335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, Canada
Indirect Support:
335 Lindsay Street, Ottawa, Ontario, K1G 0L6, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, Canada
1966
2007
300
39
Nursery/Toddler to 6
K to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Montessori
Traditional
16 to 25
3 to 12
Learning
Learning, Developmental, Behavioral
In-class adaptations
$12,864 to $21,384
$20,500 to $40,000
Yes
No
10%
0%
Nursery/Toddler to 6
None
$2,500
$0
27
4
0%
0%
100%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 6
Yes: grades K - 8
No
No
information not available
information not available
Established in 1966, OMS is one of the older dedicated Montessori schools in the country. It’s also one of the larger Montessori environments, something that is in part a function of the school’s long success. Size is certainly not a bad thing, and the principal benefits are diversity within the student population and the breath of program offerings. That said, with a student population divided between two schools, OMS is able to have the best of both worlds, with each location feeling very close-knit in all the ways that we imagine Montessori programs to be. OMS grew from offering instruction in the primary years into the middle and high school years. In 2015, the high school grades became The Element, a school of its own. So, while the locations may be separate, the continuity across all grade levels is understandably attractive to the families that enroll at OMS.
View full reportThe purpose of any great private school is to support a segment of the learner population, giving them the attention that they require to be successful and to have their talents recognised and celebrated. By that metric, without a doubt, Edelweiss is a great private school. The approach is evidence based, keyed to a range of personal and academic outcomes, and delivered by faculty members who have direct, clinical experience. The range of exceptionalities that students arrive with are varied, though ultimately the approach is student-centred, working with each to ensure that they feel comfortable and grow and learn. Often, and this is true in the case of Edelweiss, the parameters of the environment are a key element—whatever challenges the students are experiencing, they don’t exist on the periphery of the school community, pulled from classes say for one-on-one with a teaching assistant. Rather they feel central within it, precisely because they are, in fact, central to it. In this environment, they don’t feel exceptional, but an equal part of a shared community that understands them.
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"Established in 1966, OMS Montessori is a non-profit, independent, CCMA accredited school providing an authentic Montessori education to nearly 400 students. Our students range in age from Toddler to Grade 12 at two unique campuses in the Nation's Capital. OMS is the first and only English and Francophone Montessori school in Ottawa. OMS Montessori takes great pride in being a leader in education."
"Our school caters to the needs of students with exceptionalities. We provide a multi-team approach to promote our students’ academic, physical and social emotional development. We maintain small teacher to student ratios. The core subjects are delivered through evidence based Direct Instruction. We promote socialization and character development through a Social Skills course of study. Our students also benefit from a thorough PE and Arts program. We work closely with parents to help students reach their potential."
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"We use evidence based programming for our core subjects. A multi-team approach of teachers, EAs, STs, and Psychologist work together to ensure each child's unique needs are addressed. We provide Life Skills training, a rich Arts program, and an enhanced Physical Education program that includes yoga and weekly swimming. Our Social Skills program helps students become good citizens. A welcoming, friendly environment supports the academic, physical, & social-emotional development of our students."
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"We maintain small teacher:pupil ratios. We are an ABA school, teaching provincial curriculum. Our students feel welcomed and comfortable as their self-esteem grows. Our staff is trained in working with special needs students and are dedicated to seeing our students reach their potential. Ongoing professional training ensure staff remain current in the field. EPA provides quick, full student assessments and feedback. Our school can arrange for psychological assessments and family therapy."
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"We are an ABA school and we use a multi-disciplinary and multi-team approach. Our core subjects are taught through evidence based Direct Instruction, specifically designed for each student. We provide daily, effective communication with parents. An array of additional supports are available for student success. Each student's needs are addressed efficiently and support is provided quickly. The EPA staff is highly trained in their respective field."
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"We are an ABA school with a highly qualified staff., including OCT teachers. EPA core subjects are taught using evidence based programs and specifically geared to the individual child. Our students enjoy fun French classes, and a full Arts and Phys. Ed. program, including weekly swimming. The school grounds have large playing fields and two play structures, one designed for special needs students. EPA is centrally located and easily accessible from major routes."
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On behalf of the OMS Montessori community, thank you for visiting our profile. As School Director, I have the privilege of working with a proficient team of parents, alumni, faculty and staff who are dedicated to offering their best to each of our students. We work tirelessly to realize our mission by delivering an educational experience designed to inspire and challenge students to discover the best of who they are, while year after year reaching to achieve their full potential.
