2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2583 Carling Avenue # 103, Nepean, Ontario, K2B 7H7, CanadaIndirect Support:
2199 Regency Terrace, Ottawa, Ontario, K2C 1H2, Canada
2583 Carling Avenue # 103, Nepean, Ontario, K2B 7H7, Canada
5,530.9 km
5,528.0 km
1983
2020
200
100
Nursery/Toddler to 8
8 to 12
Coed
Coed
Day
eSchool
English, French
English
Academic
Academic
Montessori
Reggio Emilia, Montessori
Varies
1
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$4,620 to $19,495
Yes
No
0%
0%
1 to 8
None
$0
$0
15
20
0%
0%
99%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
No
No
information not available
information not available
Every school is unique, and BHMS is a particularly good example of that. It’s a Montessori program, and a faith-based school, though in both of those areas it charts its own unique approach. The school rightly prizes the relationship it has with the families that enroll, bringing them into the life of the school. Parents are drawn by the values that inform the delivery of the curriculum, as well as a focus on empathy and an appreciation of diversity within the school and beyond. While a smaller school, BHMS nevertheless offers a good breadth of extracurricular activities, which is also a principal draw.
View full reportR.I.S.E. Academy offers a highly personalized, one-to-one virtual program for Grades 8–12 built around real-world impact and entrepreneurship. Through its Social Change Maker Program, students earn high school credits while leading hands-on projects in their communities, supported by mentors and flexible, inquiry-based learning. Rooted in equity and guided by the mantra Every Student’s Brilliance Matters, R.I.S.E. serves youth who need more freedom, relevance, and connection than traditional schools provide. Its culturally responsive, skills-focused approach helps students build confidence, purpose, and the capacity to create meaningful change.
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"incredible memories"
Danilla Xing - Alumnus (Oct 20, 2017)
When I think back to my time at Bishop Hamilton Montessori School I have nothing but incredible memo... View full review
"a chance to grow at her own speed"
Marie Bordeleau - Parent (Jan 24, 2018)
Our daughter loves BHMS. She is challenged and engaged by the lessons and the activities, and inter... View full review
"able to follow my own interests and passions"
Silvie Cheng - Alumnus (Jan 24, 2018)
What stands out most from my time at BHMS was how freely I was able to follow my own interests and p... View full review
"The teaching at Rise Academy was exceptional, and I was consistently impressed by the quality of instruction."
Alec Izere - Alumnus (Jan 29, 2025)
My experience at Rise Academy was truly transformative and far exceeded my initial expectations. Whe... View full review
"It is obvious that the teachers care deeply for their students and are willing to help their students succeed in achieving their goals."
Nathalie Keppie - Parent (Feb 25, 2025)
The quality of education that my children have received from RISE Academy has been the reason why we... View full review
"The personalized, inquiry-based approach allowed me to explore my passions while developing critical thinking, leadership, and problem-solving skills."
Yenna Dushime - Alumnus (Mar 04, 2025)
R.I.S.E. Academy was more than just a school—it was a journey of self-discovery and growth. The pe... View full review
"Bishop Hamilton Montessori School, a not-for-profit school, provides a Christian Montessori approach since 1983 with programs for children 3 months to 14 years. Our success is built around our commitment to the academic, spiritual, physical and social growth of each student, which is the foundation of our educational approach. The breadth of our programs include enriched French, Science and Music. BHMS develops students with 21st century skills, to live in the real world."
"At R.I.S.E. Academy, we believe education should meet students where they are. We provide flexible, personalized programming for Grades 8–12 that connects learning to real-world impact, leadership, entrepreneurship, and community change. Through one-to-one virtual, project-based learning, students earn high school credits while building confidence, practical skills, and meaningful connections that empower them to become leaders and changemakers in their communities."
"Montessori is child-centred form of education that helps students cultivate a love for learning. The Montessori Method was developed by Dr. Maria Montessori in the early 1900s. She believed children learn better when they get to choose what to learn. Here at Bishop Hamilton Montessori School, her philosophy is alive and well.
