12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
2064 West 10th Avenue, Vancouver, British Columbia, V6J 2B3, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
2064 West 10th Avenue, Vancouver, British Columbia, V6J 2B3, Canada
5,712.1 km
7,662.7 km
1977
1993
704
54
JK to 12
K to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
18 to 25
6 to 10
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$11,780
$32,500 to $40,000
No
Yes
0%
10%
None
K to 8
$0
$9,000
47
6
0%
0%
80%
75%
information not available
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
information not available
information not available
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportMadrona was founded in 1993 to address the specific needs of learners operating at the top of their peer group. Instruction is based in delivering the fundaments of literacy and numeracy, though it also builds out considerably from there. The school isn’t tiny, with an annual student body of 50-65, but the feel is very personal and individualistic given a low student-teacher ratio. Students are encouraged to follow their interests and grow into an understanding of a sense of responsibility and active participation in their education. At the moment the school offers the primary and elementary grades, though the intention is to continue building the program through the high school grades relatively soon. That’s something that enrolling families, given the strength of the program, are keen to see realized. A strong school community, one that welcomes parental involvement in the life of the school, is a primary draw. The ideal student is one who will thrive in a challenging, hands-on, collaborative learning environment.
View full reportinformation not available
information not available
"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"Madrona is a small community of neurodiverse kids, families, and educators. Our K - Grade 8 school excels in providing a nurturing and joyful environment for the education of bright and gifted students. In embracing and celebrating their unique qualities, Madrona provides a safe environment for neurodivergent and neurotypical kids to flex their strengths and prepare them for the bigger world."
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
"At Madrona School, we understand that no two students learn the same way. Many of our learners are twice-exceptional (2e), meaning they have both advanced strengths and learning challenges. That’s why we focus on supporting the whole child, recognizing that strengths and struggles exist side by side and must be nurtured together.
A Personalized Approach That Works
With small class sizes and individualized learning, every student is truly known. We don’t require a formal diagnosis; what matters is understanding each child’s unique profile and creating an environment where they can succeed.
Our students often show a mix of traits: curiosity and deep thinking, sensitivity and emotional awareness, and neurodiverse ways of learning. We provide calm, flexible environments where students feel safe, engaged, and confident.
By combining academic support with strong social-emotional care, we help students build on their strengths while navigating challenges."
Information not available
"Madrona School’s commitment to personalized learning, whole-child development, and a deep respect for neurodiversity requires us to make clear, intentional tradeoffs. These decisions shape both our program and the experience families can expect.
We are a small, Kindergarten to Grade 8 school by design. Many of our students transition to other high schools after Grade 7, though we do offer Grade 8 for those who benefit from an additional year in a supportive, familiar environment before making that transition.
Our size allows for strong relationships, individualized learning, and a deep understanding of each student,but it also means we do not offer the scale, facilities, or breadth of programming found in larger schools. For example, we are not an athletic-focused school and do not have a traditional gym. Instead, we use local community spaces and parks, and access opportunities beyond our campus using our school bus."
Information not available
"Madrona School was started in September 1993."
Information not available
"A strong fit for Madrona School is a student who benefits from a personalized, flexible learning environment and does not thrive in a traditional, one size fits all system. Many of our students are gifted or twice-exceptional (2e), with uneven learning profiles, advanced in some areas while needing support in others. They are often curious, creative, and capable of deep thinking, but may have felt misunderstood or overlooked in more conventional settings."
