1167 Lakeshore Road East, Oakville, Ontario, L6J 1L3, Canada
70 Morven Drive, West Vancouver, British Columbia, V7S 1B2, Canada
1167 Lakeshore Road East, Oakville, Ontario, L6J 1L3, Canada
70 Morven Drive, West Vancouver, British Columbia, V7S 1B2, Canada
1968
1984
170
1256
Nursery/Toddler to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
10 to 20
16 to 22
Dedicated gifted school
$8,500 to $20,500
$23,800 to $28,150
No
Yes
0%
2%
None
6 to 12
$0
$7,500
13
84
0%
0%
100%
22%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Not available
Yes: grades 1 - 8
Yes: grades 4 - 12
No
Yes: grades 8 - 12
information not available
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More than 50 years old, Dearcroft is one of the older Montessori schools in the country, founded in 1968 by Peter and Barbara Phippen. It also has very consistent history, now being directed by Gordon Phippen, son of the founders. All of that, while not essential to the delivery of a quality Montessori program, nevertheless underscores what parents and students value in the approach, namely a clear sense of community, family, cross-generational interaction, and a sense of tradition. The program hews very closely to Maria Montessori’s model, and also brings the community—both local and beyond—into the classroom. The student body is on the larger end for a dedicated Montessori school, and the benefits of size are apparent in the range of programs offered.
View full reportTwo campuses, an AP offering, Round Square and an extensive roster of co-curriculars, Collingwood frankly has it all. It’s the largest day school in the region, and likely the country, and it benefits from its size through unequalled physical and human resources and a broad, varied course offering. That the campus is divided between two properties adds a welcome dimension—while student life is vibrant and busy, the division allows for a personal feel and sense of community in the day-to-day. Through the Four Strands program the school rightly requires students to participate in all areas of student life, including athletics, with recreational as well as competitive options. Perched in beautiful West Vancouver, the bussing system is proprietary, with routes servicing a wide catchment area, including North Shore from Deep Cove and into South Vancouver. In all, if there's a down side, we've yet to find it. The ideal student is one who will thrive in a vibrant, supportive instructional and social environment, and preparing for post-secondary education.
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"The atmosphere is tight-knit and supportive, with a strong sense of community."
Yuri Park - Alumnus (Feb 23, 2024)
Looking back on my overall experience at Collingwood I am more than grateful. For me, it was life-ch...
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"My experience at Collingwood School was quite amazing!"
Zach Yakaoma - Alumnus (Feb 23, 2024)
My experience at Collingwood School was quite amazing, no lie! I really felt that Collingwood was co...
View full review
"Established in 1968, Dearcroft is Oakville's original Montessori school offering programs from Toddler through to Junior High with three campuses in Oakville delivering exceptional Montessori Programs. Our North Campus offers an urbanized natural space, complemented by over 20,000 square feet of state-of-the-art classrooms. Our Satellite campus offers enriched Montessori programs for Toddler and Casa. Dearcroft is a fully accredited charter member of CCMA (Canadian Council of Montessori Administrators)."
"Collingwood is one of Canada's largest JK-Grade 12, university-preparatory day school's, located on two campuses in beautiful West Vancouver. Our students participate fully in the School’s four strands: academics, athletics, arts and service. We are recognized for our robust Advanced Placement program, our university acceptance record, our outdoor Explore program, and our award-winning sports teams and musical groups. We are a member of ISABC, NAIS and we are a CAIS-accredited school."
"At the core of our Montessori curriculum is a strong emphasis on peace education. This creates an environment of kindness and compassion where students are supported not only by our staff, but also by their peers as well. In short, a Montessori education creates wonderful opportunities for independence, creativity, and character development."
"Collingwood inspires and supports our students to pursue their passions with an educational experience that provides unique pathways and a personalized approach to learning. Our commitment to learning and teaching excellence from JK- Gr. 12 provides an exceptional academic foundation in literacy and numeracy with enriched knowledge and skills that exceed the BC Curriculum. We also offer an exceptional array of co-curricular programming across Academics, Arts, Athletics and Service."
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"A wonderful degree of innovation and natural design have driven the evolution of our school community. An excellent curriculum that goes above and beyond the public system requirements, where our graduates are positioned to pass entrance exams and be successful along their future learning paths. Our students have access to specialized programming including drama club, music, French beginning in our Casa program, and, intra-school sports competitions."
"Families choose Collingwood for its: personalized and inclusive approach to learning which fosters academic excellence and well-being; for the diverse array of co-curriculars offered across the four strands--academics, athletics, arts and service learning; and for the dedicated faculty who value experiential learning, collaboration, character development. The School's EDI (Equity, Diversity and Inclusion) Commitment strives to ensure every person feels welcomed, understood and valued."
