentences and write simple words. From Grades 1 to 8, the language curricula relevant to an official Russian language program are offered. Additional Drama, Visual Art and other classes taught in Russian are offered after school to support the core programme.
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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
The Fine Arts are an integral part of our educational curriculum. In order to foster the talents and creative process of the student body, Erudite School's schedule reflects the addition of Drama, Graphic Design, Music and Visual Arts. An intensive Music curriculum allows students to grow in vocal, music history, theory and playing instruments. The goals of the Drama classes are 1. let students learn how to express themselves,try themself in a different feeling. 2. learn how to collaborate with others 3. be an active participant in a school production and 4. giving students the experience of working with extensive cross-discipline projects. COLLABORATION of all of the departments of the Fine Arts. The Visual Art programme gives students the knowledge to form skills in drawing, painting, sculpting and composition. Students work with a wide variety of materials and are introduced to the classical style of Visual Art. Cross-curriculum projects.
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.
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Students start working with computers on a weekly basis from Grade Four. Computer science is an important part of the Erudite School curriculum. Students working with coding from Grade Four to Grade Eight practise game and website creations. They learning how to work with databases. Here is the list of some areas covered: Python, HTML, CSS, JS, etc. Another part of the Erudite technology programme in Engineering. During the course, students are challenged to work on projects starting from the planning step. During this course, students learn the basic fundamentals of robotics by exploring the fields of mechanical (3D design, 3D printing, electrical motors), electrical (voltage, current, switches, basic circuits) and computer (Arduino programming) and combine their skills to create real-life projects.
Web design
Robotics
Computer science
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Play-based
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.
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.
We use the Montessori Method as our curriculum for the Toddlers to age 5. The teacher's role is to guide the child to fulfill their true potential. These first years of school are the most important ones in a child's development. This is the time he/she builds the adult they are going to be.
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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.
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.
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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.
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”.
older grades - preparation for high school provide support for students if necessary - remedial or enrichment
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We value the social and emotional development of each child as much as the intellectual. A happy child is always eager to learn and fulfil their true potential.
We are believe that
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
Young children come to us with an open heart and an eagerness to learn. The Montessori method is an individualized program. Through the use of the Montessori materials and individualized teaching, we are able to very early in their learning identify children's needs. Children are flagged and followed. Modifications are made to the program when necessary. Also, recommendations and referrals are made to outside specialists if a need is identifies.
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CompetitiveComp. |
RecreationalRec. |
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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
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0%
$0
$0
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
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Not available
No
No
No
No
No
No
No
No
No
No
No
No
When accepting a child in our program, we use the following guidelines:
Toddler Program (18 months-3yrs)
Casa Program (3yrs-6)
Lower Elementary Program (Year 1-4)
Upper Elementary Program (Grades 5-8)