531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, CanadaIndirect Support:
531 Finch Ave. W., North York, Ontario, M2R 3X2, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, Canada
5,693.0 km
5,694.0 km
1953
2010
450
36
JK to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive, Reggio Emilia
15
6 to 12
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
Dedicated gifted school
$10,000 to $16,000
$23,565 to $26,085
Yes
No
18%
0%
JK to 12
None
$900
$0
30
3
0%
0%
0%
70%
information not available
JK, SK, 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 1 - 8
No
No
information not available
information not available
Crawford is one of those schools that, for whatever reason, has flown a bit below the radar. It was established in 1953 with a dedication to providing a close-knit learning environment based in Christian teaching. The community is a highlight, to be sure, and while families are attracted to the academic program, and the values that inform it, it’s the community that alumni speak of first as the thing they appreciated most while there. Spaces are clean, open, and the campus has a welcome polished feel. While not an international school per se, students are attracted from overseas, and homestay programs are arranged in partnership with the school. The international students add a diversity to the population, and add dimension to the student experience. The ideal student is one preparing to advance to university programs in North America.
View full reportAmanda Dervaitis, one of the founders of Summit Micro School, is a champion of the micro school, and she created the school in light of the benefits a small school can offer. The program is, in a sense, the reinvention of the one-room schoolhouse with mixed age classrooms and very close student-teacher relationships. Likewise, the programming is very responsive to the needs of the students, and adaptable to a wider range of resources, including those within the neighbouring community—while the student body may be small, the classroom extends well beyond the walls of the school, including regular interaction with local businesses and services. It’s perhaps not a typical model, though for many families, it’s rightly a very attractive one. The ideal student is one able to thrive in a flexible, vibrant learning environment.
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"My experience at Crawford was transformational."
Kimberley Springer - Alumnus (Mar 09, 2021)
My experience at Crawford was transformational. I had the opportunity to learn practical life skills... View full review
information not available
"Established in 1953, Crawford is committed to the holistic development of our students through academic excellence, spiritual nurture, enhancement of social & physical abilities. With an emphasis in music, science, technology, sports, we are a balanced, co-ed family of schools - campus locations in North York (Main JK-12), Pickering (East JK-8) & Mississauga (Peel JK-8) - that successfully develops students for post-secondary education & their chosen career path and to remain committed to a lifestyle of service."
"Summit Micro School is a small, specialized school for bright, neurodivergent learners, including students with ADHD, giftedness, and learning differences. We design our program around how these students think and learn, combining academic rigour with individualized support. In a structured, responsive environment, students re-engage with learning, build confidence, and work at an appropriate level of challenge. Our environment is designed to support regulation, so students feel safe, focused, and ready to learn."
"We blend rigorous academics with the values of Christian character education, developing both the minds and hearts of our students. Our Christ-centred approach is linked with smaller class sizes and personalized instruction, ensuring that teachers are attuned to each student’s unique strengths and aspirations. We prioritize active participation in music, sports, and science, utilizing extracurricular opportunities to reinforce leadership, teamwork, and responsibility. Distinctively, our school culture encourages community engagement and service, with students actively involved in music ministry and outreach projects. Through holistic education, including spiritual growth, critical thinking, and physical activity, we prepare students to excel academically and become compassionate, effective leaders, surpassing the boundaries of traditional schooling."
"At Summit, our key difference is that we design the entire learning environment around students who are highly responsive to their surroundings.
Many of our students are bright and capable but become overwhelmed, disengaged, or misunderstood in traditional classrooms. Our small size allows us to build truly individualized learning paths—based on readiness, not age—while maintaining clear structure and high expectations.
We combine project-based learning with explicit instruction, ensuring both deep understanding and strong academic foundations. Community is central to our model. Students are known well, relationships are intentional, and a strong sense of belonging supports both regulation and learning.
We place equal emphasis on executive functioning, emotional regulation, and academic growth. The result is that students re-engage with learning, build confidence, and begin to see themselves as capable and successful."
"To maintain small class sizes and provide personalized, holistic Christian education, we focus resources on critical programs, music, science, athletics, and faith formation, occasionally limiting the range of specialized electives or luxury amenities. This ensures depth and quality in student experiences and community engagement."
