964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
310 Danforth Avenue, Toronto, Ontario, M4K 1N6, Canada
5,699.0 km
5,687.6 km
1992
2020
150
22
Preschool to 8
5 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Progressive
Varies
Varies
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$7,500 to $15,000
$7,455 to $15,000
No
Yes
0%
30%
None
5 to 12
$0
$4,000
13
3
0%
0%
95%
95%
information not available
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes
No
No
No
information not available
information not available
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportPassages Centre for Self-Directed Learning stands out as an alternative centre for its commitment to empowering students with a passion for learning and a sense of autonomy and community participation. At the heart of the centre’s approach is personalized, interest-based learning, guided by one-on-one mentorship and coaching. The centre prioritizes a supportive community environment that affirms neurodiversity and inclusivity. A key feature of Passages is its democratic, youth-run community meetings, which allow students to voice concerns and participate in decision-making processes. Classes and workshops are student-driven, which gives students the chance to develop their sense of autonomy and active engagement. Embracing the Sudbury Valley and Summerhill educational philosophies, the centre aims to provide a safe space where students can thrive. Recently, the centre moved to a larger facility in East Toronto, enhancing its community spaces and introducing a Passages Restoration Circle for conflict resolution. Operating Monday to Friday (9 AM to 3 PM), the centre is committed to maintaining a small, close-knit community.
View full reportinformation not available
"Passages has a small, diverse and exceptional student body."
Tara Turner - Parent (Jul 03, 2024)
For my son, Passages is his community. He enrolled in the Centre when he was 11, after being homesch... View full review
"The learners at Passages are wonderful and represent a dynamic, inclusive and accepting community."
Jessika Eldridge - Parent (Aug 13, 2024)
My son finds the autonomy at the school to be very appealing. The ability to focus his time on his i... View full review
"The connection between students, parents and mentors is one of the unique and great aspects of Passages."
Sonya Goldberg - Parent (Sep 04, 2024)
My daughter has benefited greatly from attending Passages. She had originally attended a TDSB high s... View full review
"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"For youth aged 10-18 who are struggling with the demands of school, Passages is a place to reconnect with their love of learning and join a community where their voice matters. We offer a personalized education with one-on-one mentorship, classes and coaching to support learners in following their interests and participating in our diverse, democratic community. Our approach allows young people to honour their needs, pursue their passions and forge their own unique path to the future."
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"As a democratic school inspired by Summerhill and the Sudbury Valley Model, Passages combines youth-led decision-making with personalized mentorship. Weekly Community Meetings give learners responsibility, practice in public speaking, collaboration and problem-solving, and a real voice in shaping their experience. We support learners in building confidence, ownership, and social-emotional skills.
1:1 Mentor Meetings help learners reflect on challenges, set goals, plan next steps, and access resources for their interests and passions. The balance of freedom and support keeps learners motivated, develops self-direction, and nurtures growth academically, socially, and emotionally. Self-directed learning here is both practical and empowering, preparing students for life beyond Passages."
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"Many young people who join Passages have found traditional schools haven’t met their needs. They may be highly creative, gifted/2E, or have a strong sense of justice and autonomy. At Passages, we empower youth to lead their own education, focusing on real-world skills like communication, problem-solving, collaboration, and making meaningful choices.
To preserve curiosity and self-direction, we have no compulsory classes, exams, or grades, and all programming is optional. While learners can pursue high school credits if desired, we deprioritize standardization, uniform pacing, and mandated curriculum. This tradeoff allows students to follow their own path, preserve or rejuvenate their deep love of learning and curiosity, and respect their chosen paths. Part of our mentorship is working with young people to create this path, which can take many forms. There is no one right way to learn, and our Centre is here to support those youth who need an education as unique as they are."
