8525 Torbram Road, Brampton, Ontario, L6T 5K4, Canada
Rural, Red Deer Area, Alberta, T0M 0V0, Canada
Indirect Support:
8525 Torbram Road, Brampton, Ontario, L6T 5K4, Canada
Rural, Red Deer Area, Alberta, T0M 0V0, Canada
343.0 km
1,950.3 km
1987
2000
400
1
Nursery/Toddler to 8
7 to 12
Coed
Coed
Day
Homestay
English
English
Academic
Academic
Montessori
Traditional
15 to 18
Varies
Learning
Learning, Developmental, Behavioral
In-class adaptations
$8,720 to $19,748
No
No
0%
0%
None
None
$0
$0
31
0
0%
0%
98%
Not available
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 4
No
No
No
information not available
information not available
information not available
Tall Pines isn’t your typical Montessori school, in part because it sees the Montessori approach not as an end in itself, but rather as a starting point. There are lots of things here that Maria Montessori wouldn’t recognize, from school uniforms to 21st century literacies; from a robust athletics program, to a larger, more diverse student body. All of those things are very intentional, and Tall Pines has built its program to be innovative, offering the best of both Montessori and progressive instructional approaches. Administration is aware that they have options, and therefore the students do as well.
Venture Academy was founded in 2000 by Gordon Hay in order to provide support for students who, for a range of reasons, weren’t thriving within traditional academic settings. Hay had worked with teens in outpatient and resident treatment settings, as well as within corrections programs. He is the first to say that so many of the stories he has heard over the years are heartbreaking, and the impact of so many of those stories has been profound. That said, while he perhaps doesn’t use the term, he created Venture as an atmosphere of hope—a place of understanding, including the understanding that positive change can be made. It’s about working with the individual, but it’s also about working with families—communication is open, and support is provided. It’s an impressive model, evident in the success that Venture has had over the years. There are now locations in Kelowna, BC, Red Deer, Alberta, and Barrie, Ontario, though Venture extends well beyond the bricks and mortar, and operates today as an umbrella organization, bringing together expertise, parents, and teens. The goal isn’t to silo teens, but rather to provide the kind of care, support, and understanding needed to help overcome the challenges they face.
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Be Exceptional! At this flagship school, students successfully grow to their potential in enhanced programs offering either Montessori philosophy (9 months to Gr. 6), or progressive classes (Grades 1-8). A Tall Pines School 21st Century Education provides exceptional academics, leadership skills, critical thinking, independence, creativity, athletics, the Arts, and community service within a caring community. Every student is unique and TPS programs are tailored to fit the learning needs of each child. At Tall Pines School, we select our teachers not solely for their top academic credentials, but for their passion for teaching, their own love for learning, and their strong desire to make a difference in the life of a child. Our Montessori classrooms are superbly equipped with state of the art materials for learning. Bright and cheerful classrooms with materials that are, frankly, magnetic to children, provide the perfect start to developing a passion for learning which persists for life.
Canada's leading treatment and education program for troubled teens and struggling students. We help turn your child’s life around. Students engage in a clinically comprehensive psychological assessment and testing process to start. Serving youth who may be struggling with ADHD, learning challenges, underachieving, behavioural issues, and a variety of clinical diagnoses. Individualized support and engaging interaction. Earn school credits. Select our 30 day program or a longer stay. Admissions 12 months a year.
It is my great pleasure to welcome you to visit Tall Pines School, a place where programs are tailored to fit the learning style of every child. Every student is unique and each one is nurtured intellectually, academically and emotionally, encouraged to do their very best and provided with the skills they need to be successful at school and in life.
Our classes in Montessori education with its hands-on learning materials serve ages one to twelve, and our progressive private school accommodates ages six to fourteen. It is a diverse community of learners, with an atmosphere of respect, high behavioural standards, outstanding academics, athletics, arts, leadership, and 21st Century learning all set within a committed and caring community and a beautiful facility.
Every year, new families bring their children to us as a result of a recommendation from friends or family members, and it has been amazing that, since 1987, so many families have continued to support the vision of our founder. You are very welcome to call, come to an open house, to discover what a Tall Pines School education can do for your child’s future.