"We prioritize a small, highly structured environment over scale, which limits enrolment but ensures each student is deeply known and supported.
We focus specifically on bright, sensitive learners who are highly responsive to their environment. This means we are not a general support school—we are designed for students who need both academic challenge and a regulation-aware setting to succeed.
We balance individualized learning with clear structure and high expectations. Rather than a fully flexible model, students are supported while also being held to meaningful academic standards.
We also choose to operate as a school, not a therapeutic centre. While we support regulation and executive functioning, we do not provide intensive clinical intervention.
These choices allow us to deliver a focused, high-quality program where students can re-engage, build confidence, and experience real academic success."
"Crawford Adventist Academy’s journey began in 1953, when the Willowdale Seventh-day Adventist Church opened Toronto Junior Academy to serve the educational needs of its children. The addition of a purpose-built facility, made possible by the generosity of Dr. Erwin Crawford, set the stage for growth and innovation, and his name became an inspiration for the school's identity. In 1978, the creation of the Toronto Adventist District School Board united local Adventist churches in a shared vision for holistic education, providing stability, resources, and governance as the school expanded. Responding to community demands, the academy added junior high and high school grades in the early 1980s. The 1990s and 2000s saw further milestones as new campuses opened in Pickering (East) and Mississauga (Peel), allowing Crawford to serve a growing and diverse student body. Each expansion reflected Crawford’s core mission: to deliver Christ-centred, whole-person education for students across the Gre"
"Summit began in 2011 as High Park Day School, with just three students and a clear focus on personalized learning. Early on, it became evident that many students were not struggling with ability, but with environments that did not meet their needs.
As the school grew, we deepened our approach—moving beyond individualized academics to intentionally designing the full learning environment around how students think, feel, and respond. This shift shaped our focus on regulation, structure, and community as essential to learning.
In 2018, we became Summit Micro School, reflecting a more defined commitment to serving bright, neurodivergent learners within a small, highly responsive setting. Since then, we have continued to refine our model, guided by both research and daily practice, into the focused, specialized school we are today."
"Crawford Adventist Academy is ideal for students and families who value a well-rounded, faith-based education integrating academic rigour with spiritual, musical, and athletic pursuits. Students who engage deeply in community service, appreciate small class environments, and actively nurture personal integrity and leadership skills thrive here. We welcome those eager to ask questions, seek growth beyond academics, and show respect for diversity. Students do not have to be Seventh-day Adventist, but must be open to a Christ-centred environment. A genuine desire to contribute positively, embrace service opportunities, and balance study with extracurricular involvement are key indicators of fit within our supportive and caring school community."
"Students who thrive at Summit are bright, capable learners who are not reaching their potential in traditional classroom environments. Many are highly sensitive to their surroundings and may experience anxiety, overwhelm, or disengagement in larger or less responsive settings.
These students are often capable of more than they are currently demonstrating, but require a structured, predictable environment and teaching that responds to how they think and learn. Many have uneven profiles (e.g., ADHD, giftedness, or learning differences) and may be masking, fatigued, or misunderstood in other settings.
When those conditions are in place, they are ready to re-engage, build confidence, and take on meaningful academic challenge. Families who are a strong fit understand that success requires both support and accountability, and value a close, collaborative partnership with the school, with a shared commitment to growth and high expectations."
"If a family prefers an academically focused institution without integration of Christian principles, Crawford may not align with their desires. Our curriculum is Christ-centred, and participation in religious activities is integral. Those looking for highly specialized academic or extracurricular tracks, such as extensive Advanced Placement courses or elite athletic programs, may not find their preferences met. Families uncomfortable with regular faith-based instruction, required community service, or engagement in music and the arts may feel out of place. Furthermore, if a student is disinclined toward community engagement, active participation, or upholding our core values of service and respect, alternate schools may better accommodate their educational needs and values."
"Summit is not the right fit for every student. We are not a therapeutic or clinical setting and do not provide intensive one-to-one behavioural or medical support within the school day. Students requiring that level of intervention are best supported in more specialized environments.
We are also not a traditional or highly standardized academic setting. Families seeking rigid grade-level groupings, conventional instruction, or a competitive, performance-driven environment may find our approach misaligned.
