Indirect Support:
2201 Cliff Street S.W., Calgary, Alberta, T2S 2G4, Canada
2191 Gerrard Str East , Toronto, Ontario, M4E 2C6, Canada
0
2017
85
11
Preschool to 6
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Traditional
Varies
4 to 5
Learning
Learning
Dedicated class; in-class adaptations
In-class adaptations
$8,280 to $13,500
$9,000
No
No
0%
0%
None
None
$0
$0
9
1
0%
0%
0%
100%
Preschool, K, 1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 1 - 8
No
No
information not available
information not available
information not available
information not available
Some kids thrive in larger settings, though not all do; for those that benefit from a closer, more hands-on approach to learning, Beacon of Light offers a welcome alternative. The tutorial model has been shown to be effective with emerging learners, and many schools have demonstrated its efficacy. While Beacon of Light offers tutorial support in addition to its full program, the classroom model is also based in the same approach, one that begins with the needs of the individual students and a detailed, personal understanding of how each learns. The families that enroll here are drawn by that attention as well as the benefits of a smaller, more focused approach to learning. After care is a draw as well, allowing students to stay within the same setting throughout their day.
information not available
information not available
The Montessori School of Calgary is committed to supporting the academic, emotional, social and physical development of each child so they may become self-directed learners, flexible thinkers and creative problem solvers. Offering a holistic approach to education, experienced teachers support each child with trust and respect, and proven academic success in pre-school, kindergarten and elementary streams.
Beacon of Light offers children like yours a strong educational foundation that develops their learning skills, creative capacities, and character formation. By developing the ability to think, analyse, and creatively apply knowledge, we prepare them to make the most of increased globalization and technological advancement. Let us give your child the tools to navigate the demands of tomorrow, today!
Montessori School of Calgary is committed to supporting your child’s academic, emotional, social and physical development. We consider the learning process and our Montessori journey a partnership between students, parents and educational professionals. Together, in the spirit of hard work, collaboration and search for excellence, our students engage as self-directed learners, flexible thinkers and creative problem solvers.
A Montessori experience gives children broad exposure to the world – its history, its formation, its life forms, its peoples past and present, its great discoveries, its cultures, its languages and its sciences. Students interact with adults from our community to research and gain new insights, and are encouraged to pursue their own interests. In carefully prepared Montessori environments, beginning with concrete material and using detailed steps, we bring a different awareness of the world to the mind of the child. In this way, we seek to appeal to each child’s imagination so that they can take an idea and form it in their mind – this is what Montessori calls passage to abstraction.
We so look forward to welcoming you to our community, and sharing with you in a holistic approach to education and proven academic success.
As a great believer in education, I think your child needs a strong educational foundation in order to be successful in his or her future endeavors. Our school offers children like yours a strong educational foundation starting from an early age in a setting that helps develop individual learning in-put, creative capacities, and character formation.
Our creative and innovative programs offer children the individual attention and learning environment for their skills to grow in a nurturing educational setting. We have put our heart and efforts into creating the best education conditions for your child's success: small class sizes; experienced teachers with passion for teaching; an integrated curriculum cultivating discovery and exploration as children are naturally curios and inquisitive; art programs as children like to draw, dance, and sing; academic enrichment programs as some of your children are little scientists, while others little poets; sports and outdoors activities for everyone to enjoy, and keep healthy; field trips for your children to get acquainted with and learn to appreciate the diversity of today's society; contests that will make them team players and teach them leadership.
As a result, our approach to education is a complex one. We have carefully considered a balanced curriculum designed to develop creative ability and critical thinking strategies at an early age together with a wide range of skills meant to develop learning capacity. By training your child's mind to think and develop his or her creative capacities we respond to the challenges of an ever changing work force and prepare your child to make the most of increased globalization and technological advancement.
Let us give your child the tools to navigate the demands of tomorrow, today!
Sincerely,
Principal.
Mariana Oproiu B.A.
Traditional
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.
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 uni?ed 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.
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The Montessori School of Calgary is a child-centered school with a holistic approach to education and proven high academic success. Within our nurturing environment, experienced teachers support each child with trust and respect, with the goal of developing confident, resilient and responsible character formation. In carefully prepared classrooms, children are grouped together in three-year age spans. They learn how to follow and then how to lead. Primary and elementary classes are multi-aged, multi-graded and are based on specific planes of development. The primary program is for children aged 3-6, and the elementary program is for children aged 6-12.