Bishop Hamilton Montessori School is a CCMA accredited, not-for-profit independent school. We are an authentic Montessori school offering a Christian component . Since 1983, we have provided a high-quality education to generations of children in the Ottawa area."
"R.I.S.E. Academy offers a distinct approach that empowers students to reach their full potential. In traditional high school settings, students who face academic challenges may not always receive the individualized patience and understanding they require. R.I.S.E. provides the opportunity to master the same material through personalized, smaller classes or one-on-one instruction tailored to each student’s needs. We are dedicated to redefining traditional education by focusing on real-world skill-building, fostering confident, socially conscious leaders who are prepared to make a meaningful impact in their communities and beyond."
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"To better serve families, R.I.S.E. Academy has elevated the standard for personalized, hands-on learning. We work to dismantle the barriers often found in traditional schooling by offering students tailored opportunities to master material in ways that align with their individual learning styles. While conventional classrooms often feature 20–25 students at fixed times, R.I.S.E. provides instruction in small groups or one-on-one settings, either virtually or in person at flexible hours. This provides students with the environment they need to grow. We have invested heavily in community partnerships, mentorship, and real-world learning; our operational model requires careful resource management to maintain affordability for families while ensuring every student receives the attention and opportunities they need to excel."
"In January 1983 Bishop Hamilton School opens a not for profit Christian school with 6 Casa students. The school is named after the first Anglican bishop of Ottawa, the Right Reverend Charles Hamilton. In 1997 BHS celebrates 15 years, with over 230 students, toddler to grade 8.
In 2005 founder and Principal, Elaine Hopkins retires & Alison Goss is the School Director. In 2008 BHMS celebrates 25 years and the school became Bishop Hamilton Montessori School. In 2010 Renette Sasouni becomes the School Director. In 2015 BHMS opens an Infant program. In 2023, BHMS celebrates 40 years!"
"After 17 years in Ottawa’s public school system, founder Rebecca Chambers recognized that a fundamental shift was necessary to make education more approachable, accepting, and accessible. In 2020, Rebecca transitioned from her teaching role to conduct extensive research into personalized, innovative learning models, leading to the creation of R.I.S.E. Academy. Our mission is to support marginalized, racialized, and low-income youth across Ontario, providing the opportunities they deserve that are often unavailable in traditional settings. While early challenges included operating on a deficit, these hurdles allowed us to build vital connections with local businesses and social enterprises, creating a robust support network for both facilitators and students. These defining moments reflect Rebecca’s vision of transforming education into a platform for equity, creativity, and lifelong impact."
"Bishop Hamilton Montessori School prepares students to live in the real world. Our students become leaders, lifelong learners, and independent thinkers who have a social conscious and a secure relationship with God. These qualities are possible due to our strong partnership with parents. Families who get the most out of their time in our school are families who share the same values."
"R.I.S.E. Academy is an ideal choice for students who find that the current educational system in Ontario does not meet their specific needs. Our academy was designed with non-traditional learners in mind, providing a safe environment to take risks, challenge themselves, and access meaningful opportunities for growth. We support all students who require our unique approach, regardless of their background or circumstances. Our courses and projects are tailored to the individual, ensuring every student’s brilliance is recognized and nurtured. We serve those who may struggle in conventional settings by offering a supportive space to rediscover their potential. Additionally, we cater to gifted students and student-athletes who seek more rigorous or flexible opportunities than traditional schools can provide. We believe that every student deserves the dedicated time, effort, and patience necessary for their success."
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"R.I.S.E. Academy is designed specifically for students who are not thriving within the conventional school system and require a more personalized, low-stress educational environment. If your student excels within the standard structure of Ontario’s public schools and does not require deconstructed teaching methods, small-group learning, or individualized instruction, R.I.S.E. Academy may not be the ideal fit for their needs."
"A high percentage of our new families come to us through word of mouth! We appeal to parents who know they want Montessori and want a Christian presence for their children."
