4789 Yonge Street, #1220, Toronto, Ontario, M2N 0G3, Canada
11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7, Canada
Indirect Support:
4789 Yonge Street, #1220, Toronto, Ontario, M2N 0G3, Canada
11570 Yonge Street, Richmond Hill, Ontario, L4E 3N7, Canada
2011
2002
275
225
Preschool to 12
JK to 8
Coed
Coed
eSchool, Day, Homestay
Day
English
English
Science and technology
Academic
Progressive
Progressive, International Baccalaureate
9 to 12
15 to 20
Learning
In-class adaptations
In-class adaptations
$2,000 to $18,900
$22,000
No
No
0%
0%
None
None
$0
$0
17
20
0%
0%
75%
95%
Nursery/Toddler, Preschool, JK, SK, 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
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 8
No
No
information not available
information not available
For families looking for a school that excels in STEM education (Science, Technology, Engineering, and Mathematics), university preparation, and well-rounded career preparation, Rutherford Private School is an attractive choice. Known for its impressive university acceptance rate, the school focuses on nurturing students' passion for innovation, leading to academic success and placements in top-ranking universities. Emphasizing career preparation, the school offers practical skills training, internships, and networking opportunities. In addition to academic excellence, Rutherford also places a strong emphasis on student well-being, physical and mental health, and community engagement. This holistic approach to education ensures that students are not only academically prepared but also equipped with life skills and social awareness. Key statistics include a 10:1 student-teacher ratio and a 98% university acceptance rate, underscoring Rutherford Private School as an exemplary choice for comprehensive education and student development.
View full reportRichland is a Reggio Emilia inspired school, though the administration historically hasn’t been afraid to innovate and put their own spin on things. One example is the house system around which the community of the school is organized. It’s emblematic of the culture of care, and the house names—Suzuki, Fox, and Keilburger—are emblematic as well. Those things hint at an undercurrent of service and engagement that runs through the culture of the school. The instructional programs are strong, but often it’s that culture/values piece that is also a primary draw.
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"Rutherford Private School, with both in-person and Zoom classes, stands out with a remarkable university acceptance rate, small class sizes, and devoted educators. We're here to fuel your passion for STEM; Science, Technology, Engineering, and Mathematics, guiding you towards academic success. Join us to ignite your passion for innovation and secure your place in the world's leading universities. Your journey to success starts here!"
"Richland Academy is a progressive, innovative Reggio-inspired and International Baccalaureate (IB) PYP Authorized and MYP Candidate School for children from Kindergarten to Grade 8. We are a community of learners who are active, responsible, and compassionate global citizens. At Richland we cultivate students who are deeper thinking, confident, and world ready. “Voted #1 Private School in Richmond Hill by The Readers’ Choice in 2015, 2016, 2017, 2018, and Top Choice Awards in 2021, 2022, 2023 and 2024!”"
"Rutherford Private School specializes in Computer Science programs and boasts a remarkable track record of alumni who have graduated from top-ranked universities in computer engineering and computer science. At RPS, our primary focus is on providing students with tailored education that meets their individual needs and leverages their unique talents."
"At Richland Academy, we redefine educational excellence. What sets us apart is our fusion of Reggio-inspired creativity with the renowned International Baccalaureate (IB) framework. Our approach goes beyond traditional learning, cultivating active, responsible, and compassionate global citizens. We pride ourselves on shaping confident, world-ready thinkers from Kindergarten to Grade 8. With IB PYP authorization and MYP candidacy, we lead the way in innovative education."
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"One of our core missions is to facilitate the transition of international students to Canada, offering support not only in their academic endeavors but also in helping them settle, study, and work in the country. Our comprehensive approach ensures that students have the resources and guidance they need for a brighter and more promising future. Rutherford Private School is a destination for those seeking a high-quality education in STEM, with a pathway to success in Canada and beyond."
"Our unique blend of Reggio-inspired creativity and the globally recognized International Baccalaureate (IB) framework sets us apart. Voted #1 Private School in Richmond Hill multiple times, our dynamic community thrives on continuous improvement. Families appreciate our dedication to each child's potential, creating an environment where innovation, individuality, and academic achievement flourish. We empower students from Kindergarten to Grade 8 to become confident, world-ready thinkers."
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"One aspect of our school that is often underappreciated is our commitment to fostering emotional intelligence and well-being in our students. While academic excellence is a cornerstone of our institution, we also place a strong emphasis on the following aspects that are sometimes overlooked: Mental Health Support, Social Skills Development, Community Engagement, Cultural Diversity Appreciation, and Life Skills Training."
"The underappreciated gem at Richland Academy is our incredible team. Beyond our exceptional educators, our administrative staff works tirelessly to ensure seamless operations. They go above and beyond, contributing significantly to the school's success. From our office staff to the custodial team, every role plays a crucial part. It's this holistic effort that often goes unnoticed but is fundamental to our vibrant learning community."
