304 Academy Road, Thetford, Vermont(USA), 05075, United States
24 Progress Avenue, Scarborough, Ontario, M1P 2Y4, Canada
Indirect Support:
304 Academy Road, Thetford, Vermont(USA), 05075, United States
24 Progress Avenue, Scarborough, Ontario, M1P 2Y4, Canada
1819
2012
300
150
7 to 12
Nursery/Toddler to 6
Coed
Coed
Homestay, Day
Day
English
English
Academic
Arts
Progressive
Montessori
14
10 to 24
Learning, Developmental, Behavioral
In-class adaptations
$20,963
$11,158 to $17,500
Yes
No
0%
0%
None
None
$0
$0
50
14
0%
0%
0%
100%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 6
No
No
information not available
information not available
Thetford Academy is delightful in so many ways it’s hard to know quite where to start. Founded in 1819, it’s the oldest secondary school in Vermont, and has been coed since it first opened its doors. The location, charmingly, was chosen in order to allow students a chance to study in a location described at the time as “remarkably healthy, and free from business, excitement, and every temptation.” While finding a place apart from the real world is certainly no longer a goal—the school is very much an international one in light of its curricular gaze and student population—many of the founding values remain. That includes a dedication to the liberal arts, a rigorous delivery, and a commitment to diversity of thought, perspective, and experience. Instruction today reflects the best practices or our time, with experiential learning, cross-curricular investigation, and a focus on relationships (peer to peer; instructor to student) as the basis of instruction. The campus is extensive, and with a recent purchase of an additional parcel of land adjacent to the main property, has direct access to State Forest. Much, rightly, is made of those outdoor resources, including recreation, physical education, and outdoor instruction. There’s also a maple sugar shack. Again, it’s a stellar setting that hosts a world-class program, just as it’s been doing for more than two centuries.
View full reportIn Maria Montessori’s day, the most obviously remarkable thing about her approach to education was how she chose to adapt the learning space. It was open, diverse, organized yet amorphous, with common areas that weren’t dedicated to any specific learning task. That was revolutionary both for what it was, as for the way it positioned the learner. Montessori wanted to build from a child’s curiosity and engagement with the world, and her learning spaces were organized with that in mind. In kind, those are the ideals that Enquiring Minds expresses so well. To have that kind of conceptual space you need physical space—space to move around in, to move through—and the openness and extent of the EM environment is one of its great assets. Likewise, there is an attention to ranging across the curriculum, rather than siloing each separate from the others; the arts program isn’t ancillary to the other curricular areas, for example, but instead is a foundational aspect of learning across them. The attention to values—respect for the space as well as those within it—is also a primary draw for the families who enroll. The ideal student is one able to thrive in a diverse, hands-on, and challenging yet supportive social and academic environment.
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"I truly believe that Enquiring Minds Montessori has a wonderful curriculum and wonderful staff."
Christina Farina - Parent (Jul 26, 2023)
My son previously went to a traditional Catholic School in Toronto. We felt like there was not much ...
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"I couldn't ask for a better elementary school for my children."
Lisa Wayment - Parent (Jul 26, 2023)
Since the very first day that both my children began at Enquiring Minds, their educational journey h...
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"One aspect that stands out about the school leadership and administration is their strong commitment to creating a positive school environment."
Sherron Mohammed - Parent (Jul 26, 2023)
As a parent whose child attended a private school from preschool to grade 6, I would say that their ...
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"Thetford Academy’s campus is 295 acres of field and forest, with stunning views of the highest peaks of the Connecticut River Valley. The historic White Building, built in 1949 after the original building burned in the Great Fire of 1942, is the centerpiece and hub of Thetford Academy. Sitting at the head of the quad, it is flanked by the the Arts and Science Building, the Vaughan Alumni Gymnasium, and Anderson Hall. Thetford Academy has an extensive trail network for hiking, walking, running, and Nordic skiing."
"Maria Montessori believed that "Academics may be the heart of education; the Arts are surely its soul." At Enquiring Minds Montessori, we have created a unique learning experience that fosters academic and artistic excellence that challenges young minds in a caring environment. Planting the seed and nurturing its potential is our motto. Our extensive program includes a Montessori curriculum enriched by Language, Visual Arts, Sculpture and the Performing Arts including Instrumental Music, Vocal, Dance and Drama."
"Thetford Academy’s 295-acre campus provides unparalleled learning opportunities. Outdoor education is a vital piece of TA’s curriculum and is embedded into many academic disciplines. The Outdoor Program (TOP) offers an immersive interdisciplinary environmental studies elective which combines science, ecology, writing and mindfulness. TOP also offers hiking, camping, rock climbing, and canoeing trips, as well as a leadership program. The garden supports a culinary arts program and school lunches."