"Families choose R.I.S.E. Academy over other alternative institutions because of our innovative and modernized approach to education. We provide an inclusive environment that prioritizes student growth and personalized development. As one R.I.S.E. parent shared: “For prospective families, I would say this. If you are looking for a school that nurtures creativity, independence, and purpose while still meeting academic standards, RISE Academy is truly one of a kind. It is a community that believes in your child and gives them the tools, space, and support to thrive."
"New families come to us through word of mouth! We are known for our strong Montessori, Christian programming."
"To the public, R.I.S.E. Academy is recognized as an institution that has successfully challenged the barriers of a traditional education system. R.I.S.E. is known as a place where students are not simply processed through a standardized curriculum, but are seen and understood as individuals. While conventional schools are often perceived as rigid or one-size-fits-all, R.I.S.E. provides a secure environment where students can authentically be themselves without the fear of judgment or social pressure from their peers."
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"While our flexible hours and small class sizes are frequently recognized, a key aspect of R.I.S.E. Academy that is often overlooked is our community-driven and mentor-based programming. Students in these programs engage with mentors individually, forming connections that bridge the gap between their academic and personal lives, leading to a deeper understanding of both course material and essential life skills. By integrating the United Nations Sustainable Development Goals into our curriculum, students not only earn credits but also develop leadership, empathy, and a profound understanding of how to contribute meaningfully to their communities. This approach equips students with critical competencies often missed in traditional settings, fostering resilience and confidence."
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"Families are often surprised by the depth of learning achieved through our non-traditional methods. While there is a common misconception that alternative education is less effective than conventional schooling, R.I.S.E. Academy transcends the standard "alternative" label. We provide a secure and inclusive environment where students from all backgrounds can learn in ways that align with their individual strengths. At R.I.S.E., our focus remains steadfastly on the student, with a commitment to the personal and academic success of every individual we serve.
As one of our current students shared: “There’s not a single thing I’d change about the school. I’m really happy here and feel like I’m getting the most out of my time. One thing I wish I’d known before arriving is just how much I’d be able to grow and learn, not only academically but also personally. It’s a space where I feel comfortable, and I’m glad I chose R.I.S.E. Academy.”"
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"A significant recent development at R.I.S.E. Academy is the introduction of our Elite Athlete Program and Impact NOW! initiative. The Elite Athlete Program is designed to help student-athletes excel in both their sport and their studies, removing the need to sacrifice academic progress for athletic pursuits. We equip these students with the mindset and strategic planning necessary to grow as resilient learners and leaders.
Impact NOW! is a specialized program for students navigating adversity within their communities. It provides a platform to gain entrepreneurial experience, build professional networks, and engage in real-world business development. More than a path to school credits, Impact NOW! fosters a sense of community and belonging. Each session begins with a shared meal and features guest speakers, followed by small-group lessons designed to encourage collaborative dialogue rather than traditional lectures."
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"Looking ahead, we are scaling our mission so no student in Ontario is limited by standardized education. Over the next five years, we will expand our Impact NOW! programs across the province, positioning our Social Changemakers (SCM) initiative as a vital support to the traditional school system. To meet growing demand, we are strengthening our team of expert staff and mentors to ensure personalized 1-on-1 guidance. We envision hubs offering high-impact workshops in essential life skills like financial literacy and business, alongside a robust digital library of resources to broaden access. Central to this growth is building strong sponsor partnerships that directly support SCM. With 100% of SCM students subsidized, these partnerships ensure financial barriers never limit a student’s potential to lead."
Since opening our doors in 1983, the National Capital Region has come to recognize Bishop Hamilton Montessori School as a leader in education beginning at 3 months of age and continuing through to grade eight.
As School Director, I am proud of our student-body and the BHMS community at large. The school community has created an environment that strives for excellence not only within the classroom but also when looking outwards to the world around them. BHMS students and graduates come to appreciate the vast and diverse world around them through studying different cultures and through participating in charities both locally and internationally.