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"Inspired by the philosophies of the Sudbury Valley Model and Summerhill School, Passages opened in 2020 with one student, beginning our journey as a self-directed, democratic school. By 2021, we welcomed our first intern, laying the foundation for a culture of mentorship and learning from diverse perspectives. Funding from Telus, Canada Post, MLSE, and the Toronto Foundation in 2023–24 enabled programs supporting health, wellness, and exploration.
In 2023, we added our second full-time staff member and moved to a larger space in the bustling Danforth Village (Chester Subway), adding an art room, kitchen, gym, a vintage bowling alley, and quiet spaces that foster curiosity, creativity, and community. This year, hiring our first alumnus to support learners reflects our commitment to continuity, peer leadership, and a community that grows from within.
With over 60 families who have now moved through our centre, we have become a solid choice for democratic schooling in Toronto."
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"Many learners who join Passages struggle with school resistance, attendance, homework, or grades. These challenges often reflect the limits of one-size-fits-all systems rather than a child’s potential. Many of our learners are neurodivergent, have mental health challenges, identify as 2SLGBTQ+, or have experienced bullying or other adversity.
Passages offers a supportive alternative that allows learners to lead their own education, make choices, and explore their interests without coercion. Families who thrive with us value curiosity, autonomy, and trust, and want to partner with us in supporting their child’s growth.
We also welcome learners who have been homeschooled. Many families describe Passages as the best of both worlds: personalized learning with guidance, alongside a community of peers taking ownership of their learning."
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"While we value a rich and diverse education, we do not use coercion, awards, or grades to encourage participation. Learners are invited to take ownership of their own goals.
We do not offer grades, credits, or a high school diploma, but we support youth who choose to pursue them elsewhere. Choice and autonomy are central, and we work alongside learners to support their individual paths.
Families who may find us a challenging fit are often looking for a more structured approach or focused mainly on completing homework and earning a diploma. We prioritize curiosity, autonomy, and a love of learning, which can feel different from top-down systems. Success at Passages also depends on adults trusting young people to make their own choices and supporting them along the way."
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"A story we often hear from parents is, “I finally have my kid back.” Many families come to Passages after watching their child’s spark dim in traditional schools or after years of school refusal. Flexible attendance and a self-directed approach give learners the freedom to choose to engage, and the result is often the opposite of what adults expect! Young people show up excited, participate in learning, have meaningful conversations, and build friendships. Flexibility in arrival times also reduces the morning struggle parents know so well, giving families a calmer start to the day.
This freedom in a self-directed education reduces pressure and self-criticism, allowing young people to explore who they want to be. Families see their children grow confidence, independence, and social-emotional skills while developing empathy, collaboration, planning, and ownership of their education, on their own terms."
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"When people think of Passages, they often say, “I wish I could have gone to this school!” Adults recognize how much of their time in traditional schools was spent on work that felt irrelevant, and they see the power of self-directed learning to focus on interests and strengths, creating a rich learning experience rooted in confidence and intrinsic motivation.
Passages is also known as a place of healing. Many learners arrive struggling or unhappy, and with guidance from adult mentors and peers, they reconnect with their love of learning. Using their voices to make choices, youth grow independence, problem-solving abilities, and confidence. This healing extends to families as well, with conflicts decreasing, trust growing, and the skills youth learn at the Centre helping them navigate relationships at home."
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"Our focus on community extends beyond learners, as we see parents and siblings as part of the learning journey as well. Each week, families receive updates with stories, photos, and upcoming dates, bridging school and home and sparking deeper conversations that might not happen otherwise.
Monthly parent gatherings discuss self-directed learning and ways to support growth at home. Helping caregivers trust the process and recognize that learning is always happening is essential for learner success. This holistic approach ensures families feel involved, connected, and informed."
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"Parents new to Passages’ self-directed philosophy sometimes worry their child “would play games all day.” Often, their view of their child comes from long school days or weekends spent recovering. With autonomy at the Centre, many young people begin to take risks, try new ideas, and engage in deeper learning. Learning may not take a traditional form, but instead look like: conversations, impromptu experiments, problem-solving, or even games. All meaningful ways to grow and take risks.