As a parent, you recognize that choosing a school for your child is one of the most significant decisions you will make. We need specific criteria by which to choose the ideal educational approach for our children. It is clear that the school years help to form the core foundation of our approach to learning and problem-solving, as well as who we are as contributing, global citizens. We ,at OMS, are here to support you.
At OMS, we provide our students with an educational foundation from which they can achieve personal and academic goals, while building independence, self-confidence and self-esteem. The unique Montessori methodology, with its child-centered approach, encourages the development of personal responsibility and thinking skills, as well as fostering a love of learning. Each child is guided in the exploration of his or her own learning style and the development of work habits most suited to individual interests and needs.
Please browse our website and discover how we work together with OMS parents to empower students to become self-regulated, engaged and lifelong learners. As trained experts in education, we understand that observation is an essential component in the decision making process. As such, we would like to invite you to visit us for a tour of our spacious and peaceful learning environment. This is the most personal way to see what OMS Montessori has to offer your child and family.
OMS Montessori is a not-for-profit school. For over 50 years, we have offered exceptional education to families in the city of Ottawa. OMS welcomes you to call and chat with our friendly staff (613-521-5185) or email ([email protected]) regarding your child’s education. Share with us how we can partner with you and your family to further explore Montessori education and philosophy.
It is with great anticipation that we embark on the next 50 years at OMS Montessori. Please join us on this journey of promise and excitement.
As principal of Edelweiss Private Academy, I am pleased to welcome you to our school’s profile page at Our Kids. Our exceptional school carters to the unique academic and social needs of students with autism and/or other exceptionalities. Our school is ideal for students who are experiencing social or academic difficulties in mainstream schools, or who are transitioning from IBI therapy and are ready for group learning. Our talented, dedicated staff provide students with a safe, supportive environment where they can reach their full potential. At Edelweiss Private Academy we believe in educating the whole student; promoting academic, physical and social emotional development. The core subjects of Reading, Math, Writing and Spelling are taught through evidence based Direct Instruction. Our students also benefit from a full Arts and physical education program that includes weekly yoga and swimming. An online learning option is available for medically fragile students. Please feel free to contact me at [email protected] to arrange a visit to our terrific facility. We look forward to meeting you and your child.
Sincerely,
Mrs. Heather Wyatt,
Principal
Edelweiss Private Academy
Traditional
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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.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
An OMS education is grounded in creating the conditions for students to be in a state of flow or focused engagement, while they are learning academic and life skills. Teachers demonstrate individual and small group lessons using research-based Montessori materials; children learn primarily through activity rather than through a lecture or group presentation. The OMS Montessori prepared environments inspire academic progress, while preserving a natural joy in learning. Le fondement même d’une éducation à l‘OMS est la mise en place des conditions qui permettent aux élèves de se retrouver dans un état de « flux » ou d’engagement ciblé tout en apprenant à développer des habiletés tant académiques que de vie pratique. Les enseignants présentent les leçons individuellement ou en petits groupes en se servant du matériel Montessori ; les enfants apprennent principalement en faisant l’activité plutôt qu’en écoutant une présentation en grand groupe.Notre environnement préparé aide les élèves à atteindre leurs objectifs à leur propre rythme tout en préservant leur joie naturelle d’apprendre.
At Edelweiss Private Academy we follow the Ontario Ministry of Education curriculum. Lessons are delivered in small groups. The core subjects of Reading, Math, Writing and Spelling are taught through Direct Instruction. The direct instruction program is implemented to provide repetition, practice and finally, mastery of key skills. To promote socialization and character development, our students follow a Social Skills course of study which teaches self regulation, stress management, effective problem solving, organizational skills and respect of self and others. A thorough Arts education includes dance, drama, music and visual arts classes. We focus on multi-sensory learning to address our students' unique needs. Hands on activities, group projects, field trips and science experiments help learning come alive. Students also enjoy weekly swimming, yoga, gym and daily physical activities. Our staff integrates Applied Behavioural Analysis techniques throughout the day. A variety of summative and formative evaluations are on-going and help to modify programs.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
The technical aspects of mathematics and geometry (math facts, mathematical operations and facts, geometry constructions, etc.) are layered onto this curriculum, benefitting from the students’ natural curiosity and desire to master their world. The sequence of materials gradually directs the students into abstraction and work on paper. The Montessori curriculum encourages depth of understanding, creative thinking, problem solving, collaborative effort and mastery. Les aspects techniques des mathématiques et de la géométrie (arithmétique, constructions géométriques, etc.) se chevauchent dans ce programme qui fait appel à la curiosité naturelle des élèves et de leur désir de maîtriser leur monde. Le caractère séquentiel du matériel amène graduellement les élèves vers l’abstraction et le travail sur papier. Le programme Montessori favorise une compréhension en profondeur, la pensée créatrice, la résolution de problème, l’effort collaboratif et la maîtrise des concepts.
