4900 Tomken Road, Mississauga, Ontario, L4W 1J8, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
Indirect Support:
4900 Tomken Road, Mississauga, Ontario, L4W 1J8, Canada
1640-A Avenue Rd., North York, Ontario, M5M 3X9, Canada
1996
2010
300
50
Nursery/Toddler to 8
9 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
Varies
5 to 7
Learning, Developmental
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$10,500 to $16,350
$18,875
No
Yes
0%
10%
None
9 to 12
$0
$2,000
23
13
0%
0%
99%
80%
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 9 - 12
No
No
information not available
information not available
Northstar isn’t your average Montessori school, in part because of its size—with an annual student population of 300, it’s a fair bit larger than the average—as well as its resources. The school was founded in 1996, though has grown its programs considerably in the intervening decades. There are some things that understandably stand out, such as the training pool, which is a recent addition, though they only underscore a more general awareness of the broad range of programming and facilities throughout the school. There are lots of bells and whistles, all of them welcome, though the core program is here too, with a fidelity to the Montessori method as demonstrated through CCMA accreditation. The program is offered from preschool through Grade 8, allowing families a consistency of approach and experience through the primary and elementary years.
View full reportAVRO was founded in 2010 by David Berger and Jason Ellenbogen, both of whom remain at the head of the school, continuing to guide it with a keen fidelity to their initial vision. They aren’t your typical educators which, again, is part of the draw. Berger is a long-time educator, and is also very integrated within the life the community that provides a context for the school, including a co-director of Spiritfest, an annual community arts festival. Ellenbogen, too, brings a unique set of skills and experience, including that of being a psychologist with clinical experience with teens and their families. They tailored the delivery of the curriculum based in a sense of best practices that they’d been growing in their professional lives. The faculty continues in kind. Chriasee Sen-Varma, an instructor and academic coordinator, is a physicist. Mindy Alexander, head of social studies, has taught art in prisons. And it continues from there. The feel is small, personal, and the approach builds from the talents and curiosity that the students bring with them into the classroom. The school was created out of a sense of doing things well, but differently, and with an added bit of spark. As such the school has attracted students and instructors of a like mind. The ideal student is one able to thrive in a diverse, close-knit, challenging while supportive learning environment.
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"My daughter is not always self-motivated, and the staff never gave up on creatively finding ways to motivate her in an extremely positive and supportive way."
Linda mooallem - Parent (Nov 21, 2019)
My daughter thrives on the individualized attention she gets at AVRO. Individualized programming is...
View full review
"Northstar Montessori is committed to providing students an experience where they are limitless in their academic and personal growth. The learning of life virtues and positive characterization is fundamental! We provide programs from Toddler up to Middle School. We encourage interaction between all ages to strengthen the understanding of community. Additional specialty rooms, play area, spacious indoor gym with climbing wall and a salt-water swimming pool, make our school complete! Call us for a tour!"
"AVRO Academy is more than a private high school. It’s an empowering community that supports the whole teenager to trust themselves and learn on their own terms. AVRO delivers personalized full & part time programs in engaging ways. We listen and explore individual interests to develop each student’s best learning path. With dynamic IEPs, mentorship and therapeutic counselling, AVRO students build on their strengths and gain the academic confidence they need to succeed in the university or college of their choice."
"A Montessori school should be able to offer a proper Montessori education, and by being accredited, it reassures parents that their child is receiving just that. The size of the school matters as well and with up to 300 students, you feel a greater sense of community. In addition, families with two or more children, are able to bring all of them to our school as we serve from toddler to junior high. The facility also includes a gym, pool, specialty rooms for art, music, french and computers."
"SMALLER CLASSES
We offer 5:1 as well as 1:1 attention to every student.
OUR DYNAMIC IEP
Every student is assessed for their support needs to develop their individual Dynamic IEP - a living, evolving guide for success.
RAPPORT-BASED
Teacher and student rapport builds strong relationships, that re-engage learning, curiosity, initiative and confidence.
THERAPEUTIC PROGRAM
Our team provides students and their parents professional on-site support, for both academic and emotional challenges."
