394 Royal York Road, Etobicoke, Ontario, M8Y 2R3, Canada
4900 Tomken Road, Mississauga, Ontario, L4W 1J8, Canada
2016
1996
60
300
JK to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Reggio Emilia
Montessori
6 to 8
Varies
Learning
Learning, Developmental
Dedicated gifted school
In-class adaptations
$9,132 to $19,250
$10,500 to $16,350
No
No
0%
0%
None
None
$0
$0
5
23
0%
0%
0%
99%
JK, SK, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades 1 - 8
No
No
information not available
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Oak Learners is the very definition of a community-based, student-centered academic environment. Classes are small, personal, and lessons begin with the talents, interests, challenges and curiosities that the children bring with them into the room. An emphasis on the arts is used as entrée to the curriculum, underscoring a cross-curricular approach to instruction. Classroom spaces are bright, open, and adaptable to large group, small group, and tutorial-style learning. Founder Kelly Ferrell is rightly a draw, bringing a wealth of experience to the offering, as well as a proven track record as an educator, leader and entrepreneur. The faculty she’s attracted shares her enthusiasm for active, hands-on, inquiry-based learning. Still relatively young, Oak Learners has quickly established itself as a key offering within its catchment area.
View full reportNorthstar 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.
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"They work with children in small classes and create individualized plans for each child. I also receive regular updates about my son's strengths and areas that need to be worked on."
Asha Rampersad - Parent (Oct 16, 2018)
My 6 year old thrives at Oak Learners. He loves the staff who are attentive, responsive and makes l...
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"They have a knack for connecting with children and their challenges ... adjusting both the curriculum and the approach to fit each child's needs"
Jana Machan - Parent (Jun 13, 2019)
Our son loves the varied and fun activities at Oak Learners, which challenge him educationally while...
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" ... our two kids love Oak Learners"
Jasmine Bush - Parent (Jun 13, 2019)
For different reasons, our two kids love Oak Learners. The staff were very good at identifying skill...
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"Oak Learners inspires meaningful learning every day. Passionate teachers nurture children’s natural curiosity about their world with hands-on experiences. Students in Kindergarten through Grade Eight participate in an enriched interdisciplinary program, with a focus on Academic skills, the Arts & Outdoor Education. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way."
"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!"
"Our unique approach at Oak Learners inspires creativity, fosters academic skill-building and builds confidence in our students every day. Students of all ages are constantly encouraged to interact with the natural environment: to seek and explore experiential learning opportunities and to ask questions about the world around them. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning."
"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."
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"At Oak Learners, education does not follow a one-size-fits-all approach. We work as partners with families to ensure each child receives a personalized learning roapmap that supports and enriches their child(ren)'s individual learning style(s). We passionately believe that our small class sizes facilitate an attentive and adaptable learning environment that will continue to nurture our students with meaningful experiences."
"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."
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"Every school day is integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way. Small classes help facilitate opportunities for our students to get outside every single day, rain or shine, to explore and enrich the academic curriculum in a meaningful way. The result is happier and healthier children, teachers, and families."
"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!"
"At Oak Learners, we believe every child can be successful when they belong to a supportive educational community and this is exactly what families who choose Oak Learners will discover. There are proven links between children's mental, emotional, physical and spiritual health with time spent outdoors in nature. Students at Oak Learners have gained increased focus, confidence, self-esteem and overall increased happiness and satisfaction with school."
"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."
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On behalf of the entire staff at Oak Learners, I want to welcome you and your family to our school this year. The global Covid-19 pandemic caused adversity and change. However, as a community, we have adapted by working together to support all the learners in our classrooms and, despite these circumstances, we have ensured that all students received the education and support they needed while remaining safe.
The 2022-2023 school year is no different, with a focus on equity, diversity, ingenuity, and inclusion. All the educators at Oak Learners will face the coming challenges and continue to adapt to create a caring and welcoming school environment.
Raising resilient and successful children certainly does take a village! I love working together with parents to support their child’s education; in a true partnership between the school and families. Communication between home and school is paramount to a child’s success and we strive to demonstrate this value on a daily basis.
At Oak Learners, we strive to create an engaging curriculum that is progressive, interdisciplinary, and most importantly student-driven. Not only are we an innovative not-for-profit learning centre, but we are also a team of leaders in the community, working to ensure all students are supported and cared for. I truly believe that every child has the capacity to excel and succeed and love school.
I am proud to welcome you to our 7th school year and look forward to working with the entire school community once again!
