801 Eglinton Avenue West, #201, Toronto, Ontario, M5N 1E3, Canada
Lower School - 8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
Indirect Support:
801 Eglinton Avenue West, #201, Toronto, Ontario, M5N 1E3, Canada
Lower School - 8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
1975
1961
60
775
5 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Montessori, International Baccalaureate
6
Varies
Learning, Developmental, Behavioral
In-class adaptations
Accelerated curriculum
$32,000
$18,300 to $31,350
No
Yes
0%
0%
None
K to 12
$0
$0
8
48
0%
0%
100%
0%
6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 6 - 12
Yes
No
Yes
information not available
information not available
"TMS teachers nurture students’ abilities to be free-thinking, independent, passionate, and intrinsically motivated from such a young age.""
Alexandra Makos - Parent (Jul 11, 2019)
We have one child that recently completed the Toddler program, and who is moving on to Children's Ho...
View full review
The Shoore Centre was founded in order to provide academic support to students with a range of learning challenges. Class sizes are small, as is the school itself. What the setting lacks in social outlets and extra-curricular activities it gains in a personal, dedicated attention to the specific needs of the students. While there have been innovations undertaken to enhance opportunities for social development, the core program accentuates literacy, numeracy, and life skills. The ideal student is one who is struggling academically and socially, and who could better reach his or her potential without the distractions and the demands of a traditional high-school environment.
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Shoore Academics (est. 1975) provides quality education (including High School credits) in a caring learning environment. Our area of expertise includes Autism & Learning Disabilities. At Shoore Academics, your child's education comes first! Our commitment to deliver best practices ensures that your child will make the jump from Basic Skill Training to Knowledge Based Learning. We work hand-in-hand with our parents and 'outside' professionals. Call us to find out more about our proven Recipe for Success!
Founded in 1961, TMS is a leading, accredited independent school that offers a uniquely designed framework that combines the Montessori and International Baccalaureate (IB) programmes. TMS operates from two campuses in Richmond Hill with exceptional learning environments for students of all ages and stages. Our Lower School (at Bayview Avenue and Hwy 407) offers a Montessori start for students from 18 months to Grade 6. Our Upper School (at Bayview Avenue and Elgin Mills Road) is the only independent school in York Region that offers the International Baccalaureate Programme for students in Grades 7 to 12. Our co-ed student population of over 775 thrives in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance not just at university, but in life. The unique design of the TMS student journey provides a framework within which your child can say I Am Known. Get to know us. │www.tmsschool.ca
I "cut my teeth" as a Special Education Teacher at the Centre back in 1991.
My 14 years of teaching experience prepared me for the challange and opportunity to become the Principal of the school.
I like to think of myself as an ambassador of hope!
Welcome to TMS. I'm thankful for your interest in our School; it is a community we love and in which we believe our students thrive.
Choosing a school for your child is a centrally important decision. At its best, a school will provide a landscape and “family” from which your child can fall in love with learning and establish friendships that sustain them for a lifetime. A great school immerses children in a culture where they develop a strong sense of who they are and an understanding that engagement in their community is the true measure of goodness.
By intention, TMS cultivates our students’ desire to pursue personal excellence in their areas of passion. Equally, we value goodness, particularly a commitment to practical engagement that benefits one’s own community; however you choose to describe community. This combination of excellence and goodness creates a palpable yearning in our students, not for mere success, but rather to stretch for significance and impact on behalf of others. It is beautiful and humbling to see.
I Am Known is a central tenet of TMS. This phrase seeks to capture an aspirational truth about education that is dear to us: only when a child is deeply and individually known within a teacher-student relationship can a child navigate their own unique journey towards personal excellence both in terms of the development of their character and their learning.
The combination of our Montessori start and IB finish provides a unique framework for learning. Our Lower School creates a landscape of exploration, extension and independence through which self-confidence, joy in learning and care for community are nurtured. Our Upper School then embraces this child of wonder and engages them in a learning experience that leads to new levels of excellence and compassion for the world.
Our graduates attend top programs at top universities and are proactive about improving the communities in which they live and learn. They go on to successful careers and live their lives as considerate citizens. From the base of feeling known and genuinely cared for in their youngest years, they grow into adults who take for granted that they should excel in whatever they pursue and be passionately engaged whilst they do so.
