275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
675 Sheppard Avenue, East, Toronto, Ontario, M2K 1B6, Canada
Indirect Support:
275 Michael Cowpland Drive, Kanata, Ontario, K2M 2G2, Canada
675 Sheppard Avenue, East, Toronto, Ontario, M2K 1B6, Canada
2016
1975
110
Varies
7 to 12
JK to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Progressive, Montessori
Liberal Arts
12 to 15
12
Learning, Developmental
Dedicated class; in-class adaptations
$16,296
$8,000 to $12,000
No
Yes
0%
20%
None
JK to 12
$0
$2000
18
0
0%
0%
0%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
information not available
information not available
information not available
Cedar Ridge High School is a relatively new school, but was created to extend and build upon the success of the primary and elementary program at Kanata Mountain School over the past four decades. The program has been designed to support learners seeking university acceptance, and to be successful once they arrive there. The environment is small and close-knit, though very much a part of the larger community that includes Kanata Montessori. On enrollment students enter an environment of true peers, namely those who which to excel academically, and who thrive within a creative, cooperative, and challenging learning environment. A hallmark of the Cedar Ridge program is the intention to develop students’ facility with the core material, as well as confidence in an ability to communicate it and work effectively with others, encouraging them to take leadership roles within the school and beyond.
SCS was formed in 1974 as an expression of the surrounding community, and created by a group of parents who wanted a school that would offer a strong academic program within a values-based environment. The name has changed, and enrollment has grown, though that focus remains. The school isn’t affiliated with a specific denomination, and attracts students from any and all, as well as those that don’t belong to a specific faith tradition. There are many ways that schools express Christian ideals, and in the case of SCS it’s very much those of inclusion, service, and ethical behavior. The school has a very close, community feel, and what it might lack in terms of extra-curriculars it gains in individual attention and a sense of belonging within the school community.
information not available
At Cedar Ridge, we aren’t just preparing students for university; we are preparing them for life. We believe students should be engaged in their learning, and we also understand the importance of a strong academic record. Students who join our school generally see an increase of at least 10% in their overall average. Our program is 100% aligned with the Ontario curriculum. By personalizing education, students at Cedar Ridge immerse themselves in projects with a focus on communication, collaboration and creativity.
Experience the joy of learning in small close knit classes with our nurturing and passionate teachers. From K - 12, every student is challenged to explore, discover and innovate with their peers in this supportive academic environment. Kindness, Confidence, Honour and Discipline are hallmarks of Signet greatness! Classrooms, gymnasiums and play spaces here make room for lessons through the lens of a biblical worldview. A Signet education, sealing strong value-based learning with excellence – established in 1974.
At Cedar Ridge, we recognize that the successful adults of tomorrow will require a much broader and deeper high school program than the previous generation and we are committed to providing engaging programs so that our students can find their place in a very different world. Cedar Ridge High School is committed to providing the skills, knowledge and experiences to our students to ensure they graduate as confident, compassionate and contributing adults. At Cedar Ridge High School we know the world is changing, that's why we are changing education.
Cedar Ridge is a new high school in Kanata built on the great work of Kanata Montessori, a school with 40 years of experience in private education. Cedar Ridge was inspired by start –up culture. At Cedar Ridge we know we can't teach tomorrow's leaders in yesterday's classrooms. Our high school offers students the opportunity to learn in a one of a kind modern learning commons. Resembling a modern start-up space, our school environment is designed to facilitate communication, collaboration and creativity. The space allows students to easily work in large groups, small groups and independently. Our 21st Century learning space fuels innovation, teamwork and critical thinking.
On a personal note, I'm amazed by our students. I've watched students calmly and professionally develop school policies. I’ve seen shy students present in front of over 200 people. At Cedar Ridge students believe in themselves. They are challenged by their educators and their peers. Our innovative learning environment helps them become independent thinkers and learners.
At Cedar Ridge we know the world is changing, that's why we're changing education. Come and see for yourself how we educate today's student in tomorrow's classroom.
With all the crises and economic hardships today in Ontario, many parents are so relieved that Signet Christian is here to take care of their most treasured possession...their children and teens. They all want the same thing, a safe place with excellent academics and a holistic approach will embrace and support their children, AND that is affordable! And the location... we in the heart of mid-town Toronto. So let me introduce our Christian School to you. We accept children and teens (K - 12) from families who prefer a Christian alternative.
What makes Signet special? Everyone wants to make their life count, to leave a good impression on the world. In the ancient kingdoms, a royal seal of a "signet ring" would represent the king wherever it was sent. So at Signet School, each student is shaped to truly represent our King. Christian values and mores bring ancient truth to life as each student pursues excellence.