Many youth also choose to attend Math and English classes without adult enforcement. They explore subjects at their own pace and depth, discovering that once the pressure to “have to do something” is removed, their interests develop naturally. It is surprising and delightful for families to see what truly motivates and energizes their child."
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"In August 2023, Passages moved to a larger space in Toronto’s Danforth, giving learners access to a common room, classroom, and art room, plus a full-size gym, kitchen, and courtyard for outdoor exploration. The expanded space supports curiosity, creativity, and collaboration while providing quiet areas for reflection and focused learning.
As our community has grown, we’ve also strengthened our internal processes. Learners designed a conflict-resolution system to support community cohesion, with staff guidance when needed. This approach empowers youth to express their needs, problem-solve with peers, and contribute to a safe and respectful community, reflecting our commitment to self-direction, empathy, and democratic decision-making."
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"As Passages has grown, our community now includes more families, volunteers, and staff, creating richer opportunities for learners both within the Centre and in the surrounding community. Over the next five years, we plan to expand volunteer opportunities for youth, provide peer-support and conflict resolution training, and grow our job support program for graduating learners.
We are also actively seeking funding to support solo parents, BIPOC families, and neurodivergent youth, while diversifying our Board of Directors to strengthen governance and community representation.
Our goal is to remain intentionally small, around 40–50 learners, to preserve the intimacy and personalized mentorship that defines Passages. Should demand exceed this number, a second location may open, allowing more learners to benefit from our self-directed, democratic approach."
We welcome you to experience the Peel Montessori Private School difference where students of all ages can achieve an edge. Whether a child is three years old and beginning to read or a Grade 4 student learning algebra, emphasis is always placed on doing ones personal best.
We are passionate about teaching and dedicated to helping each child reach their full academic potential as well as focus on the development of key personal qualities such as character, leadership skills, and a good sense of humour.
Our halls and classrooms are filled with laughter, caring attitudes, a love of learning, and excitement to attend school. The entire school interacts as a large, family-like community, supporting, inspiring, and motivating each other to succeed.
Peel Montessori provides a solid educational and social foundation in which each child can build their future with confidence and a feeling of self-worth.
We look forward to meeting you and your child. Contact our school for a personal visit and experience the difference where your child can learn to their potential and enjoy school.
As the founder of Passages Centre and a long-time homeschooler for my children (now adults/teens!), I could see the need for an alternative education in Toronto where young people can come together within a community to work on what is meaningful to them.
Passages is a unique space filled with creative young people who have a strong sense of justice and challenge themselves to be more aware of the social issues that impact their lives. They embrace the democratic nature of our school, taking ownership of decision-making, committees, financial planning and the culture of the space.
As young people choose to take the reins of their education, it takes a special kind of staff to support them without taking over or letting their egos get in the way. It takes support from below to trust that these young people know what they need for this moment in their lives, are capable of finding the answers, or asking for help.
Allowing someone to flourish on their timeline is far from the typical approach to education, where the expectation is that everyone has the same knowledge because they’re in the same grade. We allow space for people to flex and grow, and to dive deep into an interest, driven by an innate desire to learn.
It is an honour to witness young people move through their days and learn holistically. On a typical day, conversations throughout the space can range from art techniques to world religion to forming committees. We flex, adapt, and work within our democratic approach to meet the needs of everyone.
As we’ve progressed through the years, the people who join us have typically felt ‘othered’ in their traditional school community for various reasons. Others simply felt that the education system didn’t feel right, and they may have already been resisting attending school. Many neurodivergent folks who join us feel like they can finally be themselves and learn who they are, and what living unmasked can feel like.
Focusing on the individual, we create a connection centred on autonomy and choice, respecting young people, and providing community within a safe(r) environment, which allows for an unmatched learning experience in the city.
I feel privileged that we have provided a space for all kinds of young people where they can feel valued and accepted as who they are. This acceptance permeates their self-image, which in turn positively influences their learning goals.
