18 Coldwater Road, Toronto, Ontario, M3B 1Y7, Canada
745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
339.4 km
1,946.0 km
1995
1979
1075
296
Nursery/Toddler to 6
3 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
12 to 14
Learning, Developmental
$12,500 to $20,000
$15,900
No
Yes
0%
40%
None
3 to 12
$0
$7,500
98
30
0%
0%
100%
50%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 6
Yes: grades 3 - 12
No
No
information not available
information not available
Since it was founded in 1995, CMS has grown to include five locations in the GTA. The program is founded on the core ideals that Maria Montessori promoted in her work, those of respect, community, purposeful engagement, and self-directed learning. That said, Montessori didn't create her program as a museum piece, but rather as a starting point, and that's a spirit that CMS upholds as well. Dr. Montessori, as has been said, "adjusted and adapted her educational system to better serve children's needs, and well-functioning Montessori classrooms typically share many features reflecting those adjustments." One of which was, of course, a willingness to adjust and adapt. As such, the CMS program includes, as at the Maplehurst location, a computer lab, a library, and a music room. In all, the focus is very clearly on the child, and supporting child development, which is just as it should be.
View full report“Everybody is like me here.” That’s what one student said when asked why he liked going to Foothills. Indeed, while the academics are exceptional, as is the staff, it’s that relatability that is a draw for families, and which sits at the very core of the school’s success. We all do better in environments that we can relate to, and which in turn can relate to us. For the students that attend, Foothills is precisely that environment. If you have a chance, by all means, speak to a parent of a student, and remember to bring some tissues. The school rightly prides itself in making a difference in the lives of the children that attend, and they have, and they do, often in very moving ways. The students arrive having struggled in other settings, often lagging behind their peers in significant ways. That changes, often from the first day. It’s telling that at least one of the teachers—there may be more—is a graduate of the school. Not only has she achieved things that, perhaps, she at one point she may not have expected of herself, she also translates that experience to the students that she teaches today. In her, and in the school as a whole, students are encouraged to see the possibility within themselves. And, oftentimes, that makes all the difference.
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"the Montessori method has, in our opinion allowed a deeper understanding of the material that is taught."
Rizwan Suleiman - Parent (Mar 15, 2021)
When enrolling our kids to a private school, we chose the Montessori method of teaching because it r...
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"The practical life aspect of the curriculum was insightful as this was not what I had experienced as a child."
G Mok - Parent (May 03, 2021)
We've been with CMS since 2015, and we can tell that our kids enjoy going to school as they come bac...
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"It is nice to see teachers help kids to develop interest."
Terry Smith - Parent (Dec 10, 2021)
My kid started in this school (different campuses) when she was two. Now she is in grade 6.
When sh...
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"The teachers are all very passionate and engaged."
Michelle Housley - Parent (Jun 09, 2022)
I will admit that the first few months that our son attended Foothills, he was not that happy. He w...
View full review
"For over 25 years, CMS has focused on engaging students and building strong foundations during the most formative years of their lives. We provide quality Montessori education at every stage of a child's development. Our renowned Toddler & Casa programs nurture and encourage the inquisitive minds of children to build the foundational skills needed for future success. As children move through our Casa Program, the emphasis gradually shifts from basic motor skills and language to the development of concentration, coordination, independence, and a sense of order. This allows the child to consolidate their writing, reading, and math skills. Our Elementary program offers an enriched curriculum that promotes analytical and collaborative thinking while nurturing individual strengths. We exceed the Ministry of Education curriculum by introducing hands-on material, facilitating a deep understanding of all learning. Physical education, French, music, art, computers, STEM, and a variety of extracurricular activities enrich the learning experience for CMS students. We are a CCMA-accredited school highlighted for teaching excellence and offering quality Montessori education."
"Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs. A wide variety of extra-curricular activities, sports and clubs are offered. With a graduation rate of close to 100%, our students successfully go on to post-secondary education and the workplace."
"Our school is truly a caring school. Staff are loyal to the organization and stay for more than 10 years using their expertise and love of all things Montessori to guide the children's learning. The level of creativity is also an additional richness with weekly themed lessons and assemblies and an awareness of so many topics and ideas that young people should come to know such as World Children's day, Indigenous month and an understanding of of many diverse religious festivals."
"Three core values that underpin the school program are based on Self-Determination Theory and are expressed as: Find Understanding. Build Confidence. Maximize Potential. Staff build strong relationships with students to really understand each individual's strengths and interests. Students feel a sense of competence which develops their confidence and self-belief. Students feel connected to their learning and have a voice that allows them the freedom to thrive and maximize their potential."
"Our families and our graduates report the importance of having learned independence and creativity after their time at CMS. They speak volumes at the annual alumni panel about the compassionate teachers who empowered them to succeed no matter what they were facing, more so during the pandemic when lessons continued uninterrupted for the entire day and even additional lessons of health and gym and art complemented their learning at home. We are a community of individuals who nurture children."