Information not available
"Madrona School is not the right fit for every child, and it’s important to be transparent about when another setting may be more appropriate. We would advise families to consider other options if their child requires consistent one-on-one support throughout the day, as Madrona does not provide dedicated individual aides."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
"Many families arrive carrying uncertainty, often after difficult or discouraging school experiences. What stands out at Madrona is the immediate shift in atmosphere. Families choose Madrona because they feel an immediate sense of calm, belonging, and understanding when they visit. They see a school where children are known as individuals, not defined by grades or labels, and where educators genuinely listen and care. Madrona reflects that learning should be personalized, flexible, and responsive. Families value the balance of intellectual challenge and strong social-emotional support, especially for gifted and twice-exceptional learners. Small class sizes ensure no child is overlooked, and support is proactive. Just as important, parents find a like-minded community where they feel understood. What truly sets Madrona apart is the combination of this emotional connection with giving families something many have been missing: a place where their child belongs."
Information not available
"Madrona School is generally seen by the public as a warm, highly personalized learning environment for students who don’t always fit the traditional school model, particularly gifted and twice-exceptional (2e) learners. Its image is rooted in being a place where children are truly understood, both for their strengths and their challenges.
People tend to associate Madrona with small class sizes, strong relationships between students and educators, and a genuine focus on the whole child, not just academics, but social-emotional well-being as well. There’s a sense that students at Madrona are “seen” in a way they may not have been elsewhere, which creates a feeling of relief and trust among families."
"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"One of Madrona School’s most underappreciated aspects is its thoughtful approach to physical activity and experiential learning, despite not having a traditional gym or playground. While this may seem like a limitation at first, students actually spend ample time outdoors at local parks, staying active in a natural environment. Rain or shine, they are moving, exploring, and building resilience through real-world play that encourages creativity and social connection.
Madrona integrates off-site experiences into everyday learning. With access to our own school bus, students regularly participate in field trips that enrich classroom studies. These experiences are not optional extras; they are built into the program and included in tuition, ensuring all students benefit. This approach reflects a broader philosophy: learning happens everywhere. Madrona’s use of outdoor spaces and community-based experiences creates a more dynamic, engaging, and inclusive environment than a traditional gym."
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
"One of the most surprising things families discover about Madrona School is the strength of the community. While they may initially come looking for academic support or a better fit for their child’s learning needs, they often end up finding something deeper, a genuine sense of belonging. Many parents share that, for the first time, they feel like they’ve “found their people.” There is a shared understanding among families, which creates a supportive, connected environment not just for students, but for parents as well.
Families are also often surprised by how much learning extends beyond traditional expectations. What may look less structured on the surface is, in reality, highly intentional and responsive. Students are deeply engaged in their learning, and growth happens in ways that aren’t always captured by conventional measures."
Information not available
"Madrona School’s recent improvements reflect a continued commitment to personalized learning, whole-child development, and meaningful, real-world experiences for students.
One key area of growth has been expanding our use of community-based learning. We have increased the number and variety of field trips and off-site experiences, supported by our school bus, allowing students to connect their learning to the world around them in more tangible ways. These opportunities are intentionally integrated into the curriculum and included in tuition, reinforcing our belief that learning should extend beyond the classroom.
We have also strengthened our focus on social-emotional learning and student support. With small class sizes and a responsive approach, we’ve continued to refine how we support students in developing self-awareness, emotional regulation, and self-advocacy skills, essential for many of our gifted and twice-exceptional learners."
Information not available
"We have developed a continuous improvement plan that will play a role in our new strategic plan for the upcoming year."
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
At Madrona School, we believe that exceptional learners thrive when they are truly understood.
Serving students from Kindergarten through Grade 8, Madrona is a small independent school specializing in the education of bright, gifted, and twice-exceptional learners. We provide a personalized, strength-based approach that supports students academically, socially, and emotionally, helping them develop the confidence, self-awareness, and skills needed for long-term success.
We recognize that giftedness and learning differences often coexist. A student may demonstrate remarkable strengths in one area while requiring targeted support in another. Madrona’s low student-to-teacher ratio, flexible learning environment, and individualized programming allow us to meet students where they are and support their unique patterns of growth and development.
Our philosophy is rooted in educating the whole child. Social-emotional learning, self-advocacy, creativity, communication, and critical thinking are intentionally woven into daily life at the school. We cultivate an environment where students feel seen, connected, challenged, and inspired to engage deeply in their learning.