But don't take my word for it. Finding the right school for your child is too important. Words on a website can't be enough. You have to come by and see and feel it for yourself. We'd love to host you, introduce ourselves and show you the depth of who we are and the place within which your child can say I Am Known.
Montessori
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a uni?ed curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
We follow Ministry of Education Guidelines. Our Learning Model consists of the following "Building Blocks": (1) Literacy Training (Daily lessons in Reading, Writing, Arithmetic, and Computer (2) Study Skills Training (4) Knowledge based lessons in all subjects. (5) Comprehensive High School Credit Courses (6) Encouragement to build self esteem and promote positive attitudes
Lower School - 18 months to Grade 6 Internationally Recognized Flagship Montessori Program Upper School - Grade 7 to 10 International Baccalaureate (IB) Middle Years Programme (MYP) and Grade 11 to 12 International Baccalaureate (IB) Diploma Programme (DP) TMS students thrive in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance not just at university, but in life.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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We meet our students needs by developing and implementing practical IEPs
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Learning how to use a calculator is a life skill. We also provide structured lessons to reinforce rote memory skills and ability to carry our Mental Computations.
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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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Writing is a complex skill which develops over time. Our emphasis is on the process but we always include teaching the fundamentals of writing. In the context of Study Skills, we teach our students how to take notes and write exams.
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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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We aim to provide interesting Science lessons to engage our students' curiosity. We follow Ministry of Education Guidelines to ensure the Ontario standard is maintained.
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Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
Zoology
Physiology
Physics
Meteorology
Geology
Ecology
Chemistry
Biology
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Our Senior students are given the opportunity to chose the novels, plays, and poetry they would like to study - all under the umbrella of Ministry of Education Guidelines.
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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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The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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
Information not available
Not applicable
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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In the 'old' days, the emphasis was on the "3 Rs", namely, Reading, Writing, and Arithmetic. These basic literacy skills were key skills for adult life. Now, Computer Literacy joins the list of fundamental learn ing skills!
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Web design
Robotics
Computer science
We emphasize health and physical fitness, specifically, cardio-vascular fitness.
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Montessori
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.
TMS has garnered a reputation for creating an extraordinary learning environment. Up to Grade 6, the curriculum is based on the core premise of a Montessori education: that students need to drive their own learning. Using materials and processes that make abstract ideas concrete, students initiate their learning and can assess their own progress. This balance between the freedom and responsibility of a child produces highly competent learners who are self-reliant, self-disciplined and self-confident.
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.
Montessori Program - Toddler to Grade 6 IB MYP and DP- Grades 7 to 12 Varies by level
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”.
We create a culture of hope! We focus on what is possible - not on what is impossible.
TMS offers a uniquely designed framework that combines a Montessori start and International Baccalaureate (IB) finish. Our academics are rigorous and each student is "known" and supported. We deliver an accredited educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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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."
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Special Education at its best is simply providing regular education to students who learn differently.
At TMS every student is "Known". TMS provides an environment where students are cared for. TMS students are given a foundation to grow, to be ambitious and bold. TMS creates opportunities for children to be inspired by learning through experimentation, exploration, and self-discovery.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Shoore Academics |
TMS |
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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
We encourage parents to call us to set up an Orientation Interview to find out how we can make a difference in the life of your child.
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We are a special purpose (high) school with a 40 year proven 'track record'. We know how to meet the complex learning, social, and emotional needs of our students
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Shoore Academics |
TMS |
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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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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
100%
0%
6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 6 - 12
Yes
No
Yes
No
No
No
Yes
No
No
No
No
Special Needs students requiring a safe place to learn and grow. We are also looking for parents who share our passion to do whatever it takes to keep education front and centre in the approach to build success.
To enrol, our Application Form needs to be completed; signed, and returned, together with a Deposit Cheque in the amount of $6000. Should the parent prefer to pay by credit card, they can call us and we will carry out a telephone transaction. Note: If the parent decides to withdraw their child before the Start Date, the entire Deposit will be refunded, less a $500 Administration Fee