Math is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key math skills. Enriching activities help students investigate all six math strands including: Number Sense/Numeration, Measurement, Patterning/Algebra, Geometry/Spatial Sense, Data Management/Probability and Financial Literacy.
Information not available
Students are given math tools (ie. number lines, counters, coins, calculators) if needed to help them acquire new math skills and succeed.
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.
Montessori children generally write before they read using a moveable alphabet that allows them to create words without having to write on paper. While they are working on the moveable alphabet they are also working with materials that will help them control a pencil. After much repetition with these preparatory exercises, children begin writing full words and sentences on paper. Once children can communicate their own ideas in written form they are ready to begin to decipher what others have written. En règle générale, les enfants Montessori écrivent avant de lire à l’aide de l’alphabet mobile qui leur permet de créer des mots sans avoir à les écrire sur papier. Tout en travaillant avec l’alphabet mobile, ils utilisent parallèlement avec le matériel qui les aide à contrôler un crayon. Après plusieurs répétitions avec ces exercices préparatoires, les enfants commencent à écrire des mots et des phrases entières sur papier.
Reading is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key reading skills. In addition, a home reading program ensures continuous practice. Independent reading levels are assessed prior to participation in the program. Students also study Media Literacy that encourages students to think critically.
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.
Cursive writing rather than print is introduced. At this age children love to repeat so it is an ideal time to practice cursive writing. Children who learn to write in cursive read print easily but the opposite is not as true. Children also make fewer reversals of letters if they are using cursive. Les enfants au niveau Casa apprennent à écrire en lettres cursives. Cet âge est idéal pour pratiquer l’écriture en lettres cursives, car les enfants aiment la répétition. Les enfants qui apprennent à écrire en lettres cursives lisent les lettres moulées facilement, alors que le contraire n’est pas aussi vrai. Les enfants inversent moins les lettres s’ils écrivent en lettres cursives.
In the primary class, students are encouraged to brainstorm ideas and then transform their thoughts to print. Students use word banks, writing frames and graphic organizers to help them generate and organize their writings. The writing process of prewriting, drafting, revising and editing is introduced. At the junior and intermediate levels, students follow a direct instruction approach to writing and are given continuous feedback on how to edit and improve their writing skills.
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.
Each year five great stories are told in a dramatic fashion in order to create a framework of information to which students will add detail and understanding throughout their elementary years. The story of the beginning of the universe, of life on the Earth, of human life and of the great human creations of language, mathematics and science create a broad framework that invites students to explore all the traditional curriculums (the sciences, history and geography, as well as mathematics and language) creating greater depths of understanding each year.
Students study the Ontario Ministry of Education's Science and Technology curriculum through lectures and fun filled investigations. Hands on experiments help children discover scientific concepts and solidify their understanding.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Academically, our program is rigorous, involving students in accurate self-assessment and individualized goal setting that emphasizes challenge, achievement, and accountability. The literature curriculum is interdisciplinary and centered on topics that have personal and societal relevance, and that allow for discussion and debate.
Literature studies are conducted as part of the Reading Program. Students discuss story elements and develop an appreciation for a wide variety of reading genres. At the Junior and Intermediate levels, students complete reflections on their readings.
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
Expanding Communities
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).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Each year five great stories are told in a dramatic fashion in order to create a framework of information to which students will add detail and understanding throughout their elementary years. The story of the beginning of the universe, of life on the Earth, of human life and of the great human creations of language, mathematics and science create a broad framework that invites students to explore all the traditional curriculums (the sciences, history and geography, as well as mathematics and language) creating greater depths of understanding each year.
Students study the Ontario Ministry of Education's Social Studies curriculum through lectures and fun filled activities. Group projects help students develop a deeper understanding of the content.
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.
