13212 106 Avenue NW, Edmonton, Alberta, T5N 1A3, Canada
497 Scott Street, St. Catharines, Ontario, L2M 3X3, Canada
Indirect Support:
13212 106 Avenue NW, Edmonton, Alberta, T5N 1A3, Canada
497 Scott Street, St. Catharines, Ontario, L2M 3X3, Canada
1983
1986
340
180
Nursery/Toddler to 12
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Montessori, International Baccalaureate
17 to 22
15 to 18
Learning
Dedicated gifted school
Dedicated gifted school
$8,700 to $19,500
No
No
0%
0%
None
None
$0
$0
20
14
0%
0%
100%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
No
No
No
information not available
information not available
Progressive Academy hits a lot of the sweet spots that parents are looking for when considering private education. The size of the student body is smaller than the mean for schools across Canada, and affords a more individual, personal approach to instruction. The students are known by faculty, staff, and peers, and therefore quickly gain a sense of place and belonging. That said, the school is large enough to provide a good range of curricular programs and extracurricular activities. Students have the opportunity to try activities that they perhaps wouldn't attempt in larger, more competitive settings. A strong academic program is delivered in consort with an attention to interpersonal skills and social and emotional development. The school is a particular draw for families looking for a balanced program, one that builds from the students’ interests and creativity, yet supports them to reach a bit beyond their immediate comfort zones.
View full reportWheatley was founded in 1986 by Eda Varalli, who remains as the principal of the school today. Her inspiration was, truly, the best there ever is—to create a school that just did things better than they were being done. She took the Montessori method as a starting point, particularly in its focus on the individual, the belief that instruction is best when it takes the curiosity and the spirit of the learner. The school has grown over the years, including notably in 2001 with the move into the school’s current facility. The community that the school describes includes parents and extended family, and annual events underscore that, such as a grandparent’s day every April; during Family Literacy Week, parents and grandparents are invited to come into the school to read with students. In all, there’s a nice little spark throughout the life of the school, evident in things like the parent open house titled, beautifully, “Come See What I Can Do Day,” or the standing invitation for parents to have coffee with the principal. Sometimes there is a lot of power in the details, as well as in consistent leadership, and Wheatley serves as a lovely example of that.
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"Progressive Academy is a multicultural, coed, academic school for students from age 3 to grade 12. We connect learning with living, explore interests and pursue passions. Creating with purpose, energy and joy are the hallmarks of Progressive Academy students. Rigor in core subjects, at the best pace for each student, provides the foundation for pursuit of knowledge and skills. Choice in a wide range of subjects such as robotics, musical theatre, and sports is the fuel to inspire learning."
"Wheatley has been preparing children for the future since 1986. Small classes, a supportive environment and individualized teaching methods allow every child to realize his or her full potential, while promoting academic excellence. Montessori program from two years of age to Grade 4 and the International Baccalaureate Middle Years Programme for Grades 5 to 8. Wheatley provides exciting extracurricular activities and enriched academic studies (Grade 9 Math credit offered)."
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"Our curriculum is designed to develop the whole child and to prepare students to be exemplary citizens of our world. Our motto, “Preparing young minds for the future” captures the essence of the school. We provide our students with an education that reflects the needs of the 21st century – developing interdisciplinary skills, offering the tools and resources to explore their potential, and creating a solid foundation around core subjects that are critical to reasoning and comprehension."
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"It is through a balance of curriculum, activity and community that Wheatley develops the whole child. We emphasize the capacity for critical thinking and an understanding of what learning is and how it is applied to real world situations. Our arts programming nurtures the creative spirit and builds confidence through participation in such school activities as art shows, the school band and theatre projects. Our physical education component underscores the importance of teamwork and ongoing skill"
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"Wheatley is a diverse community – we welcome international students from around the world and can arrange a safe, secure environment for your child to be billeted in the Niagara region. In addition, International students pay the same tuition rate as our Canadian students."
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"Our small classes and low student to teacher ratio allows us to get to know every child and guide him or her on the journey of life. Every child has a voice – at Wheatley, we listen."
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There are so many benefits to sending your child to a school that recognizes the incredible potential of each individual.
Progressive Academy strives to develop well-rounded advanced learners, capable of becoming the entrepreneurs of the future. We develop confidence with intention. Our approaches to education stress understanding through discovery, yet ensure that the necessary base skills are well developed, opening the door for students to pursue subjects as far forward as they are want.
Students are exposed to many required classes including French and Mandarin as second languages, art history, music (including concert band in Junior High), robotics, as well as many options including public speaking, programming, photography, and sports like fencing and equestrian. Our students perform regularly during the school year to build their confidence and comfort with being in front of crowds.
Our school is best characterized as academic. Students are encouraged to learn beyond their grade or age might dictate. We follow the passion for learning of the student, rather than hold them back based on age. Our highly individualized approach helps students learn at an early age that they are directly responsible for their own development.
Welcome to Wheatley, a vibrant and dynamic independent school dedicated to educating children from toddler age to grade eight. Wheatley embraces a philosophy that values the importance of instilling confidence, self-esteem, responsibility and a lifelong love of learning. We believe in working hard, caring for one another and, above all, making sure that learning is fun.