A Message From Our Founder
Venture Academy Youth Counselling & Treatment Programs
What if…you could get the smiles, the hugs, and the love back…
What if…your family could be the way it was before the problems started…
What if…you could find a place here in Canada that would help your child turn their life around…
Dear Parents,
I ask the questions above because parents just like you tell us that is what they want. Somehow your child has strayed from your family’s core values and beliefs. Your child’s behaviour no longer matches your idea of how a healthy, happy family behaves. The ideals you set for your child are not being achieved and might not be, unless the right path is chosen. We are all too familiar with the pain and stress you are dealing with now.
Throughout my 27 years working with youth and families I have literally spoken with thousands of parents who have told me heartbreaking stories of their child’s behaviours and difficulties and resulting family struggles. I founded Venture Academy for families in need – loving and caring families, families who want to intervene and get help for their child before things get even worse. My goal was to develop the best possible services for troubled teens in Canada – an all encompassing and clinically comprehensive assessment service and treatment program that would actually meet the needs of youth and families.
I started Venture Academy from a deep personal desire to help families. I wanted to create a structure and environment that would produce the greatest possible success for each youth in the program and create the positive behavioural changes that youth need to successfully function in school, in the community, and at home. I wanted to develop a program that made sense to parents who were looking for help, a program that spoke to their beliefs and value systems.
My personal commitment to you:
Venture Academy was established in 2000 and since then, we have served hundreds of families from across Canada. Venture Academy was the first—and maybe the only—successful private residential treatment program and school of its kind for troubled teens in Canada.
I invite you to browse our website in order to gain an initial understanding of Venture Academy (www.ventureacademy.ca). I hope you’ll become familiar with our organization and I trust you will be comfortable with our approach and inspired as you read through our testimonials and information. If you have any questions whatsoever I encourage you to call.
We can help.
Respectfully,
Gordon Hay
Executive Director / Founder
Venture Academy
Traditional
Information not available
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.
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 unified 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.
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Montessori Curriculum serves ages from Infant to Grade 6. Children learn in a child-centred program, through working with especially designed hands-on materials under the guidance of teachers trained in Montessori philosophy. Progressive traditional private school curriculum serves Grades 1 to 8, and includes The Zone, a 21st Century learning program for adolescents in Grades 7 & 8. Leadership development, challenging academics, small class sizes, superb arts, athletics, and outdoor education are all hallmarks of a Tall Pines School education. High behavioural standards allow students to grow to be young leaders. The school truly is a place to become exceptional.
Our day consists of academic learning and activities that focus on co-operation and structured socialization designed for emotional growth and academic success. We look for the “teachable moment,” during formal and informal instruction. When controversial issues emerge, our teachers address these situations and support students in problem solving and learning from the struggle. We do not believe our approach is alternative, but rather, an approach that is reflective of excellent teaching. Our teachers are part of a multidisciplinary team that includes onsite clinical staff. We believe in a collaborative environment that is supportive of the whole child. Beyond this, we believe in making learning fun and whenever possible look for opportunities to catch students doing well.Our teaching methodologies focus on individualized educational needs with low student teacher ratios.
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.
Information not available
Information not available
Information not available
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Information not available
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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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Tall Pines School uses the Riggs Phonics program for children who are emerging readers. Students learn the sounds in the English language and how those letters are formed. The writing road to reading enables the children to learn reading through composing simple words, and sounding out the letters which make up the words. A solid grounding in phonics enables the students to begin reading and writing from a young age.
Information not available
Equal Balance
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.
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.
Information not available
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.
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
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.
Not applicable
Information not available
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.
Information not available
Information not available
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Tall Pines School offers AIM French from age 18 months and up.
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
Not applicable
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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The Tall Pines School Arts Council offers student performances through an Annual Production, and cast members work all year towards the annual production, integrating acting, singing, and choreography with vocal and instrumental music. For younger students, classroom performances showcase the achievements of their music class.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
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.
Computers and Information Technology are great tools to facilitate and extend learning, however they are not a substitute for hands-on learning. Light integration of computers occurs in the younger grades, with computer classes teaching how to use this useful tool. For Grades 7 & 8 students, technology is completely integrated into their 21st Century learning program. Coding is taught to older students.