"Our facility has developed an extensive program that includes a Montessori curriculum enriched by Language, Visual Arts, Sculpture, Performing Arts, Instrumental Music, Vocal, Dance, and Drama."
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"Thetford Academy proudly offers families a distinctly different learning community. Our strengths lie in our inclusive culture of kindness and student-centered approach. Families choose Thetford Academy because they know their child will have access to diverse and challenging academic opportunities within a respectful, supportive community. Whether working toward a competitive four-year college or a specialized career in the trades, TA cares, and strives to help each student find their own path."
"We provide a caring and empowering environment for your child to grow and are compassionate to your child’s needs.
Our learning environment incorporates exploration in both academics and the arts as well as core activities that include: theatre, instrumental music, and visual arts. We also provide enriched activities that include: language, dance and vocal arts"
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"Our location may be one of the most underrated aspects of our school. The phrase ‘best of both worlds’ applies; no one leaves without exclaiming over the beauty of our natural landscape. Our campus sits at the edge of an idyllic village, surrounded by farmland and forests. Mountains beckon in the distance, and one of the best cross-country courses in New England graces our backyard. All this, and we’re still just 3 minutes from the highway, 2.5 hours to Boston, and 3 hours by car to Montréal."
"The arts and dance aspect of our school may not be recognized in regards to what we offer and be known what is available."
"Thetford Academy families are often surprised by the depth and breadth of academic and extracurricular opportunities available at TA. Despite its small size, TA is often “punching above its weight,” in academics, arts, athletics, robotics, and more. TA students are often competing at the highest levels in their disciplines, winning state championships, competing in state and worldwide competitions, and shining in performances, publications, and on the playing field."
"We are a diverse, cultured and arts based school that offers a variety of programs which caters to a child's expressive and creative side of their development."
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Carrie Brennan joined Thetford Academy as Head of School in July 2019. With a new, five-year strategic plan in place, and with the school on the cusp of its third century, Carrie Brennan is focused on TA’s future: “I am awed by the rich history of Thetford Academy—and inspired by what a vibrant and dynamic 21st-century school TA is today!” Knowing that she would be leading a team of such dedicated and skilled faculty and staff, sold Carrie on the leadership position. “With this team we can accomplish anything for students.”
Formerly the executive director and co-founder of CITY Center for Collaborative Learning in Tucson, Arizona, Carrie’s work in education and education leadership has been widely recognized. In March 2019, she was named one of Tucson’s “Women of Influence,” an award honoring the region’s most impressive female professionals.
Dear Parents,
As the Director of this unique comprehensive Montessori school, I am energized and deeply committed to making a positive difference in the lives of your children. Our remarkable staff, involved parents and committed students come together to make Enquiring Minds Montessori a wonderful place to be challenged intellectually, grow socially, and develop as independent thinkers and problem solvers. Setting high academic expectations for all children coupled with high standards for teaching and learning is what drives our work every single day, and for which supportive systems for both students and teachers are built.
An integral part of Enquiring Minds Montessori’s reputation has been built on the strength of our arts-enriched programs. Children enrolled in our programs are exposed to extensive enrichment in both academics and the arts. Our programs further develop the child through Language, Movement, Music, Art, Voice, and Drama. These programs, like the core activities, are not considered recreational activities but rather intensives.
Our core values reflect a commitment to provide students with personalized support in a variety of ways. Our responsibility is to address the needs of the whole child. A child’s sense of belonging is a key component of emotional and social wellness at school. This approach helps to instill within our student body a sense of personal pride and love of and for our school.
As we provide students with what is needed at school, we believe that education occurs in each home and in the community. The success of a Montessori School is very dependent on parent involvement. We encourage parents to become involved in their child’s program, supporting the educational and social experiences, and sharing in the joys and satisfaction that their child experiences in his or her own learning. With parents as our partners, our children can work to their fullest potential. Though we are proud of our past successes, we do not rest on them, and we continually raise expectations for ourselves as a learning community. Whether you are an existing or future Enquiring Minds family, I invite you to be a positive force in this work!
I look forward to working with you and your child(ren) as we work toward an academically successful school year.
Sincerely,
Kristen Hamilton
Director
Enquiring Minds Montessori
Montessori
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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.
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At TA, we believe that education should be: Active and Engaging People learn by doing. Students need to engage in direct experience, including practice, application, creation, and invention. Reflective and Thoughtful People learn by thinking about experience. Students need to reflect, evaluate, and integrate new learning. Varied and Adaptive People learn in diverse ways. Students need multiple approaches that explore and respect varied learning styles. Safe and Supportive People learn by taking risks in a secure environments. Students need physical and emotional safety, along with encouragement to question and experiment. Structured and Coherent People learn by constructing meaning and seeing patterns. Students need clear expectations, purposeful organization, and valid assessment of their work. Motivating and Inspiring People learn by interacting with expert mentors and inspiring models. Students need relationships with adults-both professional teachers and community mentors-who know their subjects and who love their vocations.