Adolescents need to be respected and allowed choice, not only to develop independence but also to help them experience personal dignity. Students are given the freedom to select research project topics that are important to them individually. There are also periods for independent work each day – focused freedom, to allow the students to independently prioritize their work and manage it according to their learning style. The Ontario Curriculum is often exceeded and there is a strong emphasis on skill development (research, writing skills, project writing, oral communication, problem-solving, studying and test taking).
Students follow the Ontario Ministry of Education's History and Geography curriculum in Grades 7 and 8. Through lectures, discussions, research and group projects students learn key concepts and skills.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
In addition to traditional lessons on vocabulary, grammar and verbs, the Accelerative Integrated Method (AIM) which is a gesture-based program, begun in the preschool years, is continued and augmented with plays in which all students learn all parts, and with ‘raps’ for the older students. These aspects of the AIM approach increase the comfort with which students speak their second language. Long classes allow teachers to explore various units of interest with students from picking apples from our trees, describing them, cutting them up, cooking them and then eating them; to doing projects on native peoples or geographical landforms, all in French. Consolidated class time also means less time lost to changing classes and getting settled. Our students also benefit from being in a dual language school. French and English are working languages at OMS.
Students in the Primary, Junior and Intermediate classes have daily French language instruction.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
OMS has an Art Resource Room with a wide variety of art materials on display and available to students, such as clay, watercolours, acrylics, charcoal, paper-making and marbling. Music is one of the many subjects a student can choose to explore and we use the ukulele to facilitate this exploration of music. Opportunities to be dramatic abound in our classes. Some Montessori activities such as the Grammar Boxes require students to ‘act out’ various scenarios or interpret the nuances of our language in a dramatic way. Students often present projects they have done to their peers, students in other classes or other adults in the school. In addition, each Elementary class produces some type of dramatic performance at least once a year, which they present to their families. Having class level plays and presentations rather than a school-wide one, ensures that every student can participate fully.
Students study the Ontario Ministry of Education's Arts curriculum through demonstration and creative activities. In dance, students move creatively and learn about different dance styles. In drama, students learn different dramatic elements through fun activities and improvisation. Drama activities encourage strong social interactions. In music, students learn basic elements of music theory. Students learn to sing in unison and play musical instruments. In visual arts, students learn about the elements and principles of design, art movements, famous artists and art techniques.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
OMS takes seriously current research and recommendations about screen time for students. At the Upper Elementary level, computers become a tool of the classroom. Each class has a set of computers that are available to students throughout their day. Students at this level are encouraged to use books as well as the Internet for research. Most of a student’s work is written by hand but final projects and presentations often make use of word processing, spreadsheet and PowerPoint applications. Upper Elementary students are introduced to proper keyboarding and an online keyboarding tutorial program capitalizes on the natural tendency at this age to be faster and better. Direct instruction is given on Internet safety as well as search skills, site credibility and citing sources.
Students integrate technology in a variety of subjects for research, creating projects and power point presentations. They use computers and iPads throughout the school day. All students are given their own iPad for use in class.
Web design
Robotics
Computer science
Students have a physical education class ever other day in our large, bright and well equipped gymnasium. The emphasis is on making physical activity and fitness fun while building skills for a variety of sports. Students also have a 45 minute recess each day and, weather permitting, they enjoy the use of our new natural playground which encourages active play. Les élèves du primaire ont une classe d’éducation physique tous les deux jours dans notre gymnase bien équipé, spacieux et lumineux. L’accent est mis sur le plaisir de faire de l’activité physique et de se mettre en forme tout en développant des habiletés pour divers sports. Tous les élèves du primaire ont une récréation de 45 minutes, et lorsque la température le permet, ils jouent dans notre nouveau terrain de jeu naturel qui encourage les jeux actifs.
Students follow the Ontario Ministry of Education's Health and Physical Education curriculum. Students participate in physical activities in the classroom, in the gym and outdoors. They learn about the benefits of an active lifestyle that will lead to lifelong health and well-being. In addition, students participate in daily physical activities, and weekly yoga and swimming classes that have beneficial effects on both body and mind.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
We have a separate toddler and preschool program because children have different innate characteristics at these ages. Our preschool programs are 3-year programs that serve 3, 4 and 5 year olds (Pre-Kindergarten, JK and SK). We maintain authentic Montessori practises while considering current educational research. Nos programmes préscolaires sont séparés à ces âges, vu les différentes caractéristiques innées des enfants. Nos programmes s’échelonnent sur trois ans et s’adressent aux enfants de trois, quatre et cinq ans (préscolaire, prématernelle et maternelle). Nous restons fidèles aux pratiques authentiques Montessori et tenons compte de la recherche éducationnelle actuelle.