The philosophy behind our curriculum: providing education that will equip the young with future superior management skills they will use to navigate the demands of an ever changing world. The education and work ethic students will acquire will equip them with the necessary tools to respond to and make the most of increased globalization and technological advancement. The curriculum is skill based with focus on developing creativity and problem-solving skills through thinking, analyzing, reasoning. The curriculum offers a psychological approach to child social and cognitive development through a dual stage knowledge acquisition. Stage 1, emphasizing children's exploration and discovering skills and aiming at developing self-discovery and creativity. Stage 2, cultivating problem solving skills and aiming at building capacity of developing new ideas. Both teaching methods ensure solid knowledge comprehension versus mere memorization. The programs' primary objective is superior knowledge retention and application. Great consideration is given to child personality as central factor influencing learning style. As such, learning activities have been selected to accommodate different learning styles, motivate learning, and make sense for the child.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematical concepts are introduced to the child using concrete sensorial materials, which were designed specifically for the Montessori environment. Initial explorations with sensorial materials within the primary classroom encourage children to understand basic math concepts such as learning number recognition, counting and sequencing of numbers. This Sensorial work prepares the child for a more formal introduction to mathematics, and the introduction of abstract mathematical concepts such as the decimal system and mathematical operations within the elementary program.
The traditional approach aims at developing logical and analytical thinking and is complemented by Piaget Experiential and the Socratic Inquiry methods. Students have the opportunity to self-discover knowledge that shapes our physical world. Teachers create opportunity for discovery through activities that accommodate different learning styles building confidence for problem solving ability. Students are challenged to explore and explain the world through a mathematical lens, as opposed to merely memorizing facts. In this way, students will develop critical thinking skills and solve problems using a variety of thinking strategies and taking different venues. This methodology encourages the development of a significant life skill as well: acknowledging that solutions to a problem could be multi-layered and are usually attained by looking at an issue from different angles.
Information not available
Information not available
Whole Language
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.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
Through conversation, read alouds, and every new word that is taught, the Montessori student is learning language, and building literacy skills. In the Montessori environment, emphasis is placed on the process of acquiring language. Knowledge is constructed by mental and physical activity rather than on passive learning. Writing is taught before reading.
The integrative method used (reading, writing, grammar, speaking/listening) allows students to build and develop their communicative skills. A careful selection of activities mirroring real-world has been created. Grammar instruction has been including beginning with Grade 1 for the purpose of clarity and depth in communication, in expressing ideas, perspectives both orally and in writing. Language activities are constantly reinforced cross-curricular (e.g., in Mathematics, Science, Social Studies curricula); in this way, students have the opportunity to develop beside language proficiency, the ability to make connections across disciplines.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Formal testing takes place after each content cluster in logical progression (e.g., short and long vowels, consonant blends).
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Writing is a process which requires intellectual processes, combined with manual dexterity. It allows the student the ability to express thoughts with graphic symbols. Activities have been developed, which realizes the great importance of indirect preparation. Montessori believed the child would prepare their hand and their mind and then would be able to write. When all of the components of language come together and the child realizes they can write is what Montessori called an “explosive phenomenon”.
Particularly for young grades, the writing process is viewed holistically, however individualized for each student's needs and preferences. Although terminology is not used, young students are introduced to grammatical concepts (e.g., parts of speech, tenses, sentence structure) through a wide range of activities involving the familiar environment of every day life, story telling (transition from oral to written account), events and traditions, favorite observances. Great consideration is given to understanding errors, explaining errors, peer feedback, and self correction. Students are encouraged to express their personal point of view on short texts, along with selecting main ideas from and summarizing in small paragraphs children short texts/stories/movies/theater performances. While writing is taught with due consideration to structure, it aims at developing an understanding of its process in context (e.g., writing assignment on the story Getting a Pet from own perspective.) In this way, students learn rather exploring, not maintaining strict rules.
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.