"Foothills Academy focuses exclusively on students with Learning Disabilities (and associated disorders such as ADHD). The warm, welcoming environment and caring staff make students and families feel safe and supported for their individual strengths and challenges. Our 100% graduation rate and a high percentage of students that pursue post-secondary education are evidence of our success. A robust bursary program ensures no students are turned away due to financial circumstances."
"Parents have answered the question in this way:
We have loved the multiage classrooms where older students truly mentor the younger ones
We have loved the French Immersion experience from Casa to lower and then upper elementary
Our two boys attended CMS and are very successful and stand out at their current school for their ability to be independent and think outside the box.
CMS is a family, everyone cares about the wellbeing of the children first and foremost and the academics complement this."
"When a child attends Foothills Academy, they immediately become part of a large family. All staff - whether they directly teach a student or not - get to know them and are invested in their success and well-being. There is no way to slip through the cracks. The staff are continually engaged in professional development to stay on top of evidence-based best practices."
"You get more bang for your buck at CMS. An intimate setting where you have highly qualified professionals who go out of their way to enrich the lives of children. The quality of the hot lunches, the size of the classrooms and their versatility of use, the integretaed STEM lessons, the diversity of the students and strong mentoring and wellbeing program are all aspects of the CMS experience parents appreciate after they have attended our school for a short while."
"We are a smaller, specialized school but we provide a rich, whole-school experience. There are many opportunities for students to participate in areas of interest through clubs and extracurricular activities. Many activities are determined by the student interests providing opportunities for students to engage in an area of strength or interest and share that interest with other students. For students who struggle academically, this opportunity to identify and develop areas of strength is vital."
"5 facts about CMS:
1.Family run schools full of loyal and dedicated staff
2. Our students graduate and attend Toronto's top private schools
3. The school year is punctuated with events, festivals and opportunities for students to showcase their talents to their parents and the wide community
4. Trips and overnight camps are core part of the students learning to be independent
5. Staff at CMS are loyal and continue with the organization - some for the past 25 years of its operation."
"Since 1979, Foothills Academy has been the only school in Calgary devoted specifically to teaching students with Learning Disabilities
School size is 300 students for grades 3 - 12 with small classes and extensive supports
100% of parents agree that teachers care about their children
Virtually a 100% graduation rate with alumni successfully engaging in all walks of life; in the workplace, college & university
Approximately 40% of students receive some amount of bursary assistance"
Maria Montessori developed a unique method of education to inspire a child's love for life-long learning. CMS provides a stable and nurturing environment to the support the child through this journey in education. Our program engages the child and ensures they have a strong educational foundation.
Founded in 1979, Foothills Academy has grown into a leading day school program (grades 3 - 12) for individuals with Learning Disabilities with average to above-average cognitive ability. Despite having faced challenges with learning in the past, we have high expectations of all students. What sets us apart is our focus is upon the whole child. While students strive to reach their academic potential and progress to University, College or the workplace, we ensure their social, emotional, and organizational skills are met too. We provide students with a safe and caring environment and the individualized teaching and supports they need to feel secure and confident to learn and achieve success in Alberta’s demanding curriculum. To round out their education, the demanding academic schedule is complemented by a wide variety of option classes and sporting activities. Every individual at Foothills Academy has great potential, and it is our role to realize this in every student and help them to discover the strengths that lie within them. At Foothills Academy, families will find a supportive, close-knit community working together to ensure everyone’s success.
To further support the whole child, Foothills Academy Society also operates Estelle Siebens Community Services within our centre. Year-round programs and services are available to both the school families and the wider community. They are a crucial resource for families affected by LD/ADHD in Calgary and beyond. These programs and services include Camp Amicus, Amicus Recreation, social skills programs parent and teacher workshops, psychological assessments, counselling, tutoring and research. Foothills Academy Society is a school and so much more!
Traditional
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Our schools’ aim is to prepare children to reach their full potential and to play a responsible role in protecting the global environment and fostering peace and harmony with natural processes and community interests. CMS endeavors to provide quality education in a safe, diverse, nurturing and creative environment that helps the development of the whole child. Our mission ensures that the child is academically motivated, artistically creative, physically active and emotionally supported.
Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
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.
Montessori based use of materials to enable each of the learners to kinesthetically access the curriculum. Whilst the provincial curriculum is also followed students are able to surpass their grade level expectations with the multi age support available in the class.
We never take for granted pre-rerequisite skills. Our staff constantly review pre-requisites before they move on to new concepts while following all requirements set out by Alberta Education.
Grade 3 - 9 we use Nelson Grade 10 - 12 we use different publishers for each academic stream
Our goal is to minimize the reliance on a calculator but calculators are provided as an accommodation on an individual basis depending on need.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
We use a variety of resources to help students develop phonemic awareness, improve reading fluency and comprehension.
No
We do pre and post-testing throughout the year and standardized assessments.
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.
Information not available
We provide a balance between structured approaches to narrative and expository writing but recognize the value of prose and encourage creative expression through various forms of media.
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.
