6865 De Maisonneuve West/6645 De Maisonneuve West, Montreal, Quebec, H4B 1T1/H4B 2Y3, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
Indirect Support:
6865 De Maisonneuve West/6645 De Maisonneuve West, Montreal, Quebec, H4B 1T1/H4B 2Y3, Canada
4090 Royal Avenue, Montreal, Quebec, H4A 2M5, Canada
1978
1909
370
895
K to 12
K to 12
Coed
Coed
Day, Homestay, Boarding
Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
Varies
18 to 22
Learning, Developmental
Learning
Dedicated class; in-class adaptations
In-class adaptations
$17,300
$25,365 to $27,660
$35,800
No
Yes
0%
20%
None
7 to 12
$0
$14,500
28
69
11%
0%
95%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades K - 11
Yes: grades 5 - 12
No
No
No
Yes: grades 7 - 11
information not available
information not available
Irene Woods began her career as an educator within the public system, and while there noted that often the after-school tutorial sessions were more productive, and more time efficient, than the teaching done in the classroom. The obvious question—at least it was obvious to her—was, why don’t we just teach this way all the time? Which, in time, is exactly what she did, applying the tutorial model—small group, student-led instruction—to the entire curriculum. Kells was founded in 1978, and Woods has been an instructor and director there ever since. Those aspects of the tutorial model—individual attention, and a creative approach to instruction—are what continue to define the program today. The school has grown considerably over the years, including the creation of a boarding program, though the division between the elementary and high school programs helps to keep the focus small-group instruction.
View full reportFounded in 1909, LCC has a long tradition and a reputation to match. The list of alumni includes some shining lights of Canadian arts, letters, politics, business, and academics. There is a sense of place, and it’s considerable—students feel that they are participating within something larger than themselves. Of course, LCC has evolved over the years, though adaptations have been considered and orderly. A bilingual program for the primary grades was adopted in the early 1990s. The school became fully coeducational in 1995. The International Baccalaureate programme, too, is relatively new. Families are attracted to the traditions of the school, and the dedication to adapting to meet the needs of students. LCC continues to provide an example both of the value of looking ahead, developing programs that will meet the evolving needs of students, and with an eye to the kinds of academic, professional, and social environments students will encounter in their post-secondary careers and beyond.
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"By using a differentiated approach to learning, Kells Academy supports students in reaching their full potential. Serving K-12 in three separate campuses, we offer small classes with a focus on student engagement and high achievement, excellent academic, arts and sports programs, as well as a wide variety of extracurricular activities and clubs. Kells enjoys a close to 100% graduation rate, high acceptance in all disciplines in CEGEP and university, is co-ed, and the Certificate of Eligibility is not required."
"Globally minded, LCC is a gender-inclusive, independent, university-preparatory, K-12, day school offering the IB MYP and DP. Located on a 7-acre campus in the heart of the Monkland Village, the school has a rich history, an inspiring team of faculty, and a diverse and highly motivated student body. With a challenging academic program and extensive co-curricular offerings that include athletics, arts, service, debating and leadership, our focus is on fully developing the mind, body and heart of every student."
"We champion a flexible, personalized approach to learning. Each student is met with a welcoming and innovative academic environment that recognizes their uniqueness and offers a diversity of learning experiences to match their needs. Intimate support and a nurturing community are key features of our students' learning environment. From K-12, student life is built around respect and appreciation of individual experiences, interests and cultural lifestyles each student brings to our community."
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Working as an educator in the public sector, I found that devoting time to after-school tutorials was a most positive and enriching experience for my students. I was consistently impressed at what students were able to learn and accomplish in a few short tutoring sessions, in comparison to the hours spent trying to master the same material in the classroom. This led me to consider a practical application of the tutorial model in a classroom setting, and resulted in the 1978 establishment of a unique tutorial service: the Westmount Learning Centre; and ultimately, to the foundation of Kells Academy.
To recreate the one-on-one tutorial experience we committed to small classes, in a warm, welcoming environment, and engaging the participation of supportive and enthusiastic teachers. Using this model we were able to make learning more interesting, meaningful, and relevant, and most importantly, teach at the individual pace of each student— attributes we maintain and adhere to, to this very day.
In 1990, Kells Academy acquired its own building in NDG at the corner of De Maisonneuve Boulevard West and Park Row West. Further expansion took place in 2004 with acquisition of the Hydro Quebec building situated on Cavendish Boulevard corner of De Maisonneuve, and now, our thriving elementary campus under the direction of Marla Perlman.
Ask LCC students, parents, teachers, or alumni what makes LCC a special place and they will tell you: Abundant Opportunities; A Culture of Excellence; A Strong Community; and Exceptional Resources.