Science is all around us within our world. Children have the opportunity to engage with science learning throughout the day, within many different activities. For example, investigating what flowers smell like, how a leaf feels, or what happens when you pull the cat’s tail. These opportunities allow students to learn how things work and how the world is interconnected. Maria Montessori recognized the young child’s need to observe and absorb information about the world around them. She believed that experience with real objects should always proceed before learning the names or looking at pictures of things.
In Science and Technology, teachers will create opportunity for discovery through theme-based books, free play, movement, and field trips. Teachers will provide activities tailored to students’ interests and stimulate their curiosity about the natural world. Particular emphasis will be given to the environment where students will be taught deep respect for Earth’s natural resources, analysis of and critical thinking about current environmental issues.
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Evolution as one of many equally viable theories
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.
Children build the skill of reading by observing the people around them immersed in reading, and doing it with pleasure. Children enjoy being talked to and love to listen to stories. Reading aloud is a good strategy for children to help them explore new facts, acquire the right word pronunciation as well as get introduced to vocabulary that they are unfamiliar with. Storytelling is a good way to instill lifelong love of reading and literature.
The integrative approach to teaching language (Speaking/Listening, Reading, Writing, and Media Literacy) will allow students to develop and practice their communicative skills; a careful selection of activities mirroring real-world will be provided. Grammar instruction will be included in the Language curriculum beginning with Grade 1 so that students will build strong communication skills, both written and oral. Grammar knowledge will allow students to express their ideas, perspectives, and points of view with clarity and depth. The components of the Language curriculum will be reinforced cross curricular (e.g., in Mathematics, Science, and Social Studies curricula); in this way, the students will have the opportunity to develop concomitantly a significant life skill: making connections across disciplines.
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).
Cultural activities allow the child to experience music, stories, artwork and items from the child’s community, society and cultural background. Geography, science, zoology and botany are all included within this cultural learning. Specialized Montessori materials, such as globes, puzzle maps and folders containing pictures from different countries all help to build understanding. The culture area also encourages children to develop creativity and further develop their fine motor skills. Students have the opportunity to freely express themselves. These cultural activities allow the children to develop an awareness and appreciation of the world around them.
The Social Studies curriculum integrates historical, geographical and cross-cultural dimensions into the study of human nature. Teachers will provide activities that allow students to understand how the individual integrates in society. Students will engage in activities that are aimed at acquiring socio-moral reasoning (placing one’s self within the broad context of the world) and consequently developing perspective-taking skills. Teachers will encourage dialogue on material so that students will be able to express their opinions while discovering the advantages of listening to others’ points of view. Students will be exposed to history from a cross-cultural perspective and therefore will be able to form sensitivity to and appreciation for the diversity of human cultures and traditions. This is an important aspect of the present day education as students will be facing an increasingly diverse and challenging global community. The Social Studies curriculum develops the perspective changing life skill.
Perennialism
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Information not available
Students in grades 7 and 8 will study History and Geography. They will learn about the historical timeline in order to develop a sense of what happened, when, and why. Emphasis is placed on developing critical thinking skills through a variety of projects and activities such as group conversations/debates, written essays, and visits to historical sites in the city of Toronto.
English lit
While the young child is learning his native or primary language, he also has a great aptitude for learning to speak and understand a second or even third language at the same time. At the Montessori School of Calgary, exploratory classes in which children are taught the rudiments of vocabulary and grammar while being introduced to a new culture. These classes meet for a short period of time (often 30 minutes) once or twice a week, and they are intended as a basis for further learning
We offer French immersion program (as per request) which allows students to develop a strong sense of the French vocabulary, grammar, and communicative aspects. The program aims to immerse students in the language through real-world, practical tasks that allow them to express their thoughts both orally and in written form. The program offers interactive tasks that focus on applying the language to real world situations. Students will also learn about French culture from a social and historical point of view.
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Art is one of the many ways children express themselves. Art is a way for children to communicate their feelings. It is through art that children develop their fine motor skills. In the Montessori environment, we provide open-ended art activities that help children explore and use their creativity. When it comes to art, it is the process not the product that is important to the child. As adults, our goal is to produce a product. The child interacts with the world differently. The child works to develop self. The focus is on the process not the product. Once a child creates something, he does not feel the need to keep the product. It is the process that gives him satisfaction and inner joy.
