One-to-one comparison


  • QUICK SUMMARY

     

    Foothills Academy

    FOOTHILLS ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    Basics

    Basics


     

    Founded

     

    1979

     

    1986


     

    Enrolment

     

    296

     

    120


     

    Grades

     

    3 to 12

     

    Preschool to 4


     

    Gender

     

    Coed

     

    Coed


     

    Living arrangements

     

    Day

     

    Day


     

    Language of instruction

     

    English

     

    English


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    Balanced
    "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
    Social
    The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
     
    Balanced
    "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
    Emotional
    The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."

    Academics

    Academics


     

    Curriculum

     

    Traditional

     

    Traditional, Reggio Emilia


     

    Curriculum pace

     
    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.
     
    Accelerated
    The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

     

    Academic culture

     
    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.
     
    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.

     

    Avg. Class Size

     

    12 to 14

     

    8 to 12


     

    Special needs support

     

    Learning, Developmental

     

    Learning


     

    Gifted learner support

     

     

    In-class adaptations


     

    Preschool/K curriculum

     
     
    Academic
    Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.

    Tuition

    Tuition


     

    Day Tuition

     

    $15,600

     

    $9,250 to $20,750


     

    Boarding Tuition

     

     


     

    Financial aid (FA)

     

    Yes

     

    No


     

    Students on FA

     

    40%

     

    0%


     

    Eligible grades for FA

     

    3 to 12

     

    None


     

    Median FA package size

     

    $7,500

     

    $0

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    30

     

    15


     

    Percent in boarding

     

    0%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    50%

     

    85%


     

    Day entry years

     

    3, 4, 5, 6, 7, 8, 9, 10, 11, 12

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades 3 - 12

     

    Yes: grades Preschool - 3


     

    SSAT required

     

    No

     

    No

  • SCHOOL REVIEWS

     

    Foothills Academy

    FOOTHILLS ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    The Our Kids Review

    The Our Kids Review

    FOOTHILLS ACADEMY

    information not available

    CGS (CHILDREN'S GARDEN SCHOOL)

    information not available

    User reviews

    User reviews

    FOOTHILLS ACADEMY

    information not available

    CGS (CHILDREN'S GARDEN SCHOOL)

    Love the little things
    Wendy Arnold List - Parent   (Jan 24, 2018)
    We had 3 children go through CGS and each loved being able to do things that young children aren't n...
      View full review

    "the kids feel supported, happy, and special"
    Nina Chandarana - Parent   (Jan 24, 2018)
    My kids love CGS. They appreciate the family like feel of the school and how nurtured they are. Ev...
      View full review

    Nuturing and encouraging
    Irene Chai - Parent   (Jan 25, 2018)
    My kids enjoy the nurturing and encouraging school atmosphere created by the teachers and staffs at ...
      View full review

    Our Take

    Our Take

    FOOTHILLS ACADEMY

    “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.

    CGS (CHILDREN'S GARDEN SCHOOL)

    CGS was founded in 1986 by Marie Bates, who remains as the principal at the school today. As that suggests, the school has remained very true to the founders’ initial intentions, namely to create a place that provides a strong academic foundation in a caring, open, and supportive environment. While reading, writing, and numeracy are key—just as they should be—so is the development of creativity and social engagement. Bates believes that children learn as much in music class as they do in math class, and she’s right of course. As such, the program promotes links across the curriculum, allowing children to see those connections while also broadening their horizons of interest. The strength of the program is reflected by the reputation that CGS has earned over the thirty-plus years of its life.

  • SCHOOL DESCRIPTION

     

    Foothills Academy

    FOOTHILLS ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    Highlights

    Highlights

    FOOTHILLS ACADEMY

    • A leader in teaching students with Learning Disabilities since 1979
    • Teachers with specialized knowledge of teaching students with Learning Disabilities
    • Small class sizes with Educational Assistants in every classroom
    • We help students Find Understanding, Build Confidence, Maximize Potential
    • Personalized accommodations and supports
    • Extensive use of Assistive Technology to support student learning
    • Social-emotional development of students is a priority
    • A wide variety of extracurricular activities available

    CGS (CHILDREN'S GARDEN SCHOOL)

    • Specializing in the critical early years of education (Pre-K-Grade 3) for 34 years.
    • Warm, nurturing environment, a 'home away from home' for your child.
    • French four times per week/Extended French after school once per week.
    • Mindfulness practise throughout the week.
    • Significant focus on public speaking.
    • Exceptional performance arts and visual arts opportunities.
    • Real Food For Real Kids hot lunch.
    • Skiing, skating and swimming curriculum for Grades 1-3.
    • Trips to Norval (UCC's Outdoor Ed Centre) every year for JK-Grade 3.
    • Very active, positive parent community.