We offer a small, structured, highly individualized environment intentionally designed to respond to each student. Families seeking a larger, more institutional school experience, or a fully prescriptive, one-size-fits-all model, may find a better fit elsewhere.
Families who thrive in our community value both support and accountability, and are open to a collaborative partnership in their child’s growth."
"Families are drawn to Crawford Adventist Academy by our holistic, Christ-centred education, which consistently yields high academic achievement, a compassionate peer culture, and a strong sense of community. Our proven record for university acceptance, individualized attention in small classes, and rich musical and athletic programs attract those looking for comprehensive student growth. Active engagement in service and a supportive, nurturing ethos that prioritizes both spiritual and academic development make our school stand out as a trusted, well-rounded choice."
"Families often choose Summit after their child has not been successful in traditional or larger school environments. They are looking for a setting where their child’s sensitivity, learning profile, and potential are understood—not managed or overlooked.
They are drawn to our small, structured, and highly responsive environment, where students are known well and teaching is adjusted to how each child learns. Regular time outdoors is a meaningful part of the school day, supporting regulation, focus, and well-being.
Many families seek a balance of academic challenge and support, as their child is capable but not currently thriving. Our project-based approach allows students to engage deeply and apply their learning in meaningful ways.
Families also value our strong sense of community, close relationships, and focus on executive functioning and re-engagement with learning. Many share that Summit is the first setting where their child feels both supported and appropriately challenged."
"Crawford Adventist Academy enjoys a strong reputation in the community as a trusted provider of Christian education. We are recognized for our unwavering commitment to academic excellence, character building, and service. The public perceives us as producing well-rounded graduates who succeed academically, contribute positively to their communities, and demonstrate spiritual maturity. Our music and sports involvement are highly regarded, and our supportive environment attracts families desiring a safe, constructive learning setting. Relationships built with local churches and community organizations further validate our standing as an institution dedicated to both scholastic and societal betterment, making us a preferred option for holistic education."
"Summit Micro School is best known as a small, highly personalized school for bright, sensitive learners who are not thriving in traditional environments. Families often hear about us through word of mouth, particularly from those whose children have re-engaged with learning after struggling elsewhere.
We are widely seen as a place where students are deeply understood and where the environment is intentionally designed to support both regulation and learning. Our small size, strong relationships, and consistent routines create a sense of stability that many students have not experienced before.
Our regular time outdoors and use of project-based learning are also distinguishing features. Learning often extends beyond the classroom through hands-on, experiential work and field-based learning, supporting engagement, focus, and sustained academic progress. Families describe Summit as a place where their child feels both supported and appropriately challenged—often for the first time."
"Our robust music program is often underrecognized for the transformative impact it has on student confidence and community connection. From early grades, students engage in music lessons and ensemble performances at church services and public events, encouraging teamwork, discipline, and expression. Another underappreciated area is our deep focus on early literacy, which sees even Senior Kindergarten students achieving reading skills well above the norm, providing a foundation for long-term academic success. The seamless integration of faith with curriculum, where values, service, and academics reinforce each other, may also go unnoticed compared to standardized achievements. Families who choose us often comment on the strong bonds formed, the genuine care among staff and peers, and the real-world readiness their children gain."
"An often underappreciated aspect of Summit is how intentionally the entire school day is designed to support students’ ability to engage and learn. Families see the small size, flexible approach, and time spent outdoors, but may not initially realize how much structure, planning, and expertise are required to make these elements effective.
Our environment, routines, and teaching strategies are carefully aligned to support regulation, focus, and participation—especially for students who are highly responsive to their surroundings. This includes how transitions are managed, how learning is paced, and how relationships are built and maintained throughout the year.
Over time, families come to recognize that what may appear simple or flexible on the surface is in fact carefully designed, and that this is what allows students to feel safe, re-engage with learning, and make meaningful academic progress."
"The high university acceptance rate, despite our moderate school size, often impresses newcomers. They may not expect the breadth and quality of music and sports opportunities, or the warmth of our close-knit, supportive school community, all distinguishing features that set us apart from typical private schools."
"Families are often surprised by how much their child changes after settling into Summit—not in who they are, but in how they are able to show up. As students feel safer, more regulated, and better understood, they often become more relaxed, confident, and engaged. Their personalities begin to come through more clearly, and many families notice that this sense of calm carries beyond school into other parts of their lives.
