745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
261 Buena Vista Road, Ottawa, Ontario, K1M 0V9, Canada
1979
1915
296
375
3 to 12
Preschool to 12
Coed
Girls
Day
Day
English
English, French
Academic
Academic
Traditional
Progressive, International Baccalaureate
12 to 14
15 to 17
Learning, Developmental
Accelerated curriculum
$15,900
$15,540 to $29,700
Yes
Yes
40%
24%
3 to 12
6 to 12
$7,500
$6,800
30
23
0%
0%
50%
70%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 3 - 12
Yes: grades Preschool - 12
No
No
information not available
Elmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
Read The Our Kids Review of Elmwood School
“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.
View full reportElmwood was founded in 1915 by Theodora Philpot who, in addition to having a great name, was well ahead of her time in the world of education. Like Maria Montessori, Rudolf Steiner, and others, she felt that traditional education wasn’t meeting the needs of students, both academically and personally. She wanted to offer an alternative, one that was student-centric, and that would stimulate a love of learning rather than the rote memorization of facts. She felt that there should be a bit of poetry in the course of daily life, and a bit of joy, too. She began that first year with just four students, all of whom were boys. Despite the obvious differences—it’s now home to nearly 400 students, all of whom are girls—the spirit of the school nevertheless is reflective of Philpot’s vision. The school is one very much centred on possibility, creating opportunities for students to explore their world and to find their place within it. The ideal student is a girl looking for a vibrant, challenging, community-oriented academic environment.
View full report
"The teachers are all very passionate and engaged."
Michelle Housley - Parent (Jun 09, 2022)
I will admit that the first few months that our son attended Foothills, he was not that happy. He w...
View full review
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"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."
"Elmwood is one of the most innovative girls’ schools in North America, offering all three levels of the IB Programme. Acclaimed for its academic excellence, caring atmosphere and strong community spirit, Elmwood is a school where girls are encouraged to stretch themselves, try new things, create and explore. We strike a balance between traditional academic goals and innovative approaches to achieving those goals. We create inquiring lifelong learners, engaged global citizens, and confident, compassionate leaders."
"Three core values that underpin the school program are based on Self-Determination Theory and are expressed as: Find Understanding. Build Confidence. Maximize Potential. Staff build strong relationships with students to really understand each individual's strengths and interests. Students feel a sense of competence which develops their confidence and self-belief. Students feel connected to their learning and have a voice that allows them the freedom to thrive and maximize their potential."
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"Foothills Academy focuses exclusively on students with Learning Disabilities (and associated disorders such as ADHD). The warm, welcoming environment and caring staff make students and families feel safe and supported for their individual strengths and challenges. Our 100% graduation rate and a high percentage of students that pursue post-secondary education are evidence of our success. A robust bursary program ensures no students are turned away due to financial circumstances."
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"We are a smaller, specialized school but we provide a rich, whole-school experience. There are many opportunities for students to participate in areas of interest through clubs and extracurricular activities. Many activities are determined by the student interests providing opportunities for students to engage in an area of strength or interest and share that interest with other students. For students who struggle academically, this opportunity to identify and develop areas of strength is vital."
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"When a child attends Foothills Academy, they immediately become part of a large family. All staff - whether they directly teach a student or not - get to know them and are invested in their success and well-being. There is no way to slip through the cracks. The staff are continually engaged in professional development to stay on top of evidence-based best practices."
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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!
When we talk to the girls about what makes their school special we get as many different answers as we have students. Not far from every girls answer though is family and confident young women. There is something here for each and every girl to love, to get involved in and to find inspiring.
Over 100 years ago, Theodora Philpot, an entrepreneurial and visionary woman, founded Elmwood School. Although the subjects we teach and the manner in which we teach have evolved dramatically since 1915, Mrs. Philpot would still recognize the essence of the school she created. Every girl here is known and valued-we see them as individual girls on individual journeys, and we inspire each girl to reach her full potential. That is the School's mission statement, and it is something every member of our community lives every day
Our holistic approach to girls' education combines superior academics with outstanding co-curricular activities and healthy lifestyle choices. The powerful and supportive all-girls environment here gives students the freedom to stretch themselves, take risks and learn from their mistakes. We are specialists in how girls learn, so we can tailor things to exactly what works best for them.
At the base of everything is our reputation for academic excellence. Elmwood is the only school in Ottawa accredited to deliver all three levels of the International Baccalaureate (IB) programme ranging from preschool right up to the senior grades. This is a fully transferable, world-class education, and the combination of the "gold standard" IB program and a strong Ontario curriculum is the best preparation for university and beyond
When girls graduate from Elmwood they are ready to move on to the next phase of their education with confidence. They have become inquiring, lifelong learners with an exceptional education, confident, caring leaders and compassionate, engaged global citizens.
I hope you will come visit us soon. We all look forward to sharing our school with you.