    Description

    Description

    FOOTHILLS ACADEMY

    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.

    CGS (CHILDREN'S GARDEN SCHOOL)

    CGS has been the neighbourhood private school of choice in Leaside for 35 years. Academically stimulating and personalized curriculum, delivered in a warm environment. Well-known for their highly effective pandemic response and engaging online program. Phonics program addresses the unique learning styles of boys and girls, leading to high levels of early literacy for all students. Highlights include public speaking, character education, mindfulness, outdoor education, and daily arts. Extended care available.

  • PRINCIPAL'S MESSAGE

     

    Foothills Academy

    FOOTHILLS ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    Message

    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!

    Thank you for your interest in our school. CGS has been a home away from home for so many children, and their families, since it was founded in 1986. We pride ourselves on getting to know each child, to the fullest extent possible, while they are with us. Our young students, from Preschool to Grade 3 are protected, cherished, motivated and inspired during the first, and all important, years of their formal education. When you truly know your students it is easy to do what is best for them. 

    We are committed to our small class sizes and balanced curriculum. We believe that children can learn as much in Music class as they can in Math class. Along with our strong core curriculum, students are given the opportunity to immerse themselves in the arts and physical activity. Our goal is to provide an education that is rich and diverse by placing importance on all aspects of a wide and varied curriculum.   

    As founding Principal, I have been honoured to work with, and support, a staff that is known for their dedication and commitment to the CGS philosophy. Each and every student is celebrated for who they are. The teachers deliver an exceptional program while keeping the heart in education. Please come and visit. See and feel first-hand what makes CGS the special place it is. 

     

     

  • ACADEMICS

    • OVERALL CURRICULUM

       

      Foothills Academy

      FOOTHILLS ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Primary Curriculum

      Primary Curriculum

      FOOTHILLS ACADEMY

      Traditional


      Secondary Curriculum

      Secondary Curriculum

      FOOTHILLS ACADEMY

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      FOOTHILLS ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      FOOTHILLS ACADEMY

      Not applicable

      CGS (CHILDREN'S GARDEN SCHOOL)

      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).


      What the school says about their curriculum

      What the school says about their curriculum

      FOOTHILLS ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      Our curriculum is ‘traditional’ in so far as it is very structured and sets high academic expectations for our students. Acquiring academic skill is a daily focus at CGS but to say we have a purely ‘academic’ approach to our curriculum is misleading. Our students are very young and incorporating play with a broad focus on physical education, the arts, culture, character education and mindfulness are equally important to their development as students and young people.

    • COURSE PEDAGOGIES

      • Mathematics

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Traditional Math


        Our take: math approach type

        Our take: math approach type

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.


        What the school says about their math program

        What the school says about their math program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Methods for teaching math vary widely from school to school and it is a subject of great debate in the educational community. ‘New’ Math (the current multi-strategy, collaborative, language based approach to math) can be confusing for parents, as most of us learned math largely by rote. At CGS, children get the best of both worlds - they get the support they need to create and share the math strategies that work best for them as well as concurrent instruction in basic fact mastery - learning their doubles facts, multiplication tables etc. Our teachers have many creative ways of ensuring that students gain solid number sense as well as the conceptual skills required to become confident, young mathematicians.


        Textbooks and supplementary materials

        Textbooks and supplementary materials

        FOOTHILLS ACADEMY

        Grade 3 - 9 we use Nelson Grade 10 - 12 we use different publishers for each academic stream

        CGS (CHILDREN'S GARDEN SCHOOL)

        Preschool: Touch Math. JK/SK: 'Think. Pair. Share.' approach with appropriate lessons from various sources. Grades 1-3: Nelson Mathematics, Math Makes Sense and Teaching Student Centred Mathematics by John Van de Walle


        Calculator policy

        Calculator policy

        FOOTHILLS ACADEMY

        Our goal is to minimize the reliance on a calculator but calculators are provided as an accommodation on an individual basis depending on need.

