3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
131 Bloor Street West, Suite #426, Toronto, Ontario, M5S 1R1, Canada
1989
1995
500
170
JK to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive
14
16 to 20
Learning
Dedicated gifted school
In-class adaptations
$12,740 to $15,000
$29,190
No
Yes
0%
10%
None
JK to 8
$0
$5,000
33
15
0%
0%
100%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 8
No
No
information not available
information not available
Sherwood Heights intends to give students a strong foundation for further study, granted through a traditional, content-based academic program. Expectations are clear and explicit, including a demonstrable facility with the core curriculum and the development of watertight study habits. For many families that culture—one in which social currency is gained through academics—is a primary draw. Extra-curricular programs augment the core areas of instruction. The ideal student is one who is academically inclined, operating at the top of their peer group, and looking for an environment that prizes all of that.
View full reportLocated in the heart of downtown Toronto, Rosedale is proximate to a wealth of physical resources that wouldn't be available to schools of a similar size located elsewhere. The student body is small, with just 170 students, though the school partners with the University of Toronto, the AGO, and the ROM, all of which are located within a short distance of the school. The school very happily makes use of all of those resources, including the athletic facilities at U of T. The school adopts a range of progressive practices, including a promotion of cross-curricular instruction and cooperative learning. In all, it's a very nice mix, combining the intimacy of a small student body with a lot of resources and facilities close to hand. While perhaps not a gifted school, per se, the ideal learner is one who can benefit from an enriched curriculum.
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"Sherwood Heights Schools are independent schools recognized for their qualified, dedicated and caring teachers; enriched and well-rounded curriculum; and supportive and nurturing school environments dedicated to fostering confidence, knowledge and excellence. The curriculum is based on formal textbooks and workbooks covering various elements of every subject, including language arts, mathematics, science and technology, history, geography, French, computers and business studies, physical education, music and art. The advanced computer and technology program, unique to Sherwood Heights School, teaches students to use technology with proficiency and confidence. Our two campuses include separate music areas, computer labs, resource centres/libraries, indoor gymnasiums and outdoor playgrounds. The various daily school clubs and sports activities are popular and involve the students in various learning experiences, which broaden their horizons. Several major educational events take place over the course of the school year, including academic competitions, fairs, tournaments, etc."
"RDS is a downtown co-ed day school that fosters future-ready leaders by honouring the unique character and potential of each child. At the heart of RDS is a personalised and meaningful learning experience. Our supportive and nurturing environment is designed to foster confidence, passion and a curiosity for learning. Engaged and dedicated faculty draw upon best practices to inspire learners and ensure students are prepared to adapt confidently and engage responsibly in our changing world."
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I am forever bursting with gratification over what our students and faculty are able to achieve. The multitude of accomplishments are varied and far-reaching, and make our school environment exciting, rewarding, engaging, and satisfying. We are relentlessly working towards one theme, and that is ‘Making It Happen’. Students ‘make it happen’ as they are fully engaged in a wonderful array of exhilarating events, clubs, competitions, tournaments, festivals, and fairs. Guided by their teachers, students are fully immersed in their pursuit to do their best and learn from their experiences. The children participate in a wide array of stimulating activities which include the Science Fairs, Math Competitions, Public Speaking Competitions, Music Festivals, Spelling Bees, Shows, Sports Tournaments, and much more. Also, the clubs are a big hit with the students and serve to broaden their horizons. From the Leadership Club to the Chess Champions Club, students stir in the hallways with anticipation and excitement. The activities are many and students from every section of the school participate in large numbers and with tremendous success. It is truly amazing. Thank you to our faculty who are an essential element in the ‘making it happen’ theme. Our teachers provide wise guidance as they nurture, support, and motivate our students. They have made a name for themselves as very special committed individuals with great qualities and stamina! As time races ahead, year after year, “Together, We Make It Happen!”
Since its founding in 1995, The Rosedale Day School has grown into a thriving educational community with over 170 students and 30 dedicated, creative teachers and staff. Our classrooms foster student engagement through innovative pedagogical practices and creative, authentic units of learning. Located in the heart of downtown Toronto, RDS enriches each student’s learning experience by making use of our surrounding community with access to world-class facilities such as The Royal Ontario Museum, the Art Gallery of Ontario, and the University of Toronto athletic facilities.
Recognition of and striving towards the authentic character and potential of each student has always been at the centre of the RDS ethos; teachers and students work together to strive for their individual best, looking ahead to the future beyond grade 8 and an ever-changing, evolving world. The RDS Vision, Mission and Values drive us to help shape future-ready students with the skills needed to adapt confidently and engage responsibly in their world. The four school values of integrity, diligence, respect and involvement guide student relationships and are integral to shaping the learning environment at RDS.
At the core of RDS is the warm sense of community and support that surrounds each student as they grow. Powerful teacher-student relationships form the backbone of learning and development, and a strong partnership between the school and parent community ensures that every RDS student builds the confidence and independence that is critical for success in high school and beyond.
I invite you to explore our website, read our 2021 - 2026 Strategic Plan and reach out to our Admissions Department to learn more about the RDS community and the potential for learning and growth that awaits.