Enquiring Minds Montessori mainstream curriculum is based off of Maria Montessori's philosophy, and we also incorporate an arts- based curriculum along with that where we offer our students a variety of specialty studies such as: French, Mandarin, Visual Arts, Dance, Musical Theatre, Violin, & Photography.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematical Concepts are presented through extensive use of concrete materials. The child’s sensorial training enables him/her to identify and differentiate the idea of quantity that is built into the Montessori materials. The child gains the conception of numbers and their application on arithmetical operations.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Language Materials are presented individually. Children are taught the sound and formation of the letters kinesthetically through the use of sandpaper letters and similar materials. Word building activities of increasing difficulty are done over a long period of time. Reading follows naturally.
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.
We teach cursive before printing. This approach stretches the child's abilities within limits, which allows the later to develop naturally. Sentence construction follows and grammar also follows naturally.
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.
Themes like botany and biology are introduced through the use of concrete materials and student-centred projects.
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.
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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
Thematic
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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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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We teach Mandarin, and French. Students learn to communicate in conversational ways using the basics of the language. We also study the cultural background of the language.
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.
Maria Montessori believed that while Academics may be the heart of education, the Arts are surely its soul. At Enquiring Minds Montessori Casa we have created a unique learning experience that fosters academic and artistic excellence in a caring and challenging environment. We rejoice in the basic tenet of Montessori: children want to learn naturally. We believe that even the youngest child delights in observing and mastering how the world works. Our teachers respect each child’s individual interests and abilities. Children acquire an ability to learn, which is virtually unlimited. Free to explore in prepared environments, they develop a sense of purpose, process, and success.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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We will consult the internet if a child shows an interest in a particular item or issue. We have added Beginner, and Advanced Photoshop into our Upper Elementary Photography Program. We also offer additional workshops such as Claymation, which allow the children to use iMovie & other technical programs.
Web design
Robotics
Computer science
Thetford Academy offers exciting physical education through a wide variety of activities. These units challenge the individual to master fundamental motor skills;develop coordination and overall fitness; maintain or increase positive attitudes toward peer groups; practice social skills necessary for participating in individual and team activities; demonstrate physical skills based on observation and listening to instructions; understand physical, mental, and emotional health; and increase knowledge and skills to maintain a healthy lifestyle.
We allow in our schedule 2 hours of outdoor play a day and work in our gross motor skills space on a daily basis as well.
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.
The primary goals of the Montessori Method are to: Promote the growth of a positive self-image in each child and satisfaction about him/herself, which is the key to the development of a person’s full potential. Promote feelings of enthusiasm and responsibility about one’s world. Create an awareness of one’s own feelings and sensitivity to the feelings of others. Encourage the natural desire, ability, self-discipline, and independence inherent in learning. Ensure the mastery of the basic skills in order to pursue knowledge. Teach physical coordination and control. Develop the ability to concentrate and attend to details. Develop a sense of order.
Student-paced
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.
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.
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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”.
Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love for learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our school aims to help shape our students into confident and secure young people who have the ability to grow and develop into intellectual, artistic, and expressive adults, who are capable of communicating in a intelligent, respectful, and strong-minded manor.
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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The Montessori Method is effective in pre-school, elementary school and high school. In addition, Montessori techniques can be used successfully with gifted children and children with learning disabilities and other special needs.
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
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0%
$0
$0
0%
100%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 6
No
No
No
No
No
No
Yes: grades 9 - 12
No
No
No
Thetford Academy seeks students who will benefit from and contribute to the educational program at our school. We believe in five fundamental principles: excellence, commitment, cooperation, diversity, and care. We are especially interested in students who want to do their best, help others, and be a part of a respectful learning community.
We are looking for students, and families who possess a curious mind, and artistic interest, and an open spirit.
International Student Application Requirements
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Submit as soon as possible after November 1st. |
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2. Additional Documents |
Mail, fax, or email as soon as possible after your online application is submitted. |
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International Application Essays
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International Physical Examination Report
** Please note that proof of United States Medical Insurance will be required upon enrollment |
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3. International Applicant Recommendation Forms |
Referees must mail, fax, or email recommendations as soon as possible after online application is submitted. |
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4. Official School Transcripts |
Records must be sent directly from your current school to Thetford Academy in a sealed envelope. |
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All documents must be mailed, faxed, or emailed to: Susan Essex Luce International Student Program Coordinator Thetford Academy 304 Academy Road Thetford Center, VT 05075 USA |
Fax: 011-802-785-4805 |
1. Book a Tour!
2. Fill Out Forms
3. Pay Application Fee
4. Book an Observation
5. Wait for Approval
6. Acceptance Letter