The Transition Class (JK/SK) maintains a very low, 1:3, adult-student ratio with EA support available at an additional cost. This program is designed for children who are school aged but are not ready to participate in a typical classroom setting or still have ABLLS-R programs to acquire . Students in the Transition Class participate each day in fun educational activities that promote social emotional learning, gross and fine motor development, and language development. Early math and literacy will also be studied. The Transition Class is available as a full or half day program where students spend the remainder of the day working one on one with an IBI therapist.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Information not available
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.
We are dedicated to creating focused engagement for our students. A student in this state is concentrated, content, and energized. He/she experiences a strong sense of wellbeing and their accomplishments. Students gets along well with others, and are easily guided by their teachers. This leads to academic and personal excellence. Un élève qui est concentré est motivé, heureux et énergisé. Il fait l’expérience d’un grand bien-être, il se sent bien dans sa peau et est fier de ses réalisations. Il s’entend bien avec les autres et ses enseignants le guide facilement. Cela conduit à une excellence académique et personnelle.
We cater to students with a range of exceptionalities and provide a multi team approach to meet our student's unique needs. Certified teachers, educational assistants, senior behavioural therapists, psychologists, occupational therapists, speech language therapists and counsellors help students meet their social-emotional, academic and physical goals. Individual goals are set and students are supported as they learn the core subjects, social skills, physical education and the Arts. Our caring and supportive staff helps each individual student reach their full potential.
"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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The goal of OMS is to support the development of well-balanced individuals who know and accept themselves, and live as responsible community members. Our students are guided by the OMS community to recognize their potential. The faculty observes and prepares lessons and experiences which perpetuate a love of learning and the achievement of developmental milestones. L’OMS a pour objectif de soutenir le développement d’individus bien équilibrés qui se connaissent et s’acceptent. Ils mènent une vie active et responsable comme membres d’une communauté qui les guide afin qu’ils reconnaissent leur potentiel.
At Edelweiss Private Academy we provide a positive, supportive environment to help our students become responsible citizens. Through the use of various activities, consistent reinforcement and clear expectations students develop self-esteem and confidence. We increase their social-emotional development and academic skills to help prepare them for a fully successful integration back into a mainstream educational setting.
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
Modifications
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We treat each student as an individual. Through discussions with the parents, student and specialists, we determine how we might meet the student's needs and whether or not our school is the best choice in meeting those needs. Nous traitons chaque élève comme un individu à part entière. Par le biais de discussions avec les parents, l’élève et les spécialistes, nous déterminons la façon de possiblement satisfaire les besoins de l’élève et si notre école est en mesure de répondre à ces besoins.
At Edelweiss Private Academy, we cater to students with exceptionalities, including learning difficulties. Our supportive staff and research based curriculum provides strategies, accommodations and modifications necessary to help students learn key skills and concepts.
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
Nursery/Toddler - 6
10%
0%
$2,500
$0
100%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 4 - 6
Yes: grades K - 8
No
No
No
No
No
No
No
No
No
No
Edelweiss Private Academy caters to students with ASD and/or other exceptionalities, particularly students who are experiencing academic or social difficulties in a traditional school setting. Many of our students have completed or are working on the ABLLS-R program and IBI therapy.
The first step in the Admissions process is to attend a school tour to learn about Montessori education in general and OMS Montessori in particular. Tours are hosted with only one family only, and we recommend for your first visit, to try to arrange child care for your son or daughter. This will provide you with an opportunity to answer any questions you may have, and determine if OMS Montessori is the best fit for your family before your child builds a rapport with our community. Information packages and application forms are distributed during your tour. If you are able to attend a tour in the morning, you will have the opportunity to tour the school and observe a number of active classes. If you attend an evening tour, we ask that you make arrangements to visit OMS and observe the students in their classes before completing an application.
Admission is ongoing throughout the school year. Students are placed according to skill level and grade, while also considering how best to facilitate social growth and development among peers. Parents are encouraged to bring all assessments and documentation to assist staff in determining placement. Students are required to have a baseline assessment done to help determine their appropriate skill level.