We look forward to welcoming more families and growing our small but mighty community!
Progressive
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.
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.
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Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
Passages supports learners to use materials, and curriculums that meet their goals. We are not a one-size-fits-all approach therefore learning materials are individualized. Most of our learners have Autism, ADHD and processing challenges.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
Math is explored through a learner's interest and desire. We offer daily scheduling of Math which they can choose to attend.
No formal textbook is used unless a learner chooses one.
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
Calculators are used as needed.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
Information not available
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.
Writing is done as needed or desired. It can be done for a purpose (resume, application, letter) or for interest and exploration (stories, poems, opinion, comments).
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is explored when learners show interest. Often the inquiry is the result of field trips and natural experimentation.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Reading is done primarily individually. Often one learner will encourage another to read a book of interest.
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
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.
Information not available
Information not available
Pragmatism
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.
Information not available
Although humanities topics are explored in a pragmatic way, they are entirely determined by the learners interest.
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If a learner wants to learn a language other than English, coaches and mentors will help them find the most suitable method that matches their learning style.
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
Not applicable
Not applicable
The arts do play a significant role in the Centre, but the program is totally determined by the learner with support.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Learners choose to use digital technology as needed. Mentors guide learners to using technology to meet their goals.
Web design
Robotics
Computer science
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Passages has access to a gym and bowling alley. Regular PE classes are hosted with outdoor activities created spontaneously.
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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.
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In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
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Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The Montessori hands-on activities and inherent organization of the class allows for flexible pacing and personalized growth. One-on-one lessons are presented when readiness is observed, and the multi-year groupings allow for individualized academic and social stimulation and pace. Independent learning strategies enable personalized pacing in all subject areas.
We host 1:1 weekly mentoring meetings for learners to reflect and share challenges and achievements, roadblocks and breakthroughs, goals and action plans. Mentors support them in creating schedules and timelines to gain a better understanding of their learning needs and goals.
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.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
With a strengths-based approach we allow learners to explore and create timelines for academics that meets their goals. We do not focus on hitting standard curriculum goals since many of our learners focus deeply on their interests in a wholistic fashion.
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
Our priority is to recognize learners as individuals and help them to be the best they can be. Through self-direction, the learner determines how they can thrive. As a Democratic School, we are focused on developing the “soft skills” that we believe are critical for a relevant education: civil discourse, listening, problem-solving, collaboration, and advocating for yours and others’ rights. Our adult mentors are always present with the learners to coach and support them in practicing these skills.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
When a child's need for autonomy is beyond what schools can offer, self-directed learning is an option. This suits many with ADHD and ASD (level 1) and those with a PDA profile. We suit the young people who are always asking "why," the ones that actually want to see the reason they are learning something, and that it all fits into their goals in life.
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
Passages Centre is a highly flexible, adaptable and personalized learning environment. Our community has many youths with ASD, ADHD, and learning difficulties, both diagnosed and undiagnosed. These young people thrive at our Centre because they are permitted to work at their own pace, in their own way, with the support of mentors who take a strengths-based perspective.
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
5 - 12
0%
30%
$0
$4,000
95%
95%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes
No
No
No
No
No
Yes
No
No
No
No
No
Youth who thrive at our centre are those who desire to be part of a community that cares for one another. Self-directed learning can be done anywhere, so while we do offer mentoring support and guidance, what young people truly value is our community. We are looking for people who want to be with peers of all ages, work on self-exploration and agency, and generally support community-building.
All interested youth first attend an Information Session and Tour, then they're invited to book a Discovery Week to ensure we’re a good fit for all. During this time, your child will join us as other learners, attending classes they choose, working on projects or exploring materials, taking credit classes, or simply getting to know everyone.
They can join us in the gym, cooking in the kitchen or on any outings. The fee for this week is $225.
Discovery Weeks are ongoing throughout the year.
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