Our teachers guide each student on their journey, through a process of exploration and inquiry through the lens of a biblical worldview. Our strategy is to keep things simple and focused as we keep classrooms small. We favour small class sizes so that every student receives the nurturing attention he or she needs for success. Simply put, no-one is ever ignored.
Signet's academic curriculum, while rigorous at the core, gives support for those that need it. The students get more attention especially great for our wonderful "home away from home" for international students. Here we provide a place to belong and we gather students from all over the world who find friendships that last forever.
Children and teens graduate with the Signet Christian's seal of Honour, Discipline, Confidence, and Kindness. As students embrace these in their lives that makes Signet truly special and a beautiful place to learn.
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About Catherine Morgan-Dumé, MBA, MA Ed, (Honours): Principal & Education Consultant. She previously sat on the Board of Directors of Signet. She is a former lecturer at Laval University in Quebec and College and K-12 Director at Caribbean Christ for the Nations.
Liberal Arts
Information not available
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Not applicable
At Cedar Ridge, we never stop learning. We are committed to preparing students for the post-secondary program of their choice. Our program is 100% aligned with the Ontario curriculum and awards students an Ontario Secondary School Diploma. By providing students choice and voice, students at Cedar Ridge immerse themselves in projects and topics that are interesting and authentic. From mock elections, to engineering tasks, students at Cedar Ridge are engaged and challenged. Students develop strong academic skills as well as transferable skills like team work, problem solving and time management.
The Signet Christian curriculum is carrying out our mission to build leaders of integrity, making them ready to impact the world. This means we focus on academic and personal development. There is an emphasis on knowledge acquisition and theoretical and academic learning. As well, our real focus is to cultivate a heart which is open to Christian mores and faith. These values create a philosophy and thinking system which enhances learning and growth in the classroom. We interweave biblical worldview into the curriculum. We are very focused on lifestyle Christianity evidenced in the lives of our staff. Other extracurricular activities are set including visual, musical and dramatic arts which are available in all grades. French and coding are part of the curriculum from the kindergarten onward. Sports and Gym are central and all grades have access to computer technology in class. At Signet, we are supportive of the student's whole person.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
We encourage frequent repetition and drills to ensure mastery in the procedures. We then borrow a few new concepts form Discovery Math where the children spend some quality time in critical thinking and number sense but not before understanding. This goes according to our belief that discovery is not random, but once you establish procedural understanding then conceptual and applied understanding will follow. In the higher grades, students teach each other to consolidate understanding and enrich application to real problems. At these grades, although traditional math is used the students are taught how to logically arrive at their solutions and can articulate this. Higher grades lean more heavily on Traditional Math methodology.
Discovery Math, Nelson Math, MathSmart
Calculators are allowed when specified by the teacher. All calculator use must be proved on paper in the higher grades and in lower grade calculator use is to discover numerical patterns.
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.
Information not available
Our Early Reading approach is phonics based. As a base young child read by recognizing and sounding out the letters and syllables of words; blending sounds together to sound out and recognize the whole word. However, we have found that we need to use Whole language at times because of age or stage of development. So in the Kindergarten years and Grade 1, we teach phonics in a specific sequence and use extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
No
NO. We use Abeka Phonics - US Christian Curriculum
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
We teach the beginner writer to start writing “real things” as much as possible and as soon as possible. We create an inspirational environment which conditions and encourages a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve. Students learn to express their thoughts, feelings, experiences, opinions, and/or ideas in a written composition using standard forms of writing and grade specific conventions for intended purposes. They develop into a systematic writing process leading to editing checklists to proofread and revise their work so that they may complete their good copy. Creative writing and story composition are encouraged at all grade levels.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Our science curriculum in the lower grades is organized into four strands which are Understanding Life Systems, Understanding Structures and Mechanisms, Understanding Matter and Energy, and Understanding Earth and Space Systems. Students are not only taught the basic concepts of science but inquiry skills through experimentation. They are also encouraged to relate what they have learned to society and the environment. As they enter the higher grades they add more "doing" as they work on projects, and experiment in labs as interactive and engaging in simulations. They enjoy the annual Science fair for Grades 3 and above.
