425 Marché Way, Unit 201, Ottawa, Ontario, K1S 5J3, Canada
929 Old Derry Road, Mississauga, Ontario, L5W 1A1, Canada
Indirect Support:
425 Marché Way, Unit 201, Ottawa, Ontario, K1S 5J3, Canada
929 Old Derry Road, Mississauga, Ontario, L5W 1A1, Canada
2003
1979
100
400
7 to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Progressive, Montessori
Varies
18
Learning
In-class adaptations
In-class adaptations
$18,810 to $21,905
Yes
No
0%
0%
None
None
$0
$0
17
36
0%
0%
95%
100%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes
No
No
information not available
information not available
Element grew out of a primary program at OMS Montessori, building into the intermediate grades and, ultimately, through the high school grades. In 2012, The Element became distinct unto its own, offering a consistent program from grades 7 to 12. Then, in 2015, it moved into its own space, becoming physically distinct as well. Nevertheless, the foundational principle remains across all grades, providing learning that is self-referential and student directed. The ideal student is one who thrives within a very hands-on environment, who is guided by their curiosity, and is able to make the most a greater range of academic independence.
View full reportRotherglen School was founded in 1979 by Marie Laningan at the Erin Mills campus. The school has grown in the intervening years to include four locations, all of which share the same approach. Were all the students housed at one campus, Rotherglen would be one of the largest independent schools in the area, home to 1000 students annually. The various locations, however, afford a unique sense of community within each, with small class sizes, and a close-knit feel. While aesthetics don’t mean everything, they nevertheless do mean something, and the school is physically beautiful, with dedicated, consistent learning spaces.
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"The Element is an innovative high school, which places youth in their ‘element’, in school and beyond. Located in the dynamic Lansdowne Park area, The Element hosts Grade 7 to 12 students who thrive on being challenged and engaged in the whole educational process. Although the curriculum is based on Montessori pedagogy, a previous Montessori education is not required; a passion for life, knowledge and global inquiry is!"
"Rotherglen's Erin Mills and Meadowvale Campuses offer an engaging and nurturing learning environment for students age 4 to Grade 8. It is our goal for our students to become confident, competent and compassionate individuals. Our small classes and low teacher-to-student ratios enable our experienced teachers to know their students as individuals and build a strong foundation for lifelong learning. We engage our students in the learning process and help guide and develop their abilities."
"Students begin their Element journey with The Odyssey Trip in e1 with the Indigenous peoples of the Moose River, and move into weekly community connections through AWOL experiences (Authentic World of Learning) in e2 and e3. The e2 students plan, fundraise and execute an Urban Adventure Trip while the e3 students plan and fundraise for an international community service trip to a community in Costa Rica."
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"At The Element we ensure that our students are prepared for life. Our small class sizes, dedicated and passionate teachers and unique curriculum delivery enable us to ensure our students have a strong academic background. Additionally, through both direct lessons and individual advisory meetings we put an emphasis on helping our students to understand themselves as learners so they have the tools and strategies to be effective and efficient students."
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"The role of the teacher at The Element goes beyond the traditional providing an environment where the student goes beyond the Ontario Curriculum. Additionally, our teachers serve as mentors to our students through their advisory roles, individually supporting and guiding our students through their journey at The Element. Ultimately our students develop a strong sense of self, the skills they need for success and a curiosity about the world."
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"The Montessori concepts of freedom and choice are powerful tools that empower and engage our students. With clear expectations on the outcomes required, students are provided with the opportunity to choose how they are going to meet the outcomes and as the work is personally relevant they often exceed expectations and make associations and connections beyond the assignment requirements. Students are given freedom within specific frameworks and guidelines and held accountable to outcomes."
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On behalf of the The Element community, thank you for visiting our profile. As School Director, I have the privilege of working with a proficient team of parents, alumni, faculty and staff who are dedicated to offering their best to each of our students. We work tirelessly to realize our mission by delivering an educational experience designed to inspire and challenge students to discover the best of who they are, while year after year reaching to achieve their full potential.
As a parent, you recognize that choosing a school for your child is one of the most significant decisions you will make. We need specific criteria by which to choose the ideal educational approach for our children. It is clear that the school years help to form the core foundation of our approach to learning and problem-solving, as well as who we are as contributing, global citizens. We at The Element are here to support you.
