6865 De Maisonneuve West/6645 De Maisonneuve West, Montreal, Quebec, H4B 1T1/H4B 2Y3, Canada
615 Wellington Street, London, Ontario, N6A 3R6, Canada
Indirect Support:
6865 De Maisonneuve West/6645 De Maisonneuve West, Montreal, Quebec, H4B 1T1/H4B 2Y3, Canada
615 Wellington Street, London, Ontario, N6A 3R6, Canada
1978
2012
370
30
K to 12
8 to 12
Coed
Coed
Day, Boarding, Homestay
Day
English
English
Academic
Academic
Traditional
Liberal Arts
Varies
6
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
In-class adaptations
$17,300
$20,200
$35,800
No
No
0%
0%
None
None
$0
$0
28
6
11%
0%
95%
94%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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 8 - 12
No
No
No
No
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 reportThe Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
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"By using a differentiated approach to learning, Kells Academy supports students in reaching their full potential. In three separate campuses, Kells offers 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 students do not need a Certificate of Eligibility to attend."
"The Sycamore School offers personalized, alternative education recognizing that today’s learners must be capable of independent, flexible thinking in times of continuous change. The school has developed a unique approach in educating students who struggle with personal anxiety and stress. High school courses are offered within a multidisciplinary framework enabling positive learning experiences. Collaborative, welcoming classes are taught by subject specialists whose enthusiasm may further spark student engagement."
"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."
"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
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"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
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"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
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"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
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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.
Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
Liberal Arts
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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.
Not applicable
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.
Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
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.
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Elementary: Nelson Mathematics, Math Makes Sense (cycle 2) plus complimentary materials Key Math, IXL Secondary: Math 3000, Math Help Services, Adapted Mind, IXL
Textbooks are used as reference, not followed as curriculum delivery systems.
Calculators are used as a tool; not as a crutch.
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
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.
Not applicable
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.
Not applicable
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
Zoology
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
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
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
Not applicable
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).
Not applicable
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.
Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
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.
In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
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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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.
Practicing artists become part of the teaching/guiding program in Visual Arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
Not applicable
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.
Not applicable
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.
Information not available
Student-paced
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.
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.
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
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.
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.
Our aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
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..
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
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
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
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.
High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
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
1 - 11
0%
0%
$3,000
$0
95%
94%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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 8 - 12
No
No
No
No
No
No
Yes: grades K - 11
No
No
Yes: grades 8 - 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.
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
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.
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.