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Evolution as one of many equally viable theories
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
At Signet, we expose students to different styles and a variety of genres. We pick examples that will spark student interest. We teach students research and critical thinking skills and as they read, they should jump in, and engage in the social issues pertaining to the wider community.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Information not available
The expectations for the social studies curriculum are divided into two strands which are Heritage and Identity and People and Environments for the lower grades. Students are taught to investigate and explore events, developments, and/or issues that occurred in history and determine their impact by making connections between the past and the present.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
We use research and inquiry skills to analyze the significance of the past for today. We allow students to engage in thoughtful reflection and expression as well as to analyze situations from different perspectives.
English lit
Information not available
A balance of Audio-Lingual and Communicative is used group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes are used but we also expect students to correctly imitate the teacher in French.
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.
We provide an Equal Balance approach between Receptive and Creative/Studio-work in our arts programs. We cover art history and appreciation as well as spending time Expressive methodology creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. We aim to develop their cognitive, emotional, and aesthetic sensibilities by doing and from a knowledge of the history and appreciation of the art form. For the lower grades students are taught grade specific elements that relate to each of the art disciplines. They are then given the opportunity to use these forms to create or perform works that convey or express thoughts, feelings, and or ideas through the arts. They are also encouraged to make connections, analyse, and communicate the meaning or the message of their own work or the works of others.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
In the lower grades, there is a light integration of Computers and Technology. Computers are used to support subject-based learning through the use of videos, interactive websites, and word processing skills. However, as we look at Grades 3 and up, we use more integration as Medium. Here, computers are used in the classroom from time to time but they are not a dominant focus. Teachers provide various opportunities for the student to engage in research as well as to produce work via this medium. We ensure safe practices on the internet. Students may sign up to bring their own device if they need it for the accommodation of the curriculum. During Coding class all students from Grade 3 up get hands-on with laptops, tablets, and other devices. Some basic programming of robots is taught here.
Web design
Robotics
Computer science
Information not available
At Signet our curriculum for Gym and Health education reflects Christian values. We teach skills such as teamwork, sports skills, how to be healthy (spiritually, mentally and physically). We encourage students to participate in a range of Sports and physical activities.
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.
Our Kindergarten is unique because we use Christian Curriculum as we focus on Academics to prepare the child with the foundation for learning. Lead by experienced teachers, our Christian curriculum is designed to teach multiple subjects in both seated and kinesthetic modes. (ABeka Curriculum). We believe that understanding truth and values start from very young ages. Character training and leadership of self and others are introduced through creative teaching methods. As core values are laid, kindergarten is such a fun phase and lessons are stepping blocks for life.
Standard-enriched
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.
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.
Our Elementary has paired grades so we group and stream to teach both ages and stages. Our Grades 9 - 12 curriculum supports the Ministry of Education guidelines offering OSSD. Our courses are enhanced due to the smaller class sizes and we offer guided independent study with opportunities for research.
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.
Students at Cedar Ridge are regularly challenged to meet the high expectations of the Ontario Curriculum. Our students are well supported in small classes and our graduates are well prepared for their next level of learning.
At Signet Christian we have a strong academic culture, however, it is seated in a supportive environment. Signet's academic focus is to achieve excellence and to do this we believe this is reliant directly upon the presence of a solid foundation of character and positive support from teachers and family. So we remain close to families to ensure the student's high academic performance. We believe a balanced life bears the fruit of true success. Children who have cultivated these core values are thus successful in all their endevours, not just academics.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
At Cedar Ridge we place a strong emphasis on engagement, academics, technology, adventure and community.
As a holistic school, we want all students to grow in mind, body, and spirit. However, children come to us with a variety of needs and strengths. Over the years Signet graduates speak of not only the academic growth but of preparedness for an ever-changing world, As God's "signet ring" we believe we are His signature making an impact where we go. With students from different faith background we are able to share our faith within an environment where everyone feels loved and belongs.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Cedar Ridge High School |
Signet Christian School |
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
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
Accommodations, modification or pullout -i.e. support for academic subjects and other general support (specific to the IEP) as needed will be customized with the input of the parent and rolled out at an additional cost.
We welcome all students and personalize learning to individual students working towards an OSSD.
For LD or ADHD upon entry a period of assessment during the first term is conducted. Then an appropriate accommodation strategy is set up with the permission of the parents. Support for students with clinically diagnosed Learning Disabilities is limited at this time, however, if there is an opening it can be discussed. (K through 8 only). A recent Psych-Educational evaluation is required before we can make a decision for placement.
Cedar Ridge High School |
Signet Christian School |
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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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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
JK - 12
0%
20%
$0
$2,000
0%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 9 - 12
No
No
No
No
Eager to learn, happy to meet new students and teachers.
Please call to get specific information as High School and International Admission Policies are different from Elementary Admissions policies.