The value of learning Christian principles and charity in the context of a multicultural and religiously diverse student body prepares students to partake fully in the Canadian cultural mosaic. By stressing the importance and interconnectedness of people around the world, students also learn about the interconnectedness of the subjects that they study, thus fortifying BHMS’s academic excellence. Through this model, students aspire to become well-rounded citizens from an early age; this aspiration serves to motivate students to develop a passion and hunger for knowledge that they will carry with them through life.
Selecting a school that focuses on your child’s academic, social and spiritual growth is one of the most important decisions that you will make. Bishop Hamilton Montessori School looks forward to partnering with you every step of the way.
Together we can unlock your child’s potential.
Welcome to R.I.S.E. Academy!
At R.I.S.E., we believe that every young person is brilliant and capable of achieving success—when given the right environment. Traditional education doesn’t work for everyone, especially those who learn differently, face systemic barriers, or need flexibility and purpose in their learning. That’s why we’ve created something different.
Our programs are personalized, one-to-one, and built around each student’s strengths, passions, and goals. Whether your child is neurodiverse, navigating challenges in traditional school, or simply needs a more meaningful, hands-on approach to learning, R.I.S.E. offers a path forward. We focus on building relationships, confidence, and real-world skills while students earn their Ontario high school credits in flexible, innovative ways.
We’re not just preparing youth for graduation—we’re preparing them for life. With a focus on social justice, entrepreneurship, creativity, and community engagement, R.I.S.E. empowers students to become leaders in their own lives and in the world around them.
We’d love to welcome your family to our growing community.
Warmly,
Rebecca Chambers
Founder & Principal, R.I.S.E. Academy
Reggio Emilia
Montessori
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
BHMS offers a Christian based Montessori education in a safe community where infants to young adolescents are encouraged to reach their full developmental potential.
R.I.S.E. Academy offers a personalized, hands-on curriculum rooted in inquiry, project-based learning, and real-world application. Our approach is flexible and relationship-driven, designed to meet students where they are and adapt to their unique needs, strengths, and goals. We offer one-to-one virtual instruction, community-based programming, and pop-up experiences that allow youth to earn high school credits while pursuing extracurricular passions. R.I.S.E. is especially committed to supporting neurodiverse students and those who’ve struggled in traditional school settings. We remove barriers by eliminating rigid schedules, large class sizes, and standardized assessments. Instead, we focus on student voice, choice, and strengths-based learning. Our programs are trauma-informed and culturally responsive, with regular check-ins, personalized feedback, and wraparound support. Whether through credit recovery, experiential learning, or mentorship, R.I.S.E. empowers youth to regain confidence, re-engage with education, and envision a future where they thrive.
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 math materials, like all other classroom materials, focus first on the concrete and then move toward abstraction. Students first focus on the numbers one to ten, mastering quantity, then the symbol and finally associating the two. A complete comprehension of this first stage is essential as it lays a solid foundation for future work in the decimal system. Students are exposed to the operations of addition, subtraction, multiplication and division before they leave the Casa program. There are five strands in the Ontario Grade 7 & 8 Curriculum. Our program meets and exceeds the requirements for both levels, not only by incorporating material from grade 9, but also by requiring students to conduct higher order thinking in math seminar and math projects.
At R.I.S.E. Academy, our math program is fully personalized and designed to meet each student’s individual learning needs. Youth work one-to-one with their dedicated math teacher to co-create a program that fits their goals, learning style, and pace. Whether students need to build foundational skills, catch up on missed credits, or challenge themselves with advanced concepts, our flexible approach ensures they’re supported every step of the way. There’s no need for an outside tutor—students have direct access to their teacher, who is focused entirely on helping them succeed. With ongoing support, real-time feedback, and meaningful instruction, students build confidence and deepen their understanding of math in a way that makes sense to them. By removing the pressures of traditional classrooms and emphasizing relationship-based teaching, our program empowers youth to thrive in math and beyond.
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Not applicable
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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In the language portion of the curriculum Casa students begin by identifying sounds and later associating them with letters. Later, students apply this knowledge to phonics and reading. In the Montessori system students first learn to write and then to read.