"Families might be surprised to learn about our strong emphasis on career preparation. We provide students with practical skills, internships, and networking opportunities that give them a head start on their professional journey. Our focus on personalized learning ensures that every student's unique needs and goals are addressed. Our holistic approach to education, which emphasizes not only academic excellence but also character development, leadership skills, and social responsibility."
"Our community is more than a school; it's a family. Perspective families are pleasantly surprised by the warm and welcoming embrace of our dedicated teachers and staff. Parents actively engage in the learning journey, creating a collaborative and supportive environment. At Richland, the sense of belonging goes beyond expectation. Our commitment to nurturing not only academic but also social and emotional growth sets us apart."
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At Rutherford Private School and Daycare we offer many different challenging programs in a nurturing environment, with small classes, individual attention, and outstanding teachers as our hallmarks. I believe that children are the basis of our future and it is very important for all of us to be able to come together to believe are children have the knowledge to peruse their life. Our staff encourages the students that it is not only their future however our future. The “Spirit of Logic” is something that is strongly believed in the school, when everyone around them provides a welcoming environment and strong dedication students are able to achieve anything they believe in.
We offer many challenging programs and as well as thinking situations for our students to help further their critical thinking and analysis skills. At the centre of our philosophy is the idea that securing a broad foundation of knowledge is essential to a successful adult life. We strive to create a positive experience for students no matter their age. If we are able to create a positive and fun learning experience which they will enjoy, they will be willing to try again the next time and as well as for other different experiences. From Art to Engineering, or even World History to Music, not only do we provide those classes and information, but as well as the support and tutoring needed in order to succeed. Our balanced program helps prepare students for university and beyond, as they mature into well-rounded, lifelong learners and leaders within their community. Here at Rutherford Private School and Daycare, we love to see our students reach their goals and then to surpass them.
Feel free to call our office with questions or even just to chat about what our school has to offer. We enjoy talking to current and prospective parents about our challenging programs, carefully selected staff anf our outstanding facilities.
It's not simple to be different
Igor Sarjinsky
Principal and Director of Rutherford Private School and Daycare
Richland is committed to being a leading Reggio inspired IB World School; inspiring, supporting, and nurturing our multi-cultural students to be well- educated, balanced and empathetic global citizens. Founded in 2002, Richland continues to build upon a solid foundation of academic excellence and rigor combined with a warm, nurturing and inclusive environment in which all students feel welcomed and valued.
At Richland Academy, our committed faculty facilitate student learning about the world in which we live, helping them become internationally minded global citizens. Exciting and engaging learning experiences take place in the classroom, on the stage in school musical productions, in the art studio, learning commons, and natural outdoor learning spaces. Our students also learn about the importance of giving and sharing with the wider world through action. We are a professional learning community following a holistic approach to education. We educate the whole person; academically, artistically, physically and socially. No two students or journeys are alike and we will go out of our way to find and nurture each student’s unique abilities. Ultimately, we work together to shape 21 st century leaders who have the courage to take intellectual risks as they work effectively with others.
The first thing you will notice when you arrive at Richland Academy is that the excitement is tangible; you will feel the energy and sense the vibrancy as soon as you enter the school. You will grasp the wonder of discovery in the classrooms as each student and faculty member engage in authentic critical thinking and learning. I invite you to come and join me for a tour of Richland Academy where I am confident you will feel the same joy I did when I walked through the school and was reminded that there has never been a more exciting time to work in the field of education!
With best wishes,
Sandi Fischer
Head of School
Progressive
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.
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.
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.
Our core curriculum places a strong emphasis on science, technology, engineering, and mathematics (STEM) education. We believe these subjects are the foundation of innovation and problem-solving in today's world.
We offer Reggio-inspired inquiry learning within the International Baccalaureate framework, cultivating students who are deeper thinking, confident and world ready. We are committed to excellence, which resonates through the work of our students and teachers. Our rich and challenging curriculum ensures we deliver a solid academic foundation, which is enhanced by our comprehensive Arts programming. We are a warm and welcoming school that delivers personalized learning to ensure that no student is left behind. Within this supportive environment, we explore the Ontario curriculum and prepare students for future academic success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our aim is to instill not just mathematical competence but also a love for the subject, fostering lifelong learners who are well-equipped to excel in mathematics and apply their skills in various fields.
We take the three part math lesson approach: computation, conceptual understanding, and problem solving within real life contexts.
Information not available
Calculators are accepted in the Intermediate years.
Balanced Literacy
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.
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No
We administer diagnostic testing on an ongoing basis, throughout the course of the school year.
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.
We at RPS stress the basics when it comes to writing. A strong focus on grammar, punctuation and sentence structure is mixed with an equal focus on creative writing in various forms, such as essays, articles, blogs, opinions columns etc.
Information not available
Inquiry
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.
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.
