121 Kennedy Avenue, Toronto, Ontario, M6S 2X8, Canada
4789 Yonge Street, #1220, Toronto, Ontario, M2N 0G3, Canada
1987
2011
250
275
Preschool to 8
Preschool to 12
Coed
Coed
Day
eSchool, Day, Homestay
English
English
Academic
Science and technology
Montessori
Progressive
Varies
9 to 12
Learning, Developmental
In-class adaptations
$12,500 to $19,900
$2,000 to $18,900
No
No
0%
0%
None
None
$0
$0
21
17
0%
0%
0%
75%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades 8 - 12
No
No
information not available
information not available
Humberside was founded in 1987 by Felix Bednarski Molly Galle, and they remain as directors of the school today. As such, there has been a long and consistent attention to the initial intentions for the school, one of those being a fidelity to the core of the Montessori program as described by Maria Montessori through her work. That fidelity to the core of the approach is a particular draw for the families that enroll here, as is the demonstrated attention to maintaining AMI standards in classroom resources and faculty development. Parental involvement in the life of the school is welcome and encouraged, allowing a sense of community that extends nicely beyond the walls of the school proper.
View full reportFor families looking for a school that excels in STEM education (Science, Technology, Engineering, and Mathematics), university preparation, and well-rounded career preparation, Rutherford Private School is an attractive choice. Known for its impressive university acceptance rate, the school focuses on nurturing students' passion for innovation, leading to academic success and placements in top-ranking universities. Emphasizing career preparation, the school offers practical skills training, internships, and networking opportunities. In addition to academic excellence, Rutherford also places a strong emphasis on student well-being, physical and mental health, and community engagement. This holistic approach to education ensures that students are not only academically prepared but also equipped with life skills and social awareness. Key statistics include a 10:1 student-teacher ratio and a 98% university acceptance rate, underscoring Rutherford Private School as an exemplary choice for comprehensive education and student development.
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"Accredited by the prominent Association Montessori Internationale (AMI) established by Dr. Maria Montessori, Humberside Montessori School is found in the heart of the Bloor West Village-High Park neighbourhood in Toronto. Our school was established in 1987 by Felix Bednarski (M.A., A.M.I.) and his wife Molly Galle (RN). We remain dedicated to promoting the educational philosophy envisioned by Dr. Montessori, and we adhere to the principles that are recognized as the international standard for Montessori education."
"Rutherford Private School, with both in-person and Zoom classes, stands out with a remarkable university acceptance rate, small class sizes, and devoted educators. We're here to fuel your passion for STEM; Science, Technology, Engineering, and Mathematics, guiding you towards academic success. Join us to ignite your passion for innovation and secure your place in the world's leading universities. Your journey to success starts here!"
"Our authentic Montessori pedagogy creates carefully designed learning environments that meet our students' social, emotional and intellectual needs. Mixed age learning environments where children stay with the same teacher for multiple years ensures that children are able to learn at their own pace which keeps them at just the right level of challenge. Those who are ready to move on do so, children who need a bit more time to consolidate their learning are also able to thrive."
"Rutherford Private School specializes in Computer Science programs and boasts a remarkable track record of alumni who have graduated from top-ranked universities in computer engineering and computer science. At RPS, our primary focus is on providing students with tailored education that meets their individual needs and leverages their unique talents."
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"The overwhelming feedback we receive from our families is that they are consistently amazed by the children and staff across all grades who are happy, engaged and productive in beautiful environments both indoor and outdoor. Our location directly on the Bloor subway line makes us very accessible and our tuition rates are extremely competitive with parents feeling that they are getting tremendous value for the money spent."
"One of our core missions is to facilitate the transition of international students to Canada, offering support not only in their academic endeavors but also in helping them settle, study, and work in the country. Our comprehensive approach ensures that students have the resources and guidance they need for a brighter and more promising future. Rutherford Private School is a destination for those seeking a high-quality education in STEM, with a pathway to success in Canada and beyond."
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"The time, energy and thought dedicated to classroom design to encourage independence, exploration and self-directed learning.
We see children as immensely capable and revered individuals.
The longstanding relationships that we develop with our families. Students stay connected to our school for many years after graduation and often visit to let us know how they are doing."
"One aspect of our school that is often underappreciated is our commitment to fostering emotional intelligence and well-being in our students. While academic excellence is a cornerstone of our institution, we also place a strong emphasis on the following aspects that are sometimes overlooked: Mental Health Support, Social Skills Development, Community Engagement, Cultural Diversity Appreciation, and Life Skills Training."
"Some parents might be surprised to know that our students graduate from Humberside Montessori School in Gr. 8 and that we are one of very few Montessori Schools in Canada that have an Adolescent Program (Gr. 7/8 classroom)."
"Families might be surprised to learn about our strong emphasis on career preparation. We provide students with practical skills, internships, and networking opportunities that give them a head start on their professional journey. Our focus on personalized learning ensures that every student's unique needs and goals are addressed. Our holistic approach to education, which emphasizes not only academic excellence but also character development, leadership skills, and social responsibility."
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At Rutherford Private School and Daycare we offer many different challenging programs in a nurturing environment, with small classes, individual attention, and outstanding teachers as our hallmarks. I believe that children are the basis of our future and it is very important for all of us to be able to come together to believe are children have the knowledge to peruse their life. Our staff encourages the students that it is not only their future however our future. The “Spirit of Logic” is something that is strongly believed in the school, when everyone around them provides a welcoming environment and strong dedication students are able to achieve anything they believe in.