We know this because we cared to ask. As educators, we understand that these defining characteristics are central to a student’s journey in discovering all that he or she can be. And this strikes at the core of our philosophy.
Our school offers amazing opportunities for students in kindergarten through grade 12 because we believe they are essential to the student’s fullest development in mind, body, and heart. We also understand that it’s not “one-size-fits-all” when it comes to education and personal growth. Providing a breadth of well-integrated curricular and co-curricular programs keeps students engaged, allows them to try new things, and stretches their boundaries in a safe environment.
What is striking—and personally gratifying—is that students and staff alike enjoy being at LCC. We are a school that sets high standards in all that we do, but we also welcome the challenge. Positive student involvement, committed teachers, supportive parents, and a joy of learning combine to make the LCC educational experience exceptional. Our faculty and staff inspire our students to do their best and discover new strengths and passions. These special relationships are the true measure of what distinguishes the programs and opportunities of our school.
Community is part of our core values. At LCC, there is a genuine sense of pride and belonging palpable not only across our four school divisions, but also in all layers of school life. We live our motto—Non Nobis Solum/Not for Ourselves Alone. This means instilling a sense of responsibility and accountability in our students, and ensuring everyone has the chance to make a difference in the lives of others, locally or globally.
Outstanding resources help make all of this possible. We are fortunate to have some of the best facilities in the city, which are complemented by innovative programming and teachers prepared to go the extra mile. Whether it be math and science, performing arts, technology, athletics, leadership, service, Pre-University, or the International Baccalaureate Diploma Programme, it comes down to people, facilities and programs. Together, they provide a comprehensive experience that develops personal potential and brings about endless possibilities for LCC students.
There are many excellent schools from which to choose and we recognize that selecting the school that best fits is important. We invite you to explore LCC and discover for yourself the journey that will lead to The Power to Be.
Christopher Shannon
Head of School, Pre-U graduate, and parent of two LCC alumni
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
While Kells Academy adheres to guidelines established by the Quebec Ministry of Education, it delivers programs with significantly greater flexibility, identifying individual student skill levels as the first step in the process. By doing so, we ensure that students work within their range of ability and remain enthused and motivated, yet still challenged. Our approach is a combination of both the traditional and progressive methods.
LCC’s academic program is designed to stimulate intellectual curiosity, develop essential literacy and numeracy skills, and inculcate life-long learning habits that promote excellence. We want our students to become independent learners who can face new challenges and stretch their capacities to think critically and creatively. They must feel free to take intellectual risks and understand that as much can be learned from failure as from success. Our program encourages students to be engaged in their learning processes, appreciating their own strengths and recognizing the areas in which they need to improve. We foster a culture of achievement, where students strive to do their best and are acknowledged for their efforts.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
While Kells Academy adheres to guidelines established by the Quebec Ministry of Education, it delivers mathematics programs with significantly greater flexibility, identifying individual student skill levels as the first step in the process. By doing so, we ensure that students work within their range of ability and remain enthused and motivated, yet still challenged. Each grade level allows students to choose advanced, regular or remedial programs, to progress at their own pace, and where possible, to upgrade their level.
Information not available
Elementary: Nelson Mathematics, Math Makes Sense (cycle 2) plus complimentary materials Key Math, IXL Secondary: Math 3000, Math Help Services, Adapted Mind, IXL
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Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Reading skills are developed using both research based teacher directed and online programs which approach reading in a systematic, sequential manner. In addition to phonics, phonemic awareness, word study, shared reading, guided reading, and literature study round out the program.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Ongoing assessment, throughout the elementary years, allows us to continually monitor student progress and adjust programs to ensure success.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Our approach to writing features a balance of word study, explicit teaching of grammar, sentence and paragraph structure, as well as, the opportunity to practice writing for a purpose, proofreading and editing in Writer's Workshops. Students learn to express their thoughts in a cohesive, organized manner while exploring various genres of writing. The study of literary techniques, allows students to discover how various literary elements are used to create pieces of writing. Vocabulary study enhances the quality of writing, Students take pride in completed writing pieces that combine sound writing techniques and imaginative, creative and critical thought.
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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.
Beginning in the earliest grades, students are exposed to the scientific method with hands on opportunities for observation, experimentation and reflection. As they move forward through the grades, students are expected to question the scientific world, develop hypotheses, research, test and report and discuss findings using scientific vocabulary. Developing research skills and critical thinking through both group and independent projects is incorporated at all levels. Participation in the elementary Tomato Sphere Project, The Monarch Watch, nature trips, museum outings, workshops with professional scientists, environmental awareness activities, Earth Day celebration, and green school initiatives further enrich the program.
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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.
The English program follows the guidelines of the Quebec Reform: Grades 7-11 COMPETENCIES Uses language to communicate and to learn Reads and listens to texts Produces spoken, written and media texts
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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
Core Knowledge
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).