Best regards,
James Whitehouse, Head of School
Progressive
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
We believe that the best kind of education is one that combines a world-class curriculum, passionate teachers, innovative teaching methods and small class sizes, so every student gets individual attention. Elmwood exceeds the expectations of the provincial curriculum and is more rigorously evaluated than any other school in Ottawa. At Elmwood, we encourage and challenge our students to strive for academic excellence and inspire them to develop a lifelong love of learning, knowing that this strong foundation of knowledge and skills is crucial for success in the 21st century. Our outstanding faculty draws on best practices in girls’ education as they inspire students to be principled, knowledgeable, and reflective learners. From the early years to graduation day, Elmwood students benefit from a program of study that is student-directed, inquiry-based, rigorous, relevant and specifically designed to prepare students for life and work beyond the classroom.
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 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.
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Grade 3 - 9 we use Nelson Grade 10 - 12 we use different publishers for each academic stream
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Our goal is to minimize the reliance on a calculator but calculators are provided as an accommodation on an individual basis depending on need.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
We use a variety of resources to help students develop phonemic awareness, improve reading fluency and comprehension.
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No
We do pre and post-testing throughout the year and standardized assessments.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
We 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.
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Inquiry
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.
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.
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.
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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
Physics
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.
In the younger grades, a more traditional approach is used. At the junior and senior high levels, traditional and social justice approaches are amalgamated.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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.
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.
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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.
We use a balanced approach to help students to personally connect to global and historical issues.
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Communicative
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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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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.
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Web design
Robotics
Computer science
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.
At Elmwood, we believe that competitive sports help our students develop into determined, well rounded global citizens and teach them the grit and determination that gives them the stamina to see things through. We also believe that every girl can find an activity she can become passionate about. Elmwood is a place where the beginner can dip her toe and try new sports or national competitors can develop further and receive focused academic support. The girls regularly take on new sports and quickly learn the skills needed to not only progress but to excel in their chosen activity. In the middle school, our aim is to give the opportunity to play on a competitive team for whichever sport they choose.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our nurturing environment encourages our youngest students to feel secure and helps them start to build their independence. We balance a rich, academic environment with creative and purposeful play, helping students construct a solid base of knowledge of the world around them. A skilled, dedicated educator who is an expert in early childhood education and inquiry-based learning leads each classroom. In our purpose-built Junior School, the Kindergarten classrooms are designed to meet the needs of our youngest students. Through experiential and imaginative play, Elmwood students engage in early literacy activities and tackle mathematical problems using a variety of strategies, helping them establish a strong foundation for their future studies.
Accelerated
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 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).
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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.
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”.
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.
Elmwood offers an enriched programme combining the Ontario Ministry of Education curriculum and the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). The IB promotes an internationally recognized, inquiry-based curriculum, which focuses on skill development and brings together learners and teachers from around the globe. Girls thrive in our nurturing community where they are challenged by highly engaged teachers who are experts in personalizing the learning of each girl. Elmwood graduates exemplify the school motto: Summa Summarum—the highest of the high. They are academically strong, socially adept, confident and resilient young women.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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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
Elmwood’s curriculum focuses on developing the whole girl – we want students to develop intellectually, emotionally, socially and physically during their years with us. Here they feel free to take risks, stretch themselves, and by doing so learn the true extent of their abilities. Our graduates are inquiring, life-long learners, compassionate, engaged global citizens, and confident, caring leaders.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
In addition to the expert teaching staff we have in the classrooms, students have access to extra supports to enhance and maximize their learning potential. Educational Assistants, Assistive Technology and IPPs are available to and benefit all students. For those who require more, specialized support, we have additional Assistive Technology, Psychologists and Occupational Therapy and Speech-Language Therapy.
Information not available
All students are diagnosed with a Learning Disability before they are able to attend Foothills Academy.
Students who develop learning difficulties while at Elmwood meet with our Director of Student Success, and she administers an in-house standardized educational assessment, the Wechsler Individual Achievement Test (WIAT). This helps to give us a better picture so we can apply accommodations in classes right away. We will also make recommendations to parents for adapting at home as well. In general, we approach prospective students with clinically diagnosed learning disabilities on a case-by-case basis.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
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Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
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Cricket |
||||
Cross-country skiing |
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Cycling |
||||
Downhill skiing |
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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 |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
3 - 12
6 - 12
40%
24%
$7,500
$6,800
50%
70%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 3 - 12
Yes: grades Preschool - 12
No
No
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
No
No
No
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.
At Elmwood, we’re looking for motivated and enthusiastic girls who will contribute positively to the life of the school through their motivation, intellectual curiosity and willingness to try new things.
Applicants for the school program must complete and submit the Application for Admission form, complete with necessary documentation. A non-refundable processing fee of $50 must accompany the application.
For your ease and convenience, we have created and included a checklist of items that we require. This information must be supplied before we can proceed with your child’s application. Upon receipt of the documentation and completed application form, and after reviewing the information, we will contact you concerning your child’s application to attend Foothills Academy. If there is any further information you require, please do not hesitate to call. We look forward to hearing from you.
Application Check List
Psychological Assessment
Support Documents
Application Form
The completed School Application form and $50.00 non-refundable process fee.
Consent Forms
Separate Consent to Release Forms should be sent by you, with a covering request letter, to the School Board, Doctor, Psychologist, etc. that tested your child so they will release their test information to Foothills Academy.
Interested families should fill out our online application form: http://www.elmwood.ca/application-form/