Our science curriculum is designed to spark curiosity, cultivate critical thinking, and nurture a deep appreciation for the natural world. Our curriculum is inquiry-based, encouraging students to ask questions, conduct experiments, and draw conclusions. We integrate real-world applications and current events to show the relevance of science in daily life.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Rutherford Private School offers a variety of different texts from classical studies to contemporary and local works. Students will not only investigate historical contexts and how they reveal fundamental truths about the human condition, but will also have the opportunity to voice their understanding of how the texts (plots) play out in their own lives. Students will be asked to critically examine all forms of literature brought into the classroom by devoting time to group project and personal reflections.
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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
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.
We approach Social Studies through an Inquiry model, under the umbrella of the big ideas as outlined in the Ontario Social Studies curriculum and IB Framework.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Rutherford Private school is a diverse melting pot of nationalities and cultures. Primarily due to our heavy Russian speaking student body and location, we offer Russian grammar, reading and speaking courses as well as French and ESL and Mandarin for beginners. RPS caters to the international student and offers a basic to advanced level ESL course. Our teachers here are fluent in many languages including Russian, French, Italian and Spanish.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Richland students are taught core studio skills and given many opportunities to apply these skills expressively and creatively.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our focus on STEM courses, along with our experienced instructors, provides students with hands-on, advanced understanding of digital literacy through the implementation of engineering, programming and web design.
Information not available
Web design
Robotics
Computer science
Richland students strive for excellence in everything they do, including sports. Our students are exposed to a breadth of skills appropriate to their development over the course of their elementary education. From a very early age, the physical education curriculum at Richland is designed to develop large motor skills, as well as fine motor skills, and self-regulation. Students experience a program of sports ranging from basketball, soccer, badminton, golf, and track and field. These sports are complemented with other physical training such as yoga and boxing.
Reggio Emilia
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Montessori School classrooms at RPS include students who are 18 months to six years of age, providing opportunities for learning as well as helping to create a sense of community. The older children provide leadership and guidance and act as models for the younger children by reinforcing skills and knowledge previously learned, and gain satisfaction and self-worth by helping others.
Our Reggio-inspired kindergarten classrooms transition children to an enriched and personalized curriculum while they continue their journey of wonder, exploration and discovery. Students explore the Ontario curriculum within the International Baccalaureate framework, and engage in rich, hands-on experiences that foster creative thinking and problem solving.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Our educators work closely with students to create personalized study plans, addressing their unique strengths and areas for growth. Advanced learners can opt for accelerated programs that enable them to graduate early or take on more challenging coursework.
Information not available
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.
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”.
Our students range from the top 5% of most recognized outreach organizations in the province, such as Waterloo University Math and Computer Contest, FLL, and the Canadian Judo Federation, with a strong support for new enrollees seeking to achieve improved academic results. We ensure that the basic skills of literacy, writing, numeracy and scientific competence are developed.
We are a warm and welcoming school that sets high standards for its students and then supports them to achieve those targets.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Our developmental priorities extend beyond academic achievement to shape students into well-rounded individuals who are prepared for success in a rapidly evolving world.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
RPS does not provide a special needs program.
Information not available
RPS provides limited accommodations for students with ADHD, Autism and other mild learning and physical disabilities.
Richland Academy provides an inclusive program which supports all learners within the classroom. Students remain in a regular classroom and periodically receive break-out support (individually or in small groups) within or outside the classroom from a qualified special education teacher. Our learning strategist reviews and creates IEP's and student growth plans which are shared with the staff. Based on the IEP's and growth plans; accommodations and modifications are put into place to ensure student success.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
0%
2%
$0
$2,000
75%
95%
Nursery/Toddler, Preschool, JK, SK, 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
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 8 - 12
Yes: grades JK - 8
No
No
No
No
Yes: grades 9 - 12
Yes: grades 1 - 8
Yes: grades 9 - 12
No
No
No
We seek students who exhibit the following attributes: Curiosity, Motivation, Resilience, Collaboration, Ethical Values, and Ethical Values.
We take students as they are and move them along their learning pathway. We are supportive and nurture each child's individual needs and strengths.
Applying to Richland Academy involves three steps:
1. Submit an Application Online!
Please go to richlandacademy.openapply.com to submit an application for your child.
With your completed form, please include:
2. Arrange for a Personal Day Visit at Richland
After reviewing your application, we will schedule an appointment for you to visit our school and meet with the Head of School. All applicants are welcome to spend a day or two at Richland. During this visit, we will conduct an assessment for students in Grades 1 to 8 to determine their academic abilities. For the JK-SK, we use a comprehensive tool to get to know them better.
3. Receive your Offer of Placement
We want to ensure that we are able to meet, and exceed, the needs of all of our students. Decisions are made based on the thoughtful observations and assessment by Richland faculty and staff; and are made in the best interests of the students. Richland’s student population benefits from a range of abilities, and we recognize the potential in every child. Once a decision has been made to offer your child a placement at Richland Academy, you will receive a written offer of placement along with a registration package.