We offer many challenging programs and as well as thinking situations for our students to help further their critical thinking and analysis skills. At the centre of our philosophy is the idea that securing a broad foundation of knowledge is essential to a successful adult life. We strive to create a positive experience for students no matter their age. If we are able to create a positive and fun learning experience which they will enjoy, they will be willing to try again the next time and as well as for other different experiences. From Art to Engineering, or even World History to Music, not only do we provide those classes and information, but as well as the support and tutoring needed in order to succeed. Our balanced program helps prepare students for university and beyond, as they mature into well-rounded, lifelong learners and leaders within their community. Here at Rutherford Private School and Daycare, we love to see our students reach their goals and then to surpass them.
Feel free to call our office with questions or even just to chat about what our school has to offer. We enjoy talking to current and prospective parents about our challenging programs, carefully selected staff anf our outstanding facilities.
It's not simple to be different
Igor Sarjinsky
Principal and Director of Rutherford Private School and Daycare
Progressive
Information not available
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Not applicable
We follow international guidelines for an authentic Montessori approach and are accredited through the Association Montessori Internationale (AMI). Our mixed aged classrooms allowed for a personalized approach based on an individual child's needs and readiness to move through the curriculum.
Our core curriculum places a strong emphasis on science, technology, engineering, and mathematics (STEM) education. We believe these subjects are the foundation of innovation and problem-solving in today's world.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We follow AMI guidelines for math curriculum.
Our aim is to instill not just mathematical competence but also a love for the subject, fostering lifelong learners who are well-equipped to excel in mathematics and apply their skills in various fields.
Montessori specific manipulatives. Textbooks (Nelson) in Gr. 7 & 8
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Not applicable
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.
Not applicable
We follow AMI guidelines for our reading program.
Information not available
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Following AMI curriculum guidelines, children learn cursive writing starting in the Casa program.
We at RPS stress the basics when it comes to writing. A strong focus on grammar, punctuation and sentence structure is mixed with an equal focus on creative writing in various forms, such as essays, articles, blogs, opinions columns etc.
Equal Balance
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.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Our science curriculum is designed to spark curiosity, cultivate critical thinking, and nurture a deep appreciation for the natural world. Our curriculum is inquiry-based, encouraging students to ask questions, conduct experiments, and draw conclusions. We integrate real-world applications and current events to show the relevance of science in daily life.
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.
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Rutherford Private School offers a variety of different texts from classical studies to contemporary and local works. Students will not only investigate historical contexts and how they reveal fundamental truths about the human condition, but will also have the opportunity to voice their understanding of how the texts (plots) play out in their own lives. Students will be asked to critically examine all forms of literature brought into the classroom by devoting time to group project and personal reflections.
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
Core Knowledge
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.
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).
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Rutherford Private school is a diverse melting pot of nationalities and cultures. Primarily due to our heavy Russian speaking student body and location, we offer Russian grammar, reading and speaking courses as well as French and ESL and Mandarin for beginners. RPS caters to the international student and offers a basic to advanced level ESL course. Our teachers here are fluent in many languages including Russian, French, Italian and Spanish.
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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Not applicable
These programs have an equal emphasis on receptive and creative learning.
Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Our focus on STEM courses, along with our experienced instructors, provides students with hands-on, advanced understanding of digital literacy through the implementation of engineering, programming and web design.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Children in our Casa program are in mixed-age classrooms (pre K, JK, SK) which allow a child to learn at their own pace in an environment where close attention is paid to meeting a child's physical, social, emotional and intellectual needs.
Montessori School classrooms at RPS include students who are 18 months to six years of age, providing opportunities for learning as well as helping to create a sense of community. The older children provide leadership and guidance and act as models for the younger children by reinforcing skills and knowledge previously learned, and gain satisfaction and self-worth by helping others.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Our educators work closely with students to create personalized study plans, addressing their unique strengths and areas for growth. Advanced learners can opt for accelerated programs that enable them to graduate early or take on more challenging coursework.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our students range from the top 5% of most recognized outreach organizations in the province, such as Waterloo University Math and Computer Contest, FLL, and the Canadian Judo Federation, with a strong support for new enrollees seeking to achieve improved academic results. We ensure that the basic skills of literacy, writing, numeracy and scientific competence are developed.
"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.
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Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Although we indicated emotional development as our secondary developmental priority, our holistic approach to education considers all areas of human development as equally important.
Our developmental priorities extend beyond academic achievement to shape students into well-rounded individuals who are prepared for success in a rapidly evolving world.
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
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
RPS does not provide a special needs program.
Information not available
RPS provides limited accommodations for students with ADHD, Autism and other mild learning and physical disabilities.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
0%
75%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes: grades 8 - 12
No
No
No
No
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
No
We seek students who exhibit the following attributes: Curiosity, Motivation, Resilience, Collaboration, Ethical Values, and Ethical Values.
Prospective parents will be asked to arrange a time for an in person visit and tour of the school prior to submitting an application form.
Once an application is submitted, a one-time application fee is processed. A non-refundable deposit of $2,000.00 is processed once an available space is confirmed.