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"Northstar Montessori has grown from 2 classrooms to 14 classrooms over the last 25 years. It is one of the largest Montessori schools in Mississauga and is accredited by the Canadian Council of Montessori Administrators, also known as CCMA. Our philosophy in education is to provide unlimited experiences so children are more adept in their daily lives and eventually contribute to society. New families enroll at our school mainly because of word of mouth and the ages we are able to accommodate."
"Avro supports student who need more from their high school.
Who is the Avro Student?
Teens who aren't thriving in school due to stress, academic and social anxiety, bullying, and scheduling conflicts.
Teens with a complex IEP, identifying learning difficulties associated with attention disorders, in combination
with significant anxiety/depression, or complications due to family circumstances.
Teens who are diagnosed, as well as undiagnosed, with high-functioning ASD"
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"When parents visit our school, they are usually surprised by the educational materials used by students. Parents wonder why it differs from other child care centres. The simple answer is this, the materials used were tried and tested and later developed by Dr. Maria Montessori over 100 years ago based on careful observations she made with children at each stage of their life. These sensory-engaging materials, experiences and the philosophy of following the child are the hallmark of Montessori!"
"Flexibility
Our admissions are open throughout the year because we know sometimes students need a change of environment that can come at any time. Our team helps onboard new students with assessments of work and progress to date as well as planning and integration into a new class with all the supports needed for success.
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"The most surprising feature about our school is our all-season indoor pool. This is part of the physical education program and students ages 3 1/2 to 12yrs are provided swim lessons. Another feature our school has is a climbing wall. Overcoming the fear of heights is challenging but when taught with other same-aged students, the fear is minimized and the student will most likely take part in it. We also have a low staff turnover ratio, providing your child consistency throughout their education."
"AVRO’s Therapeutic Program is unique.
It provides students and parents regular, on-site professional support for both academic and emotional challenges. Our aim is to support the psycho-social needs of our students, in addition to their education.
The program uses a variety of therapeutic modalities, such as Cognitive Behavioural Therapy, mindfulness, as well as music and expressive arts therapy, to enhance creativity and develop a sense of enjoyment in learning."
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We, at Northstar Montessori, take very seriously our responsibility to guide each child through a world of discovery on the path to constructing a secure, balanced personality with an active, competent mind. The happy balance of freedom to explore and work within a prepared, orderly environment, filled with specially designed mind-engaging sensorial materials and activities, is the hallmark of our school. The teacher’s role is to respect the freedom of each child to forge his or her own unique path of learning and personal growth, energized by his or her natural curiosity. We are committed to inspire and encourage each child to take in hand a wealth of activities and experiences to ensure successful development.
At Northstar Montessori we are committed to promoting the individuality of all our students and we aim to be an inclusive school. We endeavor to teach our students to appreciate, respect and value the differences they see in one another. We offer equal opportunities for participation and learning for all our students and will ensure that they feel secure in knowing that their contributions to the school are valued. Northstar Montessori is committed to the teachings of Maria Montessori and the Montessori curriculum. However we do not limit our approach and we encourage all members of the teaching team and administration to pursue professional development opportunities that will enhance their abilities and understanding of the students and their developmental needs. Workshops and conferences are promoted within the school that we believe will benefit our staff in their practice. We ensure an environment that allows for a range of different learning styles and where all children have challenging targets that enable them to succeed.
Avenue Road Academy's vision, and mine as an educator, is to promote learning that is collaborative, integrated and nurturing. Our aim is to deliver high school curriculum that inspires hope, promotes connections, and nurtures change. We do this by recognizing that each student learns, and shares their learning in different ways. We offer opportunities for our students to connect their learning to their own goals and interests, while at the same time completing Ontario Ministry of Education approved credits. I believe that learning is created by connecting inspiration with information. We welcome your children to join us and explore their inspiration, their goals, and to work through their challenges.