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Not applicable
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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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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Science is an integral part of the Montessori classroom curriculum from Casa through Junior High. As students join the Senior Elementary classroom they are introduced to an enriched science program conducted by the science specialist in a carefully designed student-friendly laboratory. In this environment students conduct a variety of experiments, learning about such topics as biology, physics, optics, anatomy, astronomy, genetics, and aerodynamics. This hands-on approach to learning what is often only taught through textbooks instills in students a passion for exploration and discovery. Since research at BHMS is not limited by age, only by imagination, students are able to conduct independent research on topics of personal interest. They then present their conclusions in local and regional science fairs where BHMS consistently rates among the top schools in the region.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Information not available
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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
Not applicable
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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Throughout the elementary program students are exposed with increasing detail to the Great Stories: Creation of the Universe, Timeline of Life, Timeline of Humans, The Story of Numbers and The Story of Language. Montessori lessons address reading, writing, mathematics, geometry, physics, chemistry, biology, economics, history, art, geology and geography. The Montessori concepts and skills development are an enriched program with a lot of scope.
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Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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BHMS offers an adolescent program within the context of the regular Montessori school, providing a supportive learning environment specially tailored to meet the needs of adolescents. Happy and healthy teenage experiences are essential for developing the coping skills and knowledge for successful adulthood. To this end, the integrated program of study for the BHMS Junior High follows Dr. Montessori’s Educational Syllabus for the adolescent: Self Expression: Music, Writing Workshops & Language Arts, Art, Physical Education Psychic Development: Moral Education, Mathematics, Languages (French) Preparation for Adult Life: Study of the Earth & Living Things (Physical Geography, Biology, Anatomy, Astronomy) Study of Human Progress & the Development of Civilization (Physics, Chemistry, Engineering, Genetics, History of Science & Technology) Study of History of Humanity (History of Exploration & Settlement, Political Geography, Environmental Studies, Religion, Peace & Conflict Studies, Law & Government, Literature/ Novel Study, National history & Current Events).
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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The study of French is of utmost importance at Bishop Hamilton Montessori School where students begin their daily language study while still in the Casa program. As students progress through the levels their mastery of the language intensifies as does their understanding of Francophone culture and literature. Harnessing Ottawa’s geographic location and bilingual nature the French program conducts field-trips, culminating in annual trips to visit nearby Francophone cities of Montreal and Quebec in grades six through eight. Students graduating from grade eight of the Junior High program have successfully completed the French immersion language curriculum that is introduced at grade 10 in the public immersion system. By moulding students’ linguistic capabilities from such a tender age, and in small-group settings, they are able to become fully assimilated into the bilingual mosaic of Canada’s National Capital Region.
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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
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These programs have an equal emphasis on receptive and creative learning.
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Beginning in the Casa level and beyond, students meet with the Music Specialist where they are introduced gradually to music theory and expression. In grade 4 students begin exploring different musical instruments and, later, are integrated into the school band. Additionally, vocal skills are honed and refined through learning and performing choral music. The BHMS passion for music and performance is evidenced through annual concerts that bring together students of all ages, as well as the staging of some popular musicals, complete with set design, costuming, and theatrics, all developed by the students. Creative expression is an important outlet for students. The Art curriculum aims to inspire students to express feelings, ideas, and issues using a variety of medians such as: two and three dimensional forms and Multimedia Art. Students learn to apply the critical analysis process to communicate feelings, ideas and understanding of Socio-cultural and Historical Contexts.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Students at BHMS learn from a young age that a healthy mind thrives in a healthy body. Once students reach the third year of Casa they progress to classes lead by the physical education specialist in our gym or outside. These classes, taught three times weekly, teach the importance of exercise as part of a routine, the rules of certain sports and good sportsmanship. Students participate in city-wide sporting events as well as in athletic competitions with other schools. The Junior High Physical and Health Education program, taught in French and English, introduces a variety of sports, games, and outdoor pursuits. We participate in cross-country running, soccer, floor hockey, track and field, as well as, an extensive cycling program. The health curriculum uses the Ontario curriculum documents as a guide.