The focus of the Arts curriculum is the development of self expression in order to facilitate overall well being, a sense of personal satisfaction, and a positive outlook on life. In Music, students will be helped to cultivate an appreciation for various genres around the world and will also be provided singing and/or piano lessons. In Dance and Drama students will be able to express their identity through socio-dramatic activities and dance choreographies. In Visual Arts students will learn about celebrated artists throughout history and will explore their own artistic inclinations with various media (e.g. paints, pastels, collage, murals, etc).The Arts curriculum will be integrated with Language, Math, Science, and Social Studies in order to provide students with a holistic learning experience. Periodically, students will create/participate in Talent Shows where they will showcase their talents at school events for family and friends.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
Contemporary approaches to technology integration in the Montessori environment occur as the student is ready to engage purposefully with the learning tools.
Complementary to the curriculum subjects, especially Science, Mathematics, Media Literacy, we offer computer technology classes to enforce thought development, creativity, and problem solving at both theoretical and practical levels. Through the use of technology, students will become acquainted with basic design principles, programming, and robotics and will benefit from hands-on projects designed to help them understand real-life phenomena. We also offer a Robotics class as per request.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Montessori teachers shift the focus of sports and physical activities toward an approach that is non-competitive and collaborative.When we teach sports such as volleyball, soccer, and basketball, we emphasize the goals of collaboration and working with a team instead of on scoring points and winning.
Physical Education is an important component of the school’s approach to learning. Physical Education classes will be offered on a regular basis throughout the school year. These classes will include games/activities that aim at developing co-operative skills.
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
During the first years of our Montessori primary program, children are adapting to a new environment and discover self-discipline, independence and a joy of learning. They enjoy many language activities and focus on enrichment of vocabulary and phonemic awareness. Music, art and nature are an integral part of our program. In their second year, children begin to recognize many letters of the alphabet and start to build words using the Moveable Alphabet. The third year, extended day, is the capstone year of the primary program. As they grow socially and emotionally, taking on leadership roles and supporting the younger children.
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.
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”.
In our Montessori community, students have a say in what they’re going to learn and the circumstances through which they’ll learn it. This is done through small group lessons with students of various ages and one-on-one meetings with the elementary guide. The children are assessed in a variety of ways that support assessment as learning, an Alberta Education mandate. Students gain a strong sense of self, high levels of self-confidence and awareness, and understand their roles as engaged, ethical citizens with an entrepreneurial spirit. They are often ‘above grade level’ when assessed by traditional methods.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
The Montessori School of Calgary is committed to supporting the academic, emotional, social and physical development of each child so they may become self-directed learners, flexible thinkers and creative problem solvers.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Montessori School of Calgary |
Beacon of Light |
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Special-needs support is provided upon request to students who may benefit from this. Qualified special education teachers will employ the Orton-Gillingham approach and other approaches in very small groups or one-on-one settings. Families or caregivers are required to consult with the school principal and discuss special-education support options (whether it be accommodations, modifications, or one-on-one extra support). Additional support includes Life Skills programs (personal and social behaviour focus) integrated into regular curriculum, especially in Language and Social Studies/History. We also provide students with an extensive ESL program throughout the school day and/or after school.
We endeavour to support the learning needs of all students however in some cases, students may be better accommodated in other schools or programs that specifically assist with diagnosed learning disabilities. For students with mild to moderate diagnoses, teachers work closely with the Head of School to implement an IPP and develop a consultative plan that includes support with the Montessori material.
Information not available
Montessori School of Calgary |
Beacon of Light |
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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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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%
100%
Preschool, K, 1, 2, 3, 4, 5, 6
1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 6
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
We are seeking families who are interested in partnering with our staff to support their children towards independent learning and development.
Although we offer all children educational conditions needed for success, we expect that each student will strive to do their best in class, be courteous to teachers and classmates, and ask questions in order to facilitate his/her learning.
Applications are accepted to Montessori School of Calgary on an ongoing basis.
An interview is required with all prospective parents at which time all parties have the opportunity to discuss academic programs and additional support programs as well as ask questions pertaining to curriculum and school life.
For all students, all grades:
-Installment #1 of $500 payable upon registration/admission NON REFUNDABLE
-Monthly Payment options include: online banking, post-dated cheques must be paid on the 31st of each month
-Option of bulk payment for an entire semester is also available.