      • Early Reading

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Balanced Literacy


        Our take: early reading approach type

        Our take: early reading approach type

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their early reading program

        What the school says about their early reading program

        FOOTHILLS ACADEMY

        We use a variety of resources to help students develop phonemic awareness, improve reading fluency and comprehension.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Our phonics program, Remediation Plus, was brought to Children’s Garden School by our Principal, Marie Bates, after discovering its' extreme effectiveness for her son. The program breaks phonetic skills into logical, step by step, highly organized units. No rules are missed. Watching our students independently sound out words, fingerspell, and check for vowels is a wonderful sight! They see something on the page and they go to work to figure out what is happening. R+ gives them the tools they need to do it. Teachers combine R+ with integrated language arts activities (storytelling, games and art). Our young students experience high levels of success and become confident young readers.


        DIBELS testing

        Approach

        FOOTHILLS ACADEMY

        No
        We do pre and post-testing throughout the year and standardized assessments.

        CGS (CHILDREN'S GARDEN SCHOOL)

        DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
        Developmental Reading Assessment (DRA). SK-Grade 3 students are assessed once per term. Additional assessments are added if required.

      • Writing

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Equal balance


        Our take: writing approach type

        Our take: writing approach type

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their writing program

        What the school says about their writing program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Preschool children come to us with varying degrees of fine motor skill. Writing exercises are designed with each particular student in mind. For JK and SK students, printing exercises are built into the Remediation Plus program and students spend a lot of time practising their skills each day across their Language Arts curriculum. Grade 1-3 students use Handwriting Without Tears. Cursive is introduced at the end of Grade 2 for those students that are ready and all students begin cursive writing in Grade 3.

      • Science

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Equal Balance


        Our take: science approach type

        Our take: science approach type

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their science program

        What the school says about their science program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Science is such a lively part of the curriculum at CGS. The children love hands-on experiments, indoors and outdoors. The Science Fair is optional for SK students and mandatory for Grades 1-3. Winners of the Science Fair join the Toronto Science Fair at the University of Toronto Scarborough.


        Topics covered in science curriculum

        Topics covered in science curriculum

        FOOTHILLS ACADEMY

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught

        CGS (CHILDREN'S GARDEN SCHOOL)

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught


        Treatment of evolution (value)

        Treatment of evolution (value)

        FOOTHILLS ACADEMY

        Physics

      • Social Studies

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Expanding Communities


        Our take: social studies approach type

        Our take: social studies approach type

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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).


        What the school says about their social studies program

        What the school says about their social studies program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        At CGS, Social Studies are explored using all three of the above methods.

      • Foreign Languages

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach


        Our take: foreign language approach type

        Our take: foreign language approach type

        FOOTHILLS ACADEMY

         

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their foreign language programs

        What the school says about their foreign language programs

        FOOTHILLS ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        French is taught with a 'living language' approach. Oral facility is encouraged through storytelling, singing, games and relevant vocabulary. Written work comes later in Grade 2 and 3. 100% Immersion Extended French is offered once a week after school for students JK-Grade 3.


        Language instruction offered in:

        Topics covered in science curriculum

        FOOTHILLS ACADEMY

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        CGS (CHILDREN'S GARDEN SCHOOL)

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese


        Learning a foreign language is required until

        Treatment of evolution (value)

        FOOTHILLS ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Information not available

      • Fine Arts

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Creative


        Our take: fine arts approach type

        Our take: fine arts approach type

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their fine arts program

        What the school says about their fine arts program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Information not available


        Courses offered in:

        Topics covered in science curriculum

        FOOTHILLS ACADEMY

        Acting
        Dance
        Drama/Theatre
        Graphic Design
        Music
        Visual Arts

        CGS (CHILDREN'S GARDEN SCHOOL)

        Acting
        Dance
        Drama/Theatre
        Graphic Design
        Music
        Visual Arts

      • Computers and Technolgy

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        FOOTHILLS ACADEMY

        Medium integration


        Our take: computers and technology approach type

        Our take: computers and technology approach type

        FOOTHILLS ACADEMY

        Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their computers and technology program

        What the school says about their computers and technology program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Information not available


        Courses offered in:

        Topics covered in science curriculum

        FOOTHILLS ACADEMY

        Web design
        Robotics
        Computer science

        CGS (CHILDREN'S GARDEN SCHOOL)

        Web design
        Robotics
        Computer science

      • Physical Education

         

        Foothills Academy

        FOOTHILLS ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        What the school says about their physical education program

        What the school says about their computers and technology program

        FOOTHILLS ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        We strive to bring as much fun and variety to our Physical Education program as possible. From organized sports to team building games and outdoor education field trips, students have frequent opportunities to build skills and practise good sportsmanship. We regularly access community resources for skating, skiing, swimming and gymnastics.