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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.
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Students progress and learn at their own pace. For this reason fast learners are not held back and slower learners are not frustrated by their inability to keep up. Classrooms consist of mixed ages 3 to 6 and provide a family life setting where learning takes place naturally. This approach recognizes learning as a social process and provides opportunities for older students to mentor the younger ones. The curriculum develops spoken and written language, reading, mathematics, the natural sciences and the arts.
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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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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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.
The School works collaboratively with parents teachers and students to foster the development of each child. The outcome of this partnership is our Portrait of a Graduate which consists of following skills and attributes: academically prepared, leader, independent thinker, intrinsically motivated, socially responsible, respecter of all persons, competent learner, confident, creative thinker, collaborative worker, protector the environment, engaged community citizen, secure with their relationship with God. Portrait of a Graduate illustrates the skills and attributes BHMS students can develop when parents and teachers work collaboratively to foster the development of their child’s academic, social, emotional, and spiritual development.
At R.I.S.E. Academy, academic success is defined by progress, engagement, and personal growth—not rigid benchmarks. Our culture emphasizes curiosity, effort, and real-world learning over grades and deadlines. We foster a supportive environment where students co-create expectations with their teachers, ensuring goals are realistic, meaningful, and achievable. Learners are encouraged to take ownership of their education, reflect on their progress, and celebrate milestones. With flexible pacing and individualized support, we prioritize mastery and understanding. Our one-to-one approach allows students to feel seen, heard, and empowered, creating a culture where academic achievement is personalized and deeply connected to each student’s strengths, interests, and aspirations.
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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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
The academic, spiritual, physical and social growth of each student is achieved through two methods: the Christian message of the Catechesis of the Good Shepherd and the Montessori approach as outlined by the Association Montessori Internationale and the Canadian Council of Montessori Administrators (CCMA).
At R.I.S.E. Academy, we aim to develop confident, compassionate, and capable young people who understand their value and power to make change. We prioritize critical thinking, creativity, and resilience, helping students become self-aware learners and engaged citizens. Our programs foster leadership, empathy, and a strong sense of social responsibility. By connecting education to real-world issues and personal passions, we encourage students to see themselves as problem-solvers, innovators, and changemakers. We support them in developing the life skills—communication, collaboration, adaptability, and initiative—needed to thrive in a rapidly changing world. Ultimately, we strive to shape individuals who are not only academically successful but also grounded, purpose-driven, and ready to lead with integrity.
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 | |
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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.
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| Learning disabilities | ||||
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
At R.I.S.E. Academy, we are deeply committed to supporting all learners, including those who develop learning difficulties. Our one-to-one, personalized approach allows us to quickly identify challenges and adapt programming in real time. We collaborate closely with families, specialists, and the student to create strategies that foster success. Our flexible, strength-based model is often ideal for those who haven’t thrived in traditional settings. With patience, understanding, and individualized support, we help students navigate their challenges while building confidence, skills, and a renewed love for learning. Every learner is welcome and capable of success at R.I.S.E.
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
1 - 8
0%
0%
$0
$0
99%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
No
No
No
No
No
No
We admit students throughout the school year if space is available. The admission process at BHMS consists of the following: A School Tour following the initial inquiry, provides parents with an opportunity to visit our school, see our facility, and meet with our staff. The Director of Admissions will provide prospective parents with a Parent Information Package and review its contents. The Information Package contains information about our school and includes: BHMS Program Guide, Parent Handbook, Parent/School Partnership Agreement, Financial Handbook, Application for Enrolment and information about School Uniforms. A meeting with the School Director is held who will address additional parent inquires and determine a mutual fit for the family and BHMS. The decision for acceptance of enrolment to BHMS is made by the School Director. Parents inform BHMS Director of Admissions their intent to enrol and complete the Application for Enrolment. Director of Admissions forwards Enrolment Contract for parent review and coordinates a meeting with parents to finalize enrolment.
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