~Kelly Farrell
Kelly is an OCT certified teacher and has worked in classrooms and alternative learning environments since 1996 and as a certified teacher since 2004, working with students from Kindergarten through Grade 12. Kelly has a passion for empowering students to develop confidence through building on their strengths to support their difficulties, particularly those with learning exceptionalities, including Learning Differences, ASD, social-emotional needs, and anxiety. Kelly subscribes to the tenants of Montessori, Reggio-Emilia and Constructivist methods of teaching and is always looking for ways to bring these strategies into the 21st Century through technology and environmental education.
Throughout her teaching career, Kelly has been teaching, leading, and connecting students and staff with a global community of educators leading the way in 21st century personalized learning. In 2014, Kelly was awarded “Project of the Year” at the Water Docs @School Film Festival for her Inquiry-Based Learning project, “Kids Against Road Salt“. This project has been used to train new teachers on the benefits and processes behind inquiry-based learning. Kelly’s teaching was also featured in Owl Magazine on the “Cool School” page in 2014 for a unique publishing project undertaken by her Grade 7/8 class that year.
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.
Montessori
Information not available
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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Oak Learners offers progressive, interdisciplinary, inquiry-based programming in a student-driven, teacher-facilitated, alternative learning environment. Each learner goes through a cyclical process of identifying their unique strengths, needs, goals, and interests. Each day at Oak Learners brings new learning opportunities through an integrated and immersive approach to elementary education. Ontario Curriculum content and skill achievement guidelines are covered and enriched through a holistic approach to learning in a project-based inquiry model, leading to a much deeper and richer learning experience for the students.
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.
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.
Mathematics instruction at Oak Learners takes a very hands-on approach, using manipulatives as well as leveled workbooks to provide an enriched approach to learning Math.
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.
Nelson Mathematics\nMath Makes Sense
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
Students are immersed in literacy opportunities through our "Integrated Literacy" programming as well as receiving a multi-sensory approach to learning English phonetics as well as leveled reading activities to build confidence and scaffold literacy skills.
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.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
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.
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 in the Elementary Years is all about understanding and respecting the world around us. At Oak Learners, we explore our neighbourhood daily and use the students' own questions and observations to form units of study.
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.
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
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.
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
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.
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 Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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).
Social Studies becomes part of everyday conversation at Oak Learners. Students and teachers may discuss community, family or school related topics and through inquiry, students learn about how they see themselves as part of the larger community.
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.
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
At Oak Learners, we believe that Humanities Education plays a very important role in providing young leaders with 21st Century learning, problem-solving, collaboration and critical thinking skills. The more students can observe, explore, question and design the world around themselves, the more they have the opportunity to construct true understanding of new concepts.
Information not available
Communicative
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.
We offer enrichment opportunities for students interested in learning new languages through technology and guest-teachers. These decisions are made through consultation with parents and teachers.
Information not available
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.
We believe that Arts Education plays a very important role in educating young learners. We make sure to integrate Art, Music, Drama and Dance throughout our days, throughout every subject area. The Arts is what brings learning to life and provides a context for deep emotional and social learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Technology integration is personalized for each learner. We offer a BYOD (Bring Your Own Device) option for students and encourage the learning of typing and internet navigation skills as an integral part of our 21st Century Curriculum.
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.
Web design
Robotics
Computer science
Outdoor Education is at the core of everything we do at Oak Learners and facilitates a robust Physical Education experience that incorporates everything from hiking and sports to yoga and fitness.
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.
Montessori
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
Our Kindergarten program follows a skill-based curriculum through a cross-curricular and arts-based approach with a unique focus on outdoor education. Spending time in our community and in nature provides our students with unique opportunities to engage in a meaningful way with their environment and their peers.
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.
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.
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 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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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.
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
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.
All learning programs are personalized at Oak Learners. We work in a close proximity with parents when planning for appropriate learning goals and strategies for their children.
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.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
0%
99%
JK, SK, 1, 2, 3, 4, 5, 6
Nursery/Toddler, Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades 1 - 8
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.
The admission process is personalized, just like most aspects of our programming. Your journey at Oak Learners begins with a personalized tour and meeting with our Director. If it is determined through this interview that Oak Learners may be an appropriate fit for your child, we will then book a trial-day where your child will spend the day as part of our classroom. Following the trial day, there will be a second in-person meeting to determine next steps and registration.
The success of every student plays a role in the admission process. Decisions may be made on several factors, including (but not limited to), student-teacher ratio, academic needs, classroom make-up and social needs.
Generally when we assess a child, we mainly focus on their language and math skills.