    • PRESCHOOL/K CURRICULUM

       

      Foothills Academy

      FOOTHILLS ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Approach

      Approach

      FOOTHILLS ACADEMY

      Not applicable


      Our Take

      Our Take

      FOOTHILLS ACADEMY

      Not applicable

      CGS (CHILDREN'S GARDEN SCHOOL)

      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.


      What the school says

      What the school says

      FOOTHILLS ACADEMY

      Information not available

      CGS (CHILDREN'S GARDEN SCHOOL)

      At CGS we believe preschool isn’t too early to set children on a purposeful path to learning. Learning is still totally play-based and nurturing (which is essential for children so young) but it is also structured to include a full phonics, printing and math program. This gentle, early academic start, brings joy and confidence to our students and gives them a true sense of readiness for JK. Our curriculum approach in kindergarten remains well-balanced with a strong focus on acquiring independent reading skills. Our highly effective phonics program, Remediation Plus, provides the foundation of instruction.

    • CURRICULUM PACE

       

      Foothills Academy

      FOOTHILLS ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Pace

      Pace

      FOOTHILLS ACADEMY

      Standard-enriched


      Our Take

      Our Take

      FOOTHILLS ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).


      What the school says

      What the school says

      FOOTHILLS ACADEMY

      Information not available

    • ACADEMIC CULTURE

       

      Foothills Academy

      FOOTHILLS ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Culture

      Culture

      FOOTHILLS ACADEMY

      Supportive


      Our Take

      Our Take

      FOOTHILLS ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      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.


      What the school says

      What the school says

      FOOTHILLS ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      The academic culture at CGS is unequivocally supportive. Our students are very young children and, first and foremost, they require a nurturing, warm, encouraging environment for learning. Genuine academic achievement comes when children are in a challenging but flexible environment that acknowledges their learning style and pace. It is important to note that our supportive environment is never meant to hinder independence. Children are always encouraged to solve problems on their own, whenever possible.


      Approach to student honours

      Approach to student honours

      FOOTHILLS ACADEMY

      "We intentionally avoid all forms of public distinction between students in terms of academic performance."

      CGS (CHILDREN'S GARDEN SCHOOL)

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

    • DEVELOPMENTAL PRIORITIES

       

      Foothills Academy

      FOOTHILLS ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Primary

      Primary

      FOOTHILLS ACADEMY

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

      CGS (CHILDREN'S GARDEN SCHOOL)

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."


      Secondary

      Secondary

      FOOTHILLS ACADEMY

      Social
      The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."

      CGS (CHILDREN'S GARDEN SCHOOL)

      Emotional
      The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."


      What the school says

      What the school says

      FOOTHILLS ACADEMY

      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

      CGS (CHILDREN'S GARDEN SCHOOL)

      Being a human being is a challenging thing to be. Learning to make good choices from moment to moment is a huge part of growing up. Our students are very young and giving them the support and structure they need to realize their best selves is one of our most important jobs as educators. We encourage our students to be kind to themselves and others, to take responsibility for their actions, to take risks and to consider the world around them.

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Foothills Academy

    CGS (Children's Garden School)

    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.
    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.
     

    Foothills Academy

    FOOTHILLS ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)


    Additional support

    Additional support

    FOOTHILLS ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    CGS (CHILDREN'S GARDEN SCHOOL)

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

    Accommodations

    Extra support

     

    Accommodations

    Modifications

    Extra support


    Additional support

    Additional support

    FOOTHILLS ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    CGS (CHILDREN'S GARDEN SCHOOL)

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    FOOTHILLS ACADEMY

    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.

    CGS (CHILDREN'S GARDEN SCHOOL)

    We are open to all types of learners at CGS. If we can meet a child's needs, and they can manage the program, we will work to create an environment for that child to be successful at school.


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    FOOTHILLS ACADEMY

    All students are diagnosed with a Learning Disability before they are able to attend Foothills Academy.

    CGS (CHILDREN'S GARDEN SCHOOL)

    If a child develops difficulties while at CGS, staff will meet with the family to create a plan that best supports the child to be successful at CGS. We work with many kinds of learners.