Progressive
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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We, at Northstar Montessori, take very seriously our responsibility to guide each child through a world of discovery on the path to constructing a secure, balanced personality with an active, competent mind. The happy balance of freedom to explore and work within a prepared, orderly environment, filled with specially designed, mind-engaging sensorial materials and activities, is the hallmark of our school. The classroom allows for the freedom of movement and for the development of a positive work cycle by allowing the students to choose their activities and to participate with them without interruption. Teachers prepare lesson plans as a guide to ensure that the students are participating in all areas of the class, however they remain flexible and respectful of the child’s need to make choices and decisions in their daily activities. The function of our school is to augment the development of each child – intellectually, socially, emotionally, spiritually and physically so that the child may emerge as a well-rounded independent adult.
We provide programming and resources for students with exceptional and special needs. We encourage students to work with us to design their program so that it engages both their strengths and interests. We also encourage students to connect their learning to the environment.
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.
The Montessori approach to Math involves providing the students with a physical and concrete experience of mathematical concepts and then moving toward the abstract understanding of concepts and the memorization of Math facts. Students will be initially be introduced to counting and number recognition and then move toward the understanding of the place value of numbers and the formation of 4 digit numbers. Once the students have mastered these concepts they will be introduced to the operations of Math. Areas of study in the Elementary Math curriculum include, the further understanding and memorization of Math facts, Geometry, Fractions and Algebra (program dependent). Our goal is to have students truly understand the process involved in completing their Math work.
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Nelson Mathematics\nMath Makes Sense
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Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
The Montessori Language program is phonetically based. Students are introduced to the phonetic sounds of letters through tracing the Sandpaper Letters; where in addition to hearing the sound they are experiencing the letter formation (early writing). Once a student has masters 10 to 12 sounds they will be introduced to a variety of early reading materials including word building, phonetic reading lists and eventually readers. Student will progress at their own pace and with guidance from their teachers. Through repetition and daily reading students will gain total reading, which involves reading with comprehension.
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No
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
Students are introduced to penmanship initially with the formation of cursive letters on a chalk board then on a lined paper. Students are encouraged to write words and then sentences. Phonetic word writing is encouraged initially and then a move toward correct spelling and sentence structure is made through various lessons.
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Equal Balance
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 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.
The Science/Culture curriculum includes the study of animals, their habitats, fundamental needs, external and internal construction, classification and characteristics. The students will learn to appreciate the unique traits of living things and their value and purpose on earth in helping to create a harmonized eco-system and life cycle. The students are also introduced to the characteristics and importance of plants through science experiments and plant study. They are also made aware of their role in ensuring that the environment is sustained for generations to come. Elementary students also participate in science experiments and an annual Science Fair.
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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
Not applicable
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.
Students are exposed to a variety of literature throughout their time in the Elementary program. They read through classic novels and participate in novel studies where the story lines and characters are examined closely, Current literature and articles are also examined and analysed as students are encouraged to gain an understanding of current events.
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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
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
Our Social Studies/Culture curriculum includes History, Geography and world events study. We also include lessons designed for students to gain an understanding of themselves, their families and their communities. Cultural universals are also explored and may include topics such as Government and Schooling.
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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.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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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.
Students have computers as part of their academic year and begin in grade 1. By introducing them to various programs, it allows them to get familiar with the computer and eventually become comfortable as they move into their middle years. PC\'s are mainly used as it reflects the majority of users in the working world. Programs include Microsoft Office, web-based programs, MovieMaker and graphic programs. Aside from understanding the computer and using the programs, they are also shown basic design principles (font selection, margin allowance, white space, balance, flow). Middle school students begin to learn about photography and lighting and learn computer programming using Lego Robotics and 3D printing.
Our approach to computer science is to make it an accessible subject for all students, and to teach students the basics of programming through a series of "hands-on" classes that are also available online.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The Montessori philosophy is still applied in the physical education program. Since students in each classroom have a 3yr mixed age range it is expected to see various degrees in their physical and social skills. By allowing the older students the opportunity to demonstrate for the younger ones, it increases their desire to participate even if their abilities are still developing. The younger ones are enthused with the effort and will apply the same effort. In addition, those that are not understanding clearly or have communication barriers, will use their observation skills to determine what needs to be done. Emphasis is on participation and working together.
Many of our physical education programs are offered out of doors. We run an annual summer canoe trip, and have offered march break programs in Costa Rica, and Thailand. In Toronto we use the JCC as our location for our physical education courses. We also regularly do outdoor acctivities.