John Reid
Head of School
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.
Not applicable
Sherwood Heights follows an enriched and well-rounded curriculum for students from Kindergarten to Grade 12. The comprehensive curriculum emphasizes the basic subjects of language arts, mathematics, science, social studies, French, and computers; and addresses the importance of music, the arts, and physical fitness.
The Rosedale Day School provides a well-balanced education to each and every student in small, nurturing classes. The school motto is "every child is unique" and this reflects our approach to education for today's child and modern learner in order to prepare them for what lies ahead. The curriculum is designed and delivered with each student in mind to ensure they receive the best foundation for future success. We follow the Ontario Curriculum as a basis and enrich or extend whenever possible.
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.
A traditional, comprehensive, challenging and modernized math programme.
RDS uses the JUMP Math program to ensure all students have a solid understanding of the material and concepts presented. The approach is to break questions down in to the basic steps and teach each step in short lessons before continuing. The allows the students to master all of the processes and fill in any and all gaps in their knowledge. In the older grades, RDS then builds upon this solid foundation to further critical thinking and problem solving skills. The goal is to develop students with analytical expertise paired with higher order thinking proficiency.
RDS uses JUMP Math starting in JK and supplements this with a wide variety of materials to ensure a solid and deep understanding of all Mathematical principals and concepts.
RDS allows calculators in the older grades as needed. The students otherwise are expected to use mental Math to solve problems.
Phonics-intensive
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.
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.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
RDS utilizes the Jolly Phonics Program in Kindergarten to build the skills necessary for early reading and writing skills. The program starts with the letter "S" the first week of Junior Kindergarten and continues from there with the letters most commonly used letters in the English language. Most students are reading and writing short paragraphs by half way through Senior Kindergarten and are fluent by the time they enter Grade 1.
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.
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Information not available
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 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
Zoology
Not applicable
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Not applicable
Reading and reading comprehension, novel studies and various literature programmes are all offered.
Information not available
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
Not applicable
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).
Not applicable
Teaching history and geography from the beginning with an international approach from a Canadian perspective.
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Rigorous history and geography programme based on the Ministry of Education guidelines.
Information not available
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.
An academic balanced approach.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Fine arts is an important part of our curriculum.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
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.
Not applicable
A constructivist, collaborative approach to teaching and integrating technology.
Information not available
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
Our downtown location allows students to experience a first rate physical education program through extensive use of The University of Toronto Athletic Facilities.
Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
The Kindergarten Program at RDS is focused on developing independence, self-confidence and curiosity about the world through a child-centered, inquiry-based approach. Teachers create learning experiences that are tailored to student interests and capabilities. Each child brings a unique sense of authenticity to the classroom; a set of interests, abilities, attitudes and stories that are valued, fostered and included in their learning.
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Enriched as well as extra-help material is available to all students to meet their individual needs.
Information not available
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.
The Rosedale Day School provides a well-balanced education to each and every student in small, nurturing classes. The school motto is "every child is unique" and this reflects our approach to education for today's child and modern learner in order to prepare them for what lies ahead. The curriculum is designed and delivered with each student in mind to ensure they receive the best foundation for future success. We follow the Ontario Curriculum as a basis and enrich or extend whenever possible.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Not applicable
Not applicable
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
The goal of the Learning Strategies department at RDS is to develop student confidence, independence, and love of learning. We operate on a three-tier model of support: Tier 1: A qualified special education teacher consults with classroom teachers to differentiate instruction. Tier 2: Grounded in assessment, a Learning Profile is created which outlines recommended accommodations to the student’s learning. We do not modify curriculum expectations at RDS. Tier 3: There are three options for intensive, remediation for students who are significantly behind grade expectations: In-class support: A Learning Strategist will go into the classroom during instructional time to provide small-group and/or individual support. AM/PM support: A student can attend morning or afternoon sessions with a Learning Strategies teacher to build specific skills. Withdrawal support: A student can be removed from a non-curricular subject or French Language instruction to receive short-term one-on-one instruction.
Information not available
All students are given equitable access to the curriculum through differentiated instruction and universal design for learning. Prospective students are asked to share insight into their learning profile [IEP, Psych-ed Reports and any other relevant documentation] that will allow us to determine if we are able to support and ensure they will be successful at RDS.
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%
10%
$0
$5,000
100%
75%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 8
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
A student with a love for learning.
RDS's Motto is "Every Child is Unique"; we know each child is their own individual. RDS is not looking for potential students who fit into a cookie cutter mould. Children have different needs, and they all learn and thrive in different ways. What RDS is looking for is students with good character. Our four Core Values are the foundation from which success is derived. We look for students whose personalities align with our community and embody them. Our four Core Values are: Diligence - Always doing your best. Integrity - Telling the truth and having strong moral principals. Respect - yourself, your work, peers, teachers, the community, and all those you come in contact with. Involvement - Being an active part of classes, sports, clubs and the whole RDS community.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
We begin accepting applications in September for the following academic year. Should a current grade have any immediate openings we would be able to offer early registration at that time. Alternatively in early February after our current families have re-enrolled should any new openings become available we offer acceptance to students who have met our admissions criteria.