At The Element, we provide our students with an educational foundation from which they can achieve personal and academic goals, while building independence, self-confidence and self-esteem. The unique Montessori methodology, with its student-centered approach, encourages the development of personal responsibility and thinking skills, as well as fostering a love of learning. Each student is guided in the exploration of his or her own learning style and the development of work habits most suited to individual interests and needs.
Please browse our website and discover how we work together with Element parents to empower students to become self-regulated, engaged and lifelong learners. As trained experts in education, we understand that observation is an essential component in the decision making process. As such, we would like to invite you to visit us for a tour of our spacious and peaceful learning environment. This is the most personal way to see what The Element has to offer your student and family.
The Element, an extension of OMS Montessori, is a not-for-profit school. For over 50 years, OMS Montessori has offered exceptional education to families in the city of Ottawa. We are thrilled to now offer our programming through high school. We welcome you to call and chat with our friendly staff (613-862-8578) or email ([email protected]) regarding your student’s education. Share with us how we can partner with you and your family to further explore Montessori education and philosophy.
It is with great anticipation that we embark on the next 50 years at The Element. Please join us on this journey of promise and excitement.
At Rotherglen, we pride ourselves on being a uniquely warm and nurturing school community, which we believe enhances every student’s learning experience. We actively promote the development of moral character at every grade level and each student is encouraged to strive for academic excellence, personal development, respect and citizenship. Students are better able to achieve these outcomes when they are connected to a healthy, happy and safe community.
Our programs are rich in opportunities for exploration and self-discovery where learning is an active process. The life and heart of our campus is the children who come to learn, the teachers who come to teach, and the Rotherglen families who enrich our inclusive community.
The best way to learn more about the exceptional educational experience we offer our students is to come for a visit. We encourage you to continue to explore the website and contact our admissions office to arrange a personal tour. After all, seeing is believing!
Progressive
Montessori
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.
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.
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.
When we are ‘in our element,’ we are focused, engaged, internally motivated, fulfilled and we strive to do our best. This is the basis of a Montessori education. The Element High School offers an environment which puts youth ‘in their element,’ in school and in preparation for life. What engages us depends on our stage of development; therefore, The Element High School offers two programs: e1 for Grades 7 and 8 and e2 for Grades 9 to 12, each responsive to two unique stages of students’ development. Each of these programs takes advantage of the intersection of our youth’s developmental characteristics and the requirements of the real world. This creates the conditions for focused engagement that leads to personal excellence. All learners are welcome. If students are interested in engaging in the next steps in their educational career and have the determination to work with teachers with maturity and independence, this program is ideal as a precursor to college or university entry.
Rotherglen is a co-educational, non-denominational community of private independent schools for students in Montessori, Casa, JK, SK to Grade 8. With four campuses located in Oakville and Mississauga, we offer learning environments which foster excellence in education, character and leadership programs, an enriched curriculum and differentiated teaching and learning experiences designed to engage each student’s unique learning style. Our primary school program (Casa to Grade 3) is firmly rooted in Montessori principles, while incorporating an enhanced Ontario curriculum, including French and music. This provides a solid foundation for our Grade 4 -8 program which transitions into an enriched and progressive style of learning. Give your child the lifelong returns of a Rotherglen education.
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.
At The Element, Math, like English and French, is taught throughout the year for continuity and retention. The Grade 9 (MPM1D) and 10 (MPM2D) math courses are prescribed by the Ministry of Education. In Grades 11 and 12, students can take Functions (MCR3U), Advanced Functions (MHF4U) and Calculus and Vectors (MCV4U).The math courses are generally offered at the University Preparation level, although the courses can be adapted for a College Preparation level if it is in the best interest of particular student.
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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.
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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.
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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.
Compulsory courses in the humanities and sciences are offered each year in semesters or more compressed units. Elective humanities and sciences are provided in a cycle rather than every course being offered every year. They are offered often enough for students to take the courses that they elect. The English language courses coordinate with the humanities and sciences.
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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
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.
Literature courses are designed not only to complete the Ontario Secondary School Curriculum requirements, but also to challenge and engage students at every grade level. Students explore works of literature through a historical lens, studying 20th century literature in grade 9, 19th century literature in grade 10, 18th century literature in grade 11, and pre-18th century literature in grade 12. Students learn to interpret literary devices and themes in a variety of contemporary and classical texts, including novels, plays, poetry, short stories, and media. They also participate in writing skills workshops, which allow them to learn about and experiment with grammar, mechanics, and style in the English language.