Learning at Madrona extends well beyond the classroom walls. Through outdoor education, community-based experiences, and curriculum-connected field studies, students build resilience, adaptability, curiosity, and meaningful connections to the world around them.
Our students go on to other independent schools and specialized secondary programs with strong academic foundations, increased confidence, and a deeper understanding of themselves as learners. We partner closely with families to thoughtfully support each student’s transition and next educational step.
At its core, Madrona offers a dynamic and compassionate alternative for students who may not thrive in conventional educational settings, but who flourish when given flexibility, understanding, and the opportunity to learn in ways that reflect who they are.
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
Madrona School’s curriculum is built around a personalized, whole-child approach, designed to meet the needs of bright, gifted, and twice-exceptional learners. Instruction takes place in small, flexible groupings, typically 6 to 10 students. Alongside the BC Curriculum, students engage in a broad, interdisciplinary program that may include art, music, philosophy, current events, and technology. This approach encourages curiosity, critical thinking, and meaningful connections across subjects. Madrona serves a diverse range of learners. While some students have formal gifted designations, many do not. What they share are unique learning profiles, with strengths in some areas and challenges in others. Differentiation is embedded in daily practice, and students are supported to advance in areas of strength while receiving guidance where they need it most. The goal is for students to feel engaged, understood, and confident, arriving at school ready to learn and leaving each day with a strong sense of academic and social fulfillment.
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.
Our mathematics program follows the BC curriculum but allows students to move ahead to the next math grade level once they have mastered the essential skills and understandings of their current math grade level. Using a curriculum-aligned program students work on those essential skills. Students are also presented with novel and often complex real-life problems and are encouraged to find different ways to solve these. In doing so, they hone their critical thinking skills and discover how mathematical concepts and understandings can be applied to real world problems. Several of our students enjoy participating in the Gauss math contest.
Jump Math is fully aligned with the BC Curriculum
Information not available
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.
Information not available
To ensure that our students have solid foundational reading skills, we use a research-based reading approach that emphasizes phonics. This program incorporates multi-sensory learning and allows students to progress at their own pace. In addition, our students have access to a library of leveled books to practise their early reading skills. To foster the enjoyment of more elaborate, sophisticated stories and literature, teachers read to their students daily and encourage age-appropriate literary discussions.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Information not available
In the primary grades, there is equal emphasis on the mechanics and conventions of written communication as well on the creative aspects of writing. Students learn to form their letters correctly and write legibly and are encouraged to check for spelling and punctuation when submitting work. However, the application of those skills to creative and holistic writing tasks is also emphasized. These writing tasks can range from journal entries to poems to paragraphs. Students are encouraged and supported in generating ideas, making an outline, creating a draft, editing that draft, and finally publishing a good copy of their written work.
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Hands-on projects and experiments guided by a science specialist with expertise at the highest levels offer invaluable learning experiences. These interactive sessions focus on applying the scientific method, allowing students to engage in critical thinking and practical problem-solving. Through this approach, participants not only learn theoretical concepts but also gain practical skills by conducting experiments that reinforce their understanding of scientific principles.
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
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.
Information not available
Our approach to teaching literature combines literary analysis that looks at text elements and structure with a critical thinking approach rooted in social context and through a social justice lens.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Our school follows the BC curriculum for Social Studies. This curriculum is enriched by incorporating in-depth individual and group projects, thematic class-wide inquiry-based learning to extend the topics introduced in the curriculum, and the exploration of current events.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
Information not available
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
Our students learn Art through practical lessons, while Music and Visual Arts are taught in a way that encourages self-expression and creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
Computers serve as valuable tools for research and adaptations in education. Some students require adaptations, such as voice-to-text software, to successfully complete their schoolwork. Additionally, computers are used to support an augmentative approach to learning.