Families are also often surprised by how structured and intentional the program is beneath its calm, flexible feel. What may initially appear relaxed is in fact carefully designed, with clear expectations, consistent routines, and a strong focus on meaningful academic progress.
Over time, families come to see that this combination—of a responsive environment, strong relationships, and engaging, hands-on learning—is what allows students to be more regulated and engage more fully in their learning."
"Crawford Adventist Academy has invested in the improvement and expansion of our facilities, including updated classrooms and gymnasiums across campuses. Recent upgrades in technology have enhanced both teaching and student learning. Our music and science programs have been expanded, and new wellness and academic support systems have been implemented to address students’ evolving needs. Additionally, safety and accessibility improvements ensure our campuses remain inviting and secure. These enhancements reflect a continued commitment to high-quality, holistic education."
"Over the past year, we have made several intentional changes to better align our environment and program with the needs of the students we serve. Most notably, we completed a significant renovation designed specifically for students who are highly responsive to their surroundings, including increased natural light, improved acoustics, and calmer, more flexible learning spaces that support regulation, focus, and engagement.
We have also refined our program and invested in ongoing staff training to deepen consistency in how we support regulation, learning, and student growth.
More recently, we have strengthened collaboration with students’ existing support teams, including occupational therapists and speech-language pathologists. By integrating these supports into the school day where appropriate, we improve communication, align goals, and support the transfer of skills in a natural learning environment."
"In the next five years, Crawford will prioritize further campus upgrades, expand elementary and JK capacity, and enrich reading and STEM initiatives. Plans include broadening community and church partnerships, implementing new leadership programs, and deepening our commitment to personalized student support, ensuring all learners flourish spiritually, academically, and socially."
"Over the next five years, Summit will continue to grow thoughtfully while maintaining our small, highly personalized structure. Our focus is not on scale, but on deepening the quality and consistency of the student experience.
We will continue to refine our environment and program, including further development of our learning spaces, daily routines, and use of outdoor and community-based learning to better support students who are highly responsive to their surroundings.
We also plan to deepen collaboration with external professionals, strengthening how supports such as occupational therapy and speech-language services are integrated into the school day.
Ongoing staff development will remain a priority, with a focus on regulation, executive functioning, and approaches that support both engagement and academic growth.
Our goal is to continue building a model that is increasingly intentional, responsive, and effective for students."
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Summit Micro School was born from a simple truth: some of the brightest, most creative minds just don’t fit the mold. And they shouldn’t have to.
Too often, neurodivergent students are made to feel like something’s wrong with them—when really, it’s the system that doesn’t see them clearly. I’ve met so many kids over the years who were bored, anxious, or just plain discouraged in traditional classrooms. They weren’t failing—they were waiting for someone to understand them.
That’s what we do at Summit. We listen. We adapt. We meet students where they are and celebrate who they are. Our school is small on purpose—so every student feels seen, safe, and supported. We build trust, and from that trust comes confidence, curiosity, and growth.
I’ve watched students who once dreaded school start walking through our doors with their heads high. I’ve seen kids discover strengths they didn’t know they had. And I’ve seen families exhale in relief, finally feeling like they’ve found the right place.
Summit isn’t just a school—it’s a community. And if you’re reading this wondering whether your child might belong here, I encourage you to reach out. We take the time to get to know each student and family, and we’ll be honest about whether we’re the right fit—because when the match is right, it’s truly transformative.
I hope you’ll come visit. You’ll feel the difference the moment you walk in.
Sincerely,
Amanda Dervaitis
Progressive
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Summit Micro School offers a highly individualized, structured program designed for students who are deeply responsive to their environment. Learning is organized around project-based experiences that are hands-on, meaningful, and connected to real-world contexts, allowing students to engage deeply and think critically. Core academic skills in literacy and mathematics are developed through a mastery-based approach, ensuring strong foundations while allowing students to progress based on readiness rather than age. Teaching is responsive and adaptive, with careful attention to pacing, engagement, and student understanding. Our environment plays a central role in learning. Daily routines, small group instruction, and regular time outdoors support regulation, focus, and participation. Executive functioning, communication, and social development are embedded throughout the day, not taught in isolation. The result is a program that balances structure and flexibility, enabling students to build confidence, re-engage with learning, and achieve meaningful academic growth.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We use individualized JUMP Math programs to help students achieve higher standards in mathematics; students work at their level and pace to reach their highest potential. Even the most apprehensive math students learn to love math and gain confidence in their math abilities. Learn more at www.jumpmath.org. Math is also integrated into interdisciplinary STEM classes (Science, Technology, Engineering and Math). Through real-life challenges, students must think critically to discover how to apply mathematical concepts and methods to solve problems.