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).
A project-based learning approach is taken to the social studies program. Students in Cycle 1, learn about their own place in society and demonstrate knowledge in various ways. In Cycle 2 and 3, students compare and contrast geographical settings, significant people and historical events, to the present day. Flexible methods of demonstrating concept comprehension ensure that individual needs are met.
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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.
In Grade 7 and 8 social sciences and Grade 11 Contemporary World the courses tend to be more pragmatic. In Grades 9 and 10, we lean more towards a perennialist approach due to the requirements of the Quebec Ministry of Education.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Students of all ages are highly involved in our fine arts classes. Our music program allows students to look at various periods in history from a musical perspective while cultivating individual skills in a band ensemble. Performances include an integration of instrumental music, voice, dance and drama.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
At the elementary level, iPads and laptop computers are at the disposal of the students and teachers. At the High School iPads are mandatory for students in Grades 7-10 and laptops for Grade 11 students. These devices are used extensively in the classroom for research and productivity. Online programs and various apps are used for language support, mathematics and science. Class response systems allow teachers instant feedback of student results. Using video creation apps, teachers are able to flip their classes, sending home videos of lessons to be watched before attending classes.
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Web design
Robotics
Computer science
Kells seeks to ensure that students are active and developing healthy habits regarding physical activity and nutrition. A full array of sports, games, yoga and dance create a balanced program. Various annual special events such as the Terry Fox Run and Jump Rope for Heart encourage an active lifestyle while raising funds for worthy causes.
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Play-based
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.
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 program is fully rooted in active discovery with multi-sensory experiences fundamental to the development of speaking and listening skills, emergent reading and writing, number sense, social competence, creativity, curiosity and critical thinking. Technology literacy, essential to this age of technological advancement, is achieved with iPads and laptops, via online reading and math programs and apps used for creation and collaboration.
At LCC we offer a safe and stimulating physical environment nestled away from the other divisions of the school. We implement a challenging bilingual program led by excellence in teaching, and we instil a set of values to ensure that each of our students grows to meet the challenges of the future, not only with confidence but with compassion. Along their journey students are exposed to a variety of experiences and opportunities that help them discover all that they can be.
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.
Information not available
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”.
At Kells, flexibility is what distinguishes us from other schools. The curriculum provides the structure, yet its implementation is adaptable. We provide an innovative environment that celebrates uniqueness while offering a diversity of learning approaches, ensuring our students a learning experience that is rich, meaningful and challenging. We develop individualized programs, allowing students to work within their comfort zone, which may be above, below, or at grade level.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Kells, we hope to shape autonomous, motivated, confident, self-directed, life long learners able to take on intellectual challenges. Socially and environmentally responsible, our students are involved in many local and global initiatives. As members of Peaceful Schools International, they are respectful and empathetic citizens. With many opportunities to be physically active in sports, dance and yoga, students learn the importance of healthy living..
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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
Information not available
Students with diagnosed learning disabilities enter a supportive, flexible and stimulating learning environment which addresses individual needs. Student progress is monitored closely through ongoing observation and assessment. An individual learning plan is developed to target specific learning goals so students may learn at their own level and pace. Additional support in our resource room is provided by our learning specialist at the elementary level. Engaging and innovative strategic programs are used to develop skills in reading and math, and to assist English language learners.
Please call LCC (514-482-0951) for more details.
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Squash |
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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
1 - 11
7 - 12
0%
20%
$3,000
$14,500
95%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades K - 11
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 7 - 11
Yes: grades K - 11
Yes: grades K - 11
No
Yes: grades 5 - 12
No
No
At Kells we accept applications from both local and international students with average to above average ability. We also accept students who require additional academic support. They should be respectful, motivated, hard workers with a wide range of interests and talents.
At LCC we aim to educate the child in mind, body and heart and, as such, admission considerations at our school extend beyond test results. We want to know the whole child. We seek diverse students who demonstrate potential, excitement for learning, and commitment. When we invite a student to join our school, we believe that it will be a mutually beneficial experience. We want the child to grow beyond their imagination and expect that their involvement in our community will strengthen the school as a whole.
Completed Application Form with application fee ($50, non-refundable), report cards from the current academic year and previous school year, photocopy of educational assessment if applicable, school reference letter by teacher or principal, photocopy of birth certificate and immunization records along with a passport size photograph and MEES Achievement Record (Quebec Grades 10 and 11 only). Once the application package is complete and submitted to the school, an appointment for an interview will be arranged by the Admissions coordinator. Placement testing and a class visit will also be scheduled for your child. Tours of the school are given throughout the year, by appointment. Please feel free to call us to arrange a visit. A Certificate of Eligibility is not required.
□ A completed application form