  • EXTRACURRICULARS


    Foothills Academy

    CGS (Children's Garden School)

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    Badminton

    Baseball

    Basketball

    Canoeing/Kayaking

    Cricket

    Cross-country skiing

    Cycling

    Downhill skiing

    Equestrian

    Fencing

    Field Hockey

    Figure Skating

    Football

    Golf

    Gymnastics

    Ice Hockey

    Ice Skating

    Lacrosse

    Martial Arts

    Mountain biking

    Racquet Ball

    Rowing

    Rugby

    Running

    Sailing

    Skateboarding

    Snowboarding

    Soccer

    Softball

    Squash

    Swimming

    Tennis

    Track & Field

    Volleyball

    Weightlifting

    Wrestling

    Archery

    Curling

     

    Foothills Academy

    FOOTHILLS ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)


    Clubs Offered

    Topics covered in science curriculum

    FOOTHILLS ACADEMY

    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

    CGS (CHILDREN'S GARDEN SCHOOL)

    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


    What the school says

    What the school says

    FOOTHILLS ACADEMY

    • Staff recognize that a single club or event can have a marked impact on helping to foster new relationships and identify student strengths and passions that offer future career pursuits. Despite our modest class sizes and school population, we provide a variety of in school and after-school extracurricular programming covering a variety of interests. Another benefit of our students engaging with extracurricular activities is that they provide a deliberate academic break our students need. All the activities offered have originated because of an expressed student interest. If students are interested in starting a club that isn’t already offered, getting it started it is as easy as approaching their homeroom teacher with their idea. They will work together to determine a time that works for the student, assist with spreading the word and locate a staff member who is committed to supervising the activity.

    CGS (CHILDREN'S GARDEN SCHOOL)

    • Mindfulness Workshop for parents and students.
    • Performance Skating Program at Forest Hill Arena (Grades 1-3)
    • Field trips to Norval, UCC's Outdoor Education Centre (JK- Grade 1)
    • Science Fair (SK-Grade 3)
    • Holiday Concerts (Preschool-Grade 3)
    • Ski Days at Earl Bales Park (Grades 1-3)
    • Chess Club
    • Extended French Club (JK-Grade 3)
    • Talent Show (Preschool-Grade 3)
    • Public Speaking Contest (Grades 2-3)
    • Art Fair (Grades 1-3)
    • Yearly Musical (SK-Grade 3).
    • Field Friday Competition (Grades 1-3)
    • Track & Field Championships at Leaside Fields (Grades 1-3)
    • Sleepover at Norval, UCC's Outdoor Education Centre (Grades 2-3)
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    50%

     

    85%


     

    Day entry years

     

    3, 4, 5, 6, 7, 8, 9, 10, 11, 12

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades 3 - 12

     

    Yes: grades Preschool - 3


     

    SSAT required

     

    No

     

    No


     

    SSAT(out of province) required

     

    No

     

    No


     

    Entrance exams required

     

    No

     

    No


     

    Entrance essay required

     

    No

     

    No


     

    Application fee required

     

    No

     

    Yes

    Type of student school is looking for

    Type of student school is looking for

    FOOTHILLS ACADEMY

    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.

    CGS (CHILDREN'S GARDEN SCHOOL)

    Our main criteria for acceptance, given that our students are still so young, is that they are able to manage our very busy program. Curriculum is personalized so different development stages and learning strengths can be accommodated.

    What the school says

    What the school says

    FOOTHILLS ACADEMY

    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

    • A psychological assessment completed within 2 years of the present application date.
    • Recent W.I.S.C. IV results including the sub-test scores as well as the Full Scale I.Q., Verbal Comprehension, Perceptual Reasoning, Working Memory and Processing Speed (Full scale IQ must be above 85 for a student to be considered for entrance).
    • Please note: psychological/educational assessments may be completed by contacting Foothills Academy’s team of registered psychologists or if you prefer, through an outside agency.
    • Achievement Assessment - Recent (within the last 6 months) standardized testing in math, reading and spelling. We need the grade level scores from these tests. (Examples of the types of testing are the WIATII, Woodcock-Johnson, Gates MacGinitie or CTBS.)

    Support Documents

    • Copies of most recent report cards, I.P.P.’s, cumulative records and all additional information/assessments which might be useful in determining the type of program required to meet the child’s needs. At some point during the intake process, it is likely that we will wish to speak to the child’s teacher.
    • A vision and hearing test should be administered.

    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.

    CGS (CHILDREN'S GARDEN SCHOOL)

    Completed application and fee of $100. 




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