Web design
Robotics
Computer science
Information not available
Madrona students engage in regular physical education (PHE) sports and games, as well as enrichment activities aimed at helping them discover an athletic pursuit they enjoy. They participate in activities such as gymnastics, kayaking, soccer, and martial arts. Additionally, students are outside every day at least twice a day.
Academic
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.
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.
BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
Many of the children who come to Madrona at Kindergarten age are already demonstrating high interest in reading, creative expression, and/or mathematics. We do not push students; however, we support and encourage children who are ready and eager to surge ahead in developing their skills. Our Kindergarten program focuses on celebrating areas of children’s strength, while offering a supportive environment to develop a balance between academic, social-emotional, and creative ability and confidence.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Students work in small, flexible groups for core subjects. In mathematics, placement is based on each child’s current level of understanding rather than grade alone. Teachers reassess and adjust these groups to ensure every student is appropriately challenged, supported, and positioned for a positive, engaging learning experience.
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.
Madrona School’s academic culture is supportive, personalized, and rooted in the understanding that every child learns differently. Serving bright, gifted, and twice-exceptional students, we focus on meeting learners where they are academically, socially, and emotionally. Students are encouraged to build confidence, resilience, and self-advocacy skills while exploring their strengths and interests. Learning is often deeper and more flexible than in traditional classrooms, with inquiry-based and project-driven opportunities that encourage curiosity and critical thinking. At the same time, students receive support in areas where they may struggle.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Madrona, the primary focus is intellectual development. Students are encouraged to think deeply, ask questions, and engage meaningfully with ideas, building curiosity, independence, and a lasting love of learning. Emotional development, while secondary, is essential. The school recognizes that students learn best when they feel supported, understood, and confident. By fostering self-awareness and resilience, Madrona creates an environment where students are willing to take academic risks and persist through challenges. Rather than treating these as separate priorities, Madrona sees them as interconnected. Strong emotional well-being enables deeper intellectual growth, while meaningful academic engagement builds confidence and purpose, supporting the development of the whole child.
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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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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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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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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Every student in our school has a Competency-Based, Strength-Based Individual Education Plan that is reviewed regularly. At the start of the school year, all students are asked to fill out a personal student profile. Parents and teachers also fill out a version of the student profile. Students in grades K-8 also take part in a series of formative assessments in the areas of math, reading, and participate in a school-wide write. In consultation with parents, the School-Based Team, and Head of School, students who meet the criteria for funded categorical designations are provided with services to support their diverse learning needs. These services may include EA support, speech-language pathologist, Orton-Gillingham tutor, and a school counsellor. Most students at Madrona are neurodivergent and have diverse abilities.
Throughout the year, classroom-based assessments are used to determine students’ strengths and identify areas of challenge. Every effort is made to identify and support those students experiencing difficulties as early as possible. Once a challenge is recognized, a systematic, targeted in-class intervention is put in place. If the student continues to struggle, a referral is made to the school-based team, and the intensity and frequency of intervention and support increases. If challenges persist, the School-Based-Team discusses the needs of those students experiencing persistent academic or behaviour difficulties and examines further educational intervention options (e.g., through interviews, file-review, observations, and assessment). If deemed necessary, the school-based team will recommend further assessment.
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
K - 8
0%
10%
$0
$9,000
80%
75%
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
No
No
Yes: grades 3 - 9
No
No
No
No
No
Most students at Madrona are: - between five and fourteen years old - very bright, with some who are extraordinarily gifted, has one strength - in possession of a deep passion for learning Additionally, our incoming students may be: - introspective, shy, or in need of support to boost their self-esteem - particularly sensitive - confident leaders - struggling with minor behavioural difficulties due to a lack of appropriate challenge in their current environment - coping with one or more learning disabilities or presenting asynchronous development (highly gifted in one area but behind in another
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
Admission to Madrona typically follows these steps:
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