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"Collingwood is committed to making students feel empowered with their own capabilities and strengths. Not only is the caliber of teaching outstanding--our faculty and staff care deeply about student wellbeing, individual growth and development with a view to the future. The University Guidance Department meets regularly with students in high school to guide individual post-secondary planning. Additionally students are supported by counsellors, specialists, Heads of House and Advisors."
"For 25 years Dearcroft/West Wind has been Canada’s leader in elementary experiential education. Our award-winning Expedition Education Program established in 1996 has been an innovative and exciting extension of our curriculum. Through an integrated and highly ambitious travel-based experience, our West Wind Junior High students have had the opportunity to explore Canada from Coast to Coast."
"At Collingwood, we care for each student as if they were our own. By providing a diverse array of co-curricular and curricular programming, we are able to support each student as they each pursue their individual passions. With a focus on individualized learning, we partner with our students to achieve their best. We emphasize the importance of community and prioritize our students' wellbeing and growth. We are deeply committed to hiring and retaining the best and brightest faculty and staff."
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As Collingwood’s sixth Head of School, it is my honour and privilege to welcome you as a prospective member of our caring and vibrant learning community.
As you will see, Collingwood is a very special community with much to offer. Our mission to inspire and support young people for meaningful lives is at the core of everything we do. With innovative technology and our design thinking approach to curriculum, we provide our students with a time-honoured Four Strand approach to education - offering the very best in academics, arts, athletics, and service learning. We work hard to know each child as an individual. We will identify their abilities and understand their nature. We will help them find their passions. Ultimately, our commitment is that we will care for each student as if they were our own child.
I look forward to meeting you in person and further introducing you to our wonderful community of educators and families.
Lisa Evans,
Head of School
Progressive
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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.
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.
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At Dearcroft Montessori, the comprehensive and methodical training of staff, excellent student to teacher ratios and long-term relationships allow us to focus on the individual child’s development in full alignment with Montessori best practices. All our classrooms feature: individualized, child-centred programs, enriched programming tailored to meet the needs of each student; multi-age environments; low student-teacher ratios; hands-on; experiential learning; individual and small group lessons and enriched music and French programming.
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Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Understanding mathematical concepts using concrete materials and eventually moving onto abstract calculations is the objective. The Montessori materials become tools that the children use to creatively explore a new concept. Teachers act as consultants to students to help master the new concept given in individualized or small group lessons.
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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.
By providing an environment rich in oral language, each child has the opportunity to increase his or her receptive and expressive language. Formal individualized language lessons are given daily. Informal language lessons are an integral part of our program throughout the day’s lessons and activities. Children learn pronunciation, inflection, grammar and vocabulary in this rich environment.
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Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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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.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
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Web design
Robotics
Computer science
The primary goal of the Dearcroft gym program is to encourage lifelong participation in physical activity and increase knowledge of each student\'s personal health to ensure a healthy future. These goals are achieved through active participation in a number of different sports and activities over the course of the school year.
The Physical Education Department provides students with the opportunity to develop appropriate fitness and motor skills, acquire knowledge, and demonstrate a positive attitude in a variety of recreational and team related activities. Students will be encouraged to take risks, challenge themselves, work with others cooperatively, and develop an appreciation of a healthy lifestyle through daily activities. While students are evaluated on participation, attendance and personal fitness, we encourage students to take ownership of their learning by getting involved with the evaluation process.
Reggio Emilia
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.
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.
We are a traditional, best practices (orthodox) Montessori school.
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Standard-enriched
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.
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.
Montessori Classrooms are multi-aged with three developmental years together. Toddler is 18 months to 3 year olds, Preschool is 3 to 6 year olds, Lower Elementary 6-9 year olds, Upper Elementary 9-12 year olds and Junior High for 12-14 year olds.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Academic Culture becomes more Rigorous in Grades 5 - 12
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Dearcroft will provide a high quality Montessori education to children aged 18 months to fourteen years on the Toddler, Preschool, Elementary and Junior High levels. Children of any sex, race, colour or religion will be educated by qualified Montessori teachers within a supportive matrix of care, encouragement and challenge.
Secondary Developmental Priority: Social - Socially aware and active citizens, motivated to change the world (or their community) for the better.
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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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
6 - 12
0%
2%
$0
$7,500
100%
22%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Not available
Yes: grades 1 - 8
Yes: grades 4 - 12
No
Yes: grades 8 - 12
No
Yes: grades 8 - 12
No
Yes: grades JK - 7
No
No
No
No
Please visit our Admissions Page for more information.