Our curriculum is designed to develop the whole child and to prepare students to be exemplary citizens of our world. Our motto, “Preparing young minds for the future” captures the essence of the school. We provide our students with an education that reflects the needs of the 21st century – developing interdisciplinary skills, offering the tools and resources to explore their potential, and creating a solid foundation around core subjects that are critical to reasoning and comprehension.
Wheatley promotes two proven educational methods: Montessori for children age 2 to grade 4 and the International Baccalaureate Middle Years Programme for Grades 5 to 8. These programs have distinguished themselves around the globe and they share in the belief that peace in our community and our world can be achieved through the education of children.
It is through a balance of curriculum, activity and community that Wheatley develops the whole child. We emphasize the capacity for critical thinking and an understanding of what learning is and how it is applied to real world situations. Our arts programming nurtures the creative spirit and builds confidence through participation in such school activities as art shows, the school band and theatre projects. Our physical education component underscores the importance of teamwork and ongoing skills improvement, and applying them in the gym, on the field and in life.
Wheatley is a diverse community – we welcome international students from around the world and can arrange a safe, secure environment for your child to be billeted in the Niagara region. In addition, International students pay the same tuition rate as our Canadian students.
Our small classes and low student to teacher ratio allows us to get to know every child and guide him or her on the journey of life. Every child has a voice – at Wheatley, we listen.
It is my privilege to be a part of a school that is leading the way in educating the young minds of 21st century. I’d be delighted to provide a personal tour of our school and discuss how Wheatley can make a positive difference in your child’s education.
Please feel free to contact my office at 905.641.3012 or [email protected] to arrange a tour.
Yours sincerely,
Eda Varalli, MS. ED. Head of School
Montessori
International Baccalaureate
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Progressive Academy implements the Alberta Provincial curriculum as a starting point. Students are not bound by grades or constrained by time in their forward progress through the curriculum. High expectations for full understanding and ability to use what has been learned determine forward progress. Authentic learning opportunities provide meaning for curriculum expectation. Students are often in multi-grades classes and are encouraged to perform at their highest level while mentoring younger student in their work.
Our Montessori and International Baccalaureate Middle Years curriculum is dedicated to providing a child-centered education whose focus is to develop the whole child. We are committed to developing internationally-minded individuals dedicated to shaping a more peaceful world and become aware of their responsibilities as world citizens. Students are engaged, challenged and supported as they strive for excellence and reach their academic potential. Character development (integrity, respect, responsibility, caring, citizenship) is emphasized.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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Early literacy begins at age three, where our students start to read and write using phonics. Our expectations by grade school are that students are one or several years ahead of norms for reading levels.
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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.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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These programs have an equal emphasis on receptive and creative learning.
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Fine arts are integral to our program for a well balanced student. Art history, performing in French and Mandarin, drama and musical theatre are all part of developing our students' confidence.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Progressive integrates FIRST Robotics programs into our curriculum, so all students get exposed to technology in a fun, competitive environment. All students are required to have laptops starting in grade four, as our program includes teaching such skills as computer programming, CAD, computer graphics editing and publishing. Additional instruction is available for accelerated students in things like electronics, web design and advanced programming.
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Web design
Robotics
Computer science
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Montessori
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.
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.
By creating engaging environments and providing authentic learning experiences our young learners actively engage in learning and reflection. Whether it is a tour of the city to examine 2D and 3D shapes in Edmonton's architecture, or a study of bugs in the yard - Junior Kindergarten and Kindergarten students learn the basic of research - observation. Literacy, communication skills and numeracy are woven into your students daily activities. Our high interactive phonics programs find most of our students with beginning reading skills before they enter Kindergarten.
We use the Montessori Method as our curriculum for the Toddlers to age 5. The teacher's role is to guide the child to fulfill their true potential. These first years of school are the most important ones in a child's development. This is the time he/she builds the adult they are going to be.
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.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
At Progressive Academy we have high expectations. We expect our students to understand what they are learning and demonstrate their ability to incorporate their learning into their lives. We expect our students to learn how to learn, to take responsibility for their learning, to reflect on their learning and to help others. We expect our students to help shape a better world in their daily lives as students.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
At Progressive Academy we believe that all of our students can shine in all domains. Each student is naturally more capable in some domains than others, but by providing tools and working together, everyone can succeed intellectually, emotionally, socially, physically, and spiritually.
We value the social and emotional development of each child as much as the intellectual. A happy child is always eager to learn and fulfil their true potential.
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
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Young children come to us with an open heart and an eagerness to learn. The Montessori method is an individualized program. Through the use of the Montessori materials and individualized teaching, we are able to very early in their learning identify children's needs. Children are flagged and followed. Modifications are made to the program when necessary. Also, recommendations and referrals are made to outside specialists if a need is identifies.
Our educational program requires a high degree of student self-regulation. Our classes are busy with active learning and collaboration. We work with families to assist children to develop the skills needed as they move up the grades in our school. While we have a number of supports in place we have a very specific program that may not be best for every child. In that event, we would assist the family to find a program that would be more able to meet the student\'s needs.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
No
No
No
No
No
Yes: grades 3 - 12
No
Yes: grades 10 - 12
No
No
No
When accepting a child in our program, we use the following guidelines:
Toddler Program (18 months-3yrs)
Casa Program (3yrs-6)
Lower Elementary Program (Year 1-4)
Upper Elementary Program (Grades 5-8)