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Balanced Literacy
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.
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.
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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.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our early years program is inquiry-based and grounded in Reggio-inspired principles, where learning emerges from students’ interests and is extended through thoughtfully designed projects. We combine play-based exploration with intentional development of early literacy, numeracy, and fine motor skills, ensuring a strong foundation alongside curiosity and creativity. The environment plays a central role. Classrooms are calm, responsive, and designed to support regulation, engagement, and independence. Teachers actively guide learning, helping students deepen their thinking, build language, and develop problem-solving skills. Regular outdoor experiences and hands-on exploration extend learning beyond the classroom. The result is a balanced program where students feel secure, engaged, and ready to take on increasing academic challenge.
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.
Skill building focus - set goals that allow them to master foundational skills and develop a deep understanding of the curriculum concepts
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.
Summit students strive for personal excellence through self-reflection and goal-setting. Academic rigour is embedded in our Project-Based curriculum; students’ project work is purposeful, reaching authentic audiences beyond the teacher, often in our Toronto community. Students are accountable to members of their group and the "audience", raising the bar for the quality of their work and academic contributions. Students can make mistakes in our supportive environment, building their resiliency when faced with challenges. Instead of content knowledge, focus is placed on the development of 21st century skills: critical thinking, collaboration, communication, creativity and innovation, character, global citizenship and computer and technology.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We focus on the development of the whole child. We believe that each of the child's needs must be considered and that these needs may change regularly; we must be responsive to this so that the highest learning potential can be achieved. We believe self-awareness is critical for students to understand their needs so they can self-advocate, find assistance, and drive their own learning, further adding to their resiliency. Individual academic programs, regular collaboration, daily Physical Education, mindfulness practices and individual student support are but a few approaches to addressing the various developmental needs of our students.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Project Based Learning and our individual programs allow for teachers to naturally differentiate for a broad range of abilities in the classroom.
Information not available
Project Based Learning (including STEM) is a framework that supports a broad range of learners, especially those who are "out-side-of-the-box" thinkers with big ideas and the ability to conceptualize abstract and complex concepts, but may struggle to demonstrate these strengths within a traditional curriculum and program. Students work collaboratively in small groups with direct support from teachers. Individualized math and language programs also allow for enrichment, support and remediation when necessary to enable students to move forward without gaps. While we are able to support a diverse population, we do not have dedicated resources and programs for more complex diagnoses.
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
JK - 12
18%
0%
$900
$0
0%
70%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
Successful students at Crawford Adventist Academy strive for excellence and attain maximum scholastic achievement; foster spiritual growth; are drug free and refrain from the use of other narcotics that promote an unhealthy lifestyle, maintain a safe environment, are willing to cooperate with others in a way that improves school life; welcome all races; show pride in their uniform, school, home, church and country; are critical thinkers; are courteous and respectful; safeguard the moral tone of the school; upholds high athletic ideals and recognizes that he/she is part of a team; belong to a community which includes those who have gone before, those who are present and those who will follow.
At Summit Micro School we welcome a broad range of interests and abilities. Those who struggle to work cooperatively with their peers will find our collaborative approach challenging. Students who are most successful with us are curious, creative, engaged, self-motivated, respectful and have a positive attitude towards learning.
Admissions for new students is based on:
1. Completion of the Admissions Application
2. Receipt of all required documents
3. Testing
4. Interview with the Family
5. New Parents are required to attend an Orientation Session.
For your initial Admissions appointment, please bring the following original documents:
1. Proof of Canadian Citizenship/Residency
2. Ontario Health Card
3. Immunization Record
Enrollment into Summit Micro School is open year-round. Our admissions process is as follows: submit an Inquiry Form found on our website: www.summitmicroschool.ca. A member of our admissions team will contact you directly to set up a private information session. An application package will be available at the information session.
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