Information not available
We approach teaching science in a traditional method because our students benefit from explicit instruction. Extra instructional time provides opportunities for inquiry based activities that reinforce concepts learned and increase a personal connection to the topic.
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
In the younger grades, a more traditional approach is used. At the junior and senior high levels, traditional and social justice approaches are amalgamated.
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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
We follow Alberta Education curriculum that is based on Expanding Communities. Also, because of our specific population, we also address issues focused on developing active citizenship and fostering advocacy.
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 a balanced approach to help students to personally connect to global and historical issues.
Information not available
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
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
We follow the Alberta Education curriculum of studies. Fine arts are seem as an important component of developing the whole child. We emphasize the development of personal strengths and help students recognize their areas of passion. A wide variety of fine arts activities are provided as extracurricular activities in addition to classes.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Technology is embedded throughout the school program. Our school uses Google Apps for Education and every student has access to a personal device (Chromebook, iPad or laptop depending on grade). We have an Assistive Technology Specialist provides support for students' specific needs.
Web design
Robotics
Computer science
Information not available
Our physical education program is based on personal levels of success and promoting healthy, active lifestyle choices. We have lots of opportunities for students to get involved in a variety of intramural and extra-curricular activities.
Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
We follow a Montessori Educational Philosophy based on the belief that a child learns best within a social environment that supports and nurtures each individual's unique developmental pattern. We follow the child's natural curiosity and desire to learn and provide an environment, materials and experiences to help each child reach their full potential. Children are free to challenge themselves at their own pace allowing them to build confidence and independence. All our classrooms are equipped with Montessori resources and our staff are Montessori trained. the casa program is also supplemented with additional specialist lessons of French, Art, Music and Physical education.
Information not available
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 students work at their own pace and level allowing them to excel in many areas of the Ontario Curriculum. We use the Montessori's hands-on, inquiry based methodology for teaching, therefore our students tend to cover
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Many students who come to us have experienced feelings of failure and not fitting it in their current schools. We need to make students feel valued for who they are - individual strengths and challenges. When students feel safe and cared for, they are more willing to engage with learning again. All our staff and administration work together for the same goals for our students. Students are surrounded by staff throughout the school who truly care about them. Being a school of under 300 students allows strong relationships to form and students cannot go unnoticed and slip through the cracks.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
We empower our students to become well rounded individuals who have the skills and confidence to excel in all areas life. We strive to provide a nurturing environment where children are intellectually motivated, artistically creative and academically challenged. We value confidence and leadership skills and endeavour to develop these skills from a young age by allowing students to collaborate and communicate their ideas as valuable members of their classroom community .
Foothills Academy Society believes in the rights, abilities, and the unique strengths of each individual with Learning Disabilities and associated disorders. Across our School Program, the goal of Self-Determination is at the forefront. The three pillars of Self-Determination theory (relatedness; competence; and autonomy) are interwoven throughout all our efforts and provide direction for our work. It is summed up in our slogan: Find Understanding, Build Confidence, Maximize Potential
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
In addition to the expert teaching staff we have in the classrooms, students have access to extra supports to enhance and maximize their learning potential. Educational Assistants, Assistive Technology and IPPs are available to and benefit all students. For those who require more, specialized support, we have additional Assistive Technology, Psychologists and Occupational Therapy and Speech-Language Therapy.
Information not available
All students are diagnosed with a Learning Disability before they are able to attend Foothills Academy.
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
3 - 12
0%
40%
$0
$7,500
100%
50%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 6
Yes: grades 3 - 12
No
No
No
No
No
No
No
No
No
No
We are looking for citizens of our world and the leaders of our tomorrow. We are looking for open minded children and parents to join our community where they will learn and discover how to ask the big questions, problem solve at their own peace and learn the importance of peace and harmony through the Montessori method of learning. We also offer a French Immersion programme.
In order to be considered for admission to the School Program, a child must be diagnosed with a Learning Disability. The child must have average or above average intellectual capacity, have no primary emotional problems, and be functioning below his/her expected grade level in various academic subjects. No child is refused admission based on their families’ financial circumstances due to generous donors and an active fundraising program for bursaries.
Please review our school website here for the full details of the registration and deposits according to the age of your child.
https://cmschool.net/application-form/
Applicants for the school program must complete and submit the Application for Admission form, complete with necessary documentation. A non-refundable processing fee of $50 must accompany the application.
For your ease and convenience, we have created and included a checklist of items that we require. This information must be supplied before we can proceed with your child’s application. Upon receipt of the documentation and completed application form, and after reviewing the information, we will contact you concerning your child’s application to attend Foothills Academy. If there is any further information you require, please do not hesitate to call. We look forward to hearing from you.
Application Check List
Psychological Assessment
Support Documents
Application Form
The completed School Application form and $50.00 non-refundable process fee.
Consent Forms
Separate Consent to Release Forms should be sent by you, with a covering request letter, to the School Board, Doctor, Psychologist, etc. that tested your child so they will release their test information to Foothills Academy.