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
Northstar Montessori delivers an authentic Montessori Curriculum, while meeting all requirements of the Ministry of Education. Included in the program are Music, Gym, French, Computer, Swimming and Skating classes (program dependent). As the students progress through the program, new experiences are added including camping and community involvement. Students also have the opportunity to participate in a variety of extra-curricular activities, including Chess Club, Yoga, Private Swimming Lessons and Tennis.
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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 are not limited by age as to the materials they are exposed too. The student\'s skills and abilities are assessed to determine if they are ready to move forward in the curriculum area.
While our credit structure offers 2 courses per term, and 4 terms per year, some students choose to take longer to complete a particular course.
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.
Northstar provides a supportive environment where students are involved in their leaning and assessments. Teachers consider the learning styles of their students as they deliver instruction. Students’ individual learning strengths and areas of concerns are discussed with students and we then set learning goals together. We communicate expectations and best practices with the students to ensure they are feeling supported and understand their assignments and how to achieve success. Remaining in the same classroom for 3 years, typically with the same teacher, encourages a bond of trust between teacher and student. In addition, Northstar celebrates students’ successes beyond the classroom, making students aware of their talents and abilities which will build a strong sense of self.
We support students to work at a pace that works for them. We encourage them to discuss their progress, and challenge them to overcome personal boundaries and habits that get in the way of their learning.
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Northstar’s goals are always to have each of their students reach their full potential. While we pride ourselves on the academic achievements of our students, we are fully aware that strong personal development must go hand-in-hand with in-class success. Building strong characters that are aware of their environments and the influences they have is key to supporting the development of solid citizens who will think beyond themselves and their needs. Strong character coupled with academic success ensures a well-rounded individual who is prepared to participate in their community and world.
We support students through our strong counselling team to overome their own personal emotional and learning challenges.
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Northstar Montessori will make every reasonable effort to ensure that its policies, practices and procedures are consistent with the principles of dignity, independence, integration and equal opportunity by: • ensuring that all customers receive the same value and quality; • allowing customers with disabilities to do things in their own ways, at their own pace when accessing goods and services as long as this does not present a safety risk; • using alternative methods when possible to ensure that customers with disabilities have access to the same services, in the same place and in a similar manner; • taking into account individual needs when providing goods and services; and • communicating in a manner that takes into account the customer's disability.
We provide appropriate programming and resources for students with exceptional and special needs. We provide programming to meet specialized needs of students with: Autism Spectrum, Cognitive/Developmental Disabilities, Giftedness, Learning Disabilities and other social/emotional/behavioural challenges.
The function of our school is to augment the development of each child – intellectually, socially, emotionally, spiritually and physically so that the child may eventually emerge as a well-rounded independent adult. Students requiring supports outside of Northstar’s expertise will be supported through all avenues possible, including welcoming community partners and other professionals into the environment to help build a better understanding of the students’ learning needs. We will support both child and the family by meeting with all necessary persons to understand the child’s needs and to learn about and implement any individualized plans and accommodations that have been put forth.
AVRO is a school that specializes in working with students who have diagnosed Learning Disabilities. We provide an array of assessments to determine each student's specific strengths and weaknesses and provide a variety of resources to help students achieve academic success. Our teachers work closely with an educational social worker who is on-site. We provide all the accommodations and modifications required while preparing students for being able to implement the tools and skills needed to achieve post-secondary success.
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
9 - 12
0%
10%
$0
$2,000
99%
80%
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 9 - 12
No
No
No
No
No
No
No
No
No
No
A child coming from another Montessori school would be able to transition in our school easier as they are familiar with how the class is set up, the materials and how to work with it.
We are looking for students who have an interest in learning yet unable to thrive or achieve successes in their current school setting. Some students transfer from their previous school and attend AVRO full time while other attend both settings.
Generally when we assess a child, we mainly focus on their language and math skills.
All potential students require an in-person meeting with their family and our Clinical Director. School transcripts and any previous psycho-educational assessments or clinical diagnosis must be shared as part of the enrolment assessment.
Please see our admission information on our website.
http://www.avroacademy.com/registration