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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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Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Compulsory courses in the humanities and sciences are offered each year in semesters or more compressed units. Elective humanities and sciences are provided in a cycle rather than every course being offered every year. They are offered often enough for students to take the courses that they elect. The English language courses coordinate with the humanities and sciences. Specific academic skills such as note taking, studying, test taking, research, academic writing, and oral and multi-media presentation are taught directly as an integral part of the courses. The close communication, possible within a smaller school, allows these skills to develop throughout the high school experience.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French as a Second Language is a strong core component of the program, integrated into ongoing humanities studies.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students have a number of ways to participate in the arts. They can take a credit course in visual arts, music, dance, drama or integrated studies, audit a course rather than taking it for credit, be exposed to the arts through the interdisciplinary assignments of other courses or use The Element facilities to explore the arts without the directed intent of a course. The Element has a dedicated Art/Design Studio. Guest artists are an important component of the program as young people respond to adults who are passionate about their work. With the flexibility of The Element’s scheduling, students are also able to go out into the community to work alongside artists in their studios. A faculty member works with students to find appropriate mentors.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
Students at The Element use modern technology daily for research, organizational purposes and multi-media presentations. In the younger grades, students explore technology through their entrepreneurship program, where some students opt to work with our 3D printer. We also have formal computer studies courses for Grade 11 and Grade 12 students. Students can take an Introduction to Computer Science (ICS3U) in Grade 11 and Computer Science (ICS4U) in Grade 12.
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Web design
Robotics
Computer science
Physical Education courses that meet the Ministry of Education’s requirements are offered and focus on a range of individual, team and competitive activities. In addition to Ministry courses, students often create their own clubs and teams based on their interests, regardless of whether they are taking a formal Phys. Ed. course. The Element participates in inter-scholastic competition with other independent and public schools. The Element also encourages daily activity, and being in Lansdowne Park provides many opportunities to be physically active throughout the day, from the skateboard park and basketball courts to the skating rink and canal. Individual sports can be pursued with other interested peers at The Element or accommodated through community sports clubs. The flexibility of our scheduling also makes The Element an ideal choice for students who are in elite sports and who require adaptive schedules.
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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.
A focus in the Casa classroom is to foster independence and instill confidence in our students to explore their own potential. Students are taught grace and courtesy at a young age, which gives each child a heightened sense of respect for others and for themselves. Our Montessori qualified teachers guide our students toward working independently and learning through experience. Children learn to work at a task from beginning to end and develop their self-discipline and the capacity for deep concentration. The teacher-to-student ratio in the Casa program is 1:15.
Standard-enriched
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.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
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 “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.
Curriculum allows for discussion and debate. Adolescents respond best to respect and choice, not only as an aid to developing independence, but also as reinforcement to their personal dignity. Each student has a dedicated faculty advisor to assist him or her in all aspects of the program. We balance the support needed for academic progress with our goal of creating independent learners.
At Rotherglen, we know our students and teach in ways which engage all students in their learning and encourage and support their academic, social and emotional well-being.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The goal of The Element is to support the development of well-balanced individuals who know and accept themselves, and live as active, responsible community members.
We pride ourselves on being a uniquely warm and nurturing school community, which enhances every child’s learning experience. Rotherglen is what school should be – a place where staff and parents work together to instill sound values in the students in our care, and to inspire them to recognize and reach their full potential by using their knowledge, abilities and talents, combined with 21st Century learning skills, to enhance their own lives and to participate ethically and responsibly in the global community.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We treat each student as an individual. Through discussions with parents, student and specialists, we determine how to best meet the students’ needs and whether or not our school is the best choice in meeting those needs.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
95%
100%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes
No
No
No
No
No
No
No
No
No
No
All learners are welcome. If students are interested in engaging in the next steps in their educational career and have the determination to work with teachers with maturity and independence, this program is ideal as a precursor to college or university entry.
1. Introduction to The Element
Tour of the school and meet Director, Sarah Wheeler
2. Apply to The Element High School
Submit an application form with a nonrefundable $250 application fee
3. Submit Student Information
Submit two recent report cards and a Teacher Reference Form
4. Student Visit Day
Applicant joins The Element High School to experience 'a day in the life'
5. Offer of Admissions and Enrollment Contract