Information not available
Web design
Robotics
Computer science
Healthy living is the focus, with sport and personal exercise being considered to be a vital aspect of student development. Students are encouraged in their personal growth and fitness. Since Tall Pines School is a member of the Small Schools Athletic Federation, teams regularly compete against other schools.
Healthy Lifestyle: Getting and Staying Fit Physical health is an important component of overall mental health and wellness especially troubled teens who may be experiencing anxiety depression etc. The research is overwhelming that a healthy body contributes to a healthy mind and spirit. At Venture Academy, we engage withdrawn and resistant teens and support them in re-establishing a more healthy lifestyle that includes positive leisure time. Our skilled teachers and counsellors get them interested again. Youth participate in a wide range of regular or seasonal, fitness activities.Teens make full use of the area’s natural resources as well as integrate into numerous community facilities and programs. This offers them opportunities to discover and pursue new interests and create lifelong memories of exciting experiences. Venture Academy offers youth beneficial and healthy alternatives to existing behavioural patterns.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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Montessori Infant, Toddler and Prima Casa programs at Tall Pines School are all licensed under the Ministry of Education's Child Care and Early Years Act. Montessori Casa programs serve students from age 4 to 6. Tall Pines School is the longest accredited CCMA Montessori school in Canada, so that parents can be assured that they have an authentic Montessori program.
Information not available
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.
Individualized instruction and engaging interaction gets our students back on track and restores confidence. The primary focus is on core subjects with other courses integrated as applicable.
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.
This option allows you to "opt out" of selecting one of "rigorous" or "supportive". Doing so means you will not be shown on pages relating to academic culture, (your exposure will be diminished).
Students are expected to do their very best whether they are enrolled in Montessori or Progressive programs at Tall Pines School. Within the Montessori program, students are self-directed, with the guidance of teachers. Within the Progressive program, students learn as a group within the teacher-centred curriculum. Ample support is provided through small class sizes and caring teachers who nurture each student. Every child has their strengths, and the programs are tailored for those unique gifts. Every student is supported, challenged, and encouraged to work to their potential.
Information not available
"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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Athletics, the Arts, Leadership, Intellect, Communication Skills and a love for the Natural World are all ways we seek to engage our students.These students will become young leaders who shape the world for the generation to come. It is our role as educators to help every child discover the unique gifts that they bring to the world, and to help them to discover how best to use those gifts to benefit society.
Venture Academy's purpose is to assist youth to make and sustain positive behavioural change. Everything we do at Venture Academy points back to helping troubled teens make and sustain those positive changes. It's more than a mission statement, to us it's our purpose. At Venture Academy, our approach is attachment-based, solution oriented and holistic in nature. Programs are designed to invite positive change, build skills and focus on solutions and redevelop family attachments. The approach not only moves away from pathology, but moves towards a health, wellness and strengths orientation.
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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Tall Pines School |
Venture Academy Troubled Teens Program (AB) |
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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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We do not offer special education classes, however, some students with learning differences can be accommodated in our regular classes. Each case is evaluated on an individual basis to ensure there is a good fit between our program and the learning needs of the student.
Information not available
Our school aims to have every student working to their potential and provides excellent support to enable this to happen. For a small number of students with a learning difference, the school can provide an excellent program because of our ability to tailor the program to fit individual learning needs.Occasionally, there are students with learning differences for whom the program at Tall Pines School would not be a good fit. The school may recommend another facility for such individual students. Each student's application is considered on an individual basis.
Venture Academy supports children with clinically diagnosed learning disabilities.
Tall Pines School |
Venture Academy Troubled Teens Program (AB) |
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
98%
Not available
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Jan 01, 1970
Not available
Jan 01, 1970
Yes: grades Nursery/Toddler - 4
No
No
No
No
No
Yes: grades 5 - 8
No
No
No
No
No
Tall Pines School seeks students who are motivated, curious about the world, and willing to take appropriate risks in their learning.
Your first step is to tour the school. Students will be interviewed or tested according to age and grade level. We require proof of date of birth, health insurance, immunizations and a copy of the last full report card where a student was previously enrolled in a school.
