155 Clayton Drive, Markham, Ontario, L3R 7P3, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, CanadaIndirect Support:
155 Clayton Drive, Markham, Ontario, L3R 7P3, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, Canada
5,686.8 km
5,694.0 km
1986
2010
1000
36
Nursery/Toddler to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, International Baccalaureate
Progressive, Reggio Emilia
15 to 22
6 to 12
Learning, Developmental, Behavioral
Dedicated gifted school
$7,400 to $17,250
$23,565 to $26,085
No
No
0%
0%
None
None
$0
$0
59
3
0%
0%
0%
70%
information not available
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 9
Yes: grades 1 - 8
No
No
information not available
information not available
Town Centre offers the best of many worlds, beginning with a pre-school Montessori program. TCPS is also an IB Continuum World School offering the International Baccalaureate PYP, MYP and DP. The programs run from pre-school through Grade 12, and the student body is on the large end of the private school spectrum, certainly much larger than a majority of the schools nearby. All of that provides a lot of room for the school to develop the curricular and extra-curricular programs. For the families that look to TCPS, those are the things that really catch their eye: dedicated teaching, a broad range of programming, and a clear demonstration of academic strength and innovation. For families enrolling in the earlier years, the fact that the school offers before- and after-care is certainly also a plus; for those of older children, equally welcome is the offering of various after-school programs, including after school courses, tutorials, clubs, and competitive sports. Throughout, TCPS provides a truly unique program—there’s no other school quite like it—one based in an attention to learner-based instruction and collaborative learning, and a vibrant student environment.
View full reportAmanda Dervaitis, one of the founders of Summit Micro School, is a champion of the micro school, and she created the school in light of the benefits a small school can offer. The program is, in a sense, the reinvention of the one-room schoolhouse with mixed age classrooms and very close student-teacher relationships. Likewise, the programming is very responsive to the needs of the students, and adaptable to a wider range of resources, including those within the neighbouring community—while the student body may be small, the classroom extends well beyond the walls of the school, including regular interaction with local businesses and services. It’s perhaps not a typical model, though for many families, it’s rightly a very attractive one. The ideal student is one able to thrive in a flexible, vibrant learning environment.
View full reportinformation not available
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"Founded in 1986, TCPS is an IB Continuum World School with programs for 18 months to Grade 12. The Pre-School Montessori is part of CWELCC. At age 4, students begin a Montessori/IB PYP program. The Elementary School offers IB PYP and MYP. The High School provides IB/University Prep and optional IB DP. TCPS has a 100% university acceptance rate. Student life includes diverse extracurriculars. Before & after school programs (7–9 am & 3:30–6:30 pm) are included in tuition. Summer programs available for all ages."
"Summit Micro School is a small, specialized school for bright, neurodivergent learners, including students with ADHD, giftedness, and learning differences. We design our program around how these students think and learn, combining academic rigour with individualized support. In a structured, responsive environment, students re-engage with learning, build confidence, and work at an appropriate level of challenge. Our environment is designed to support regulation, so students feel safe, focused, and ready to learn."
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"At Summit, our key difference is that we design the entire learning environment around students who are highly responsive to their surroundings.
Many of our students are bright and capable but become overwhelmed, disengaged, or misunderstood in traditional classrooms. Our small size allows us to build truly individualized learning paths—based on readiness, not age—while maintaining clear structure and high expectations.
We combine project-based learning with explicit instruction, ensuring both deep understanding and strong academic foundations. Community is central to our model. Students are known well, relationships are intentional, and a strong sense of belonging supports both regulation and learning.
We place equal emphasis on executive functioning, emotional regulation, and academic growth. The result is that students re-engage with learning, build confidence, and begin to see themselves as capable and successful."
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"We prioritize a small, highly structured environment over scale, which limits enrolment but ensures each student is deeply known and supported.
We focus specifically on bright, sensitive learners who are highly responsive to their environment. This means we are not a general support school—we are designed for students who need both academic challenge and a regulation-aware setting to succeed.
We balance individualized learning with clear structure and high expectations. Rather than a fully flexible model, students are supported while also being held to meaningful academic standards.
We also choose to operate as a school, not a therapeutic centre. While we support regulation and executive functioning, we do not provide intensive clinical intervention.
These choices allow us to deliver a focused, high-quality program where students can re-engage, build confidence, and experience real academic success."
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"Summit began in 2011 as High Park Day School, with just three students and a clear focus on personalized learning. Early on, it became evident that many students were not struggling with ability, but with environments that did not meet their needs.
As the school grew, we deepened our approach—moving beyond individualized academics to intentionally designing the full learning environment around how students think, feel, and respond. This shift shaped our focus on regulation, structure, and community as essential to learning.
In 2018, we became Summit Micro School, reflecting a more defined commitment to serving bright, neurodivergent learners within a small, highly responsive setting. Since then, we have continued to refine our model, guided by both research and daily practice, into the focused, specialized school we are today."
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"Students who thrive at Summit are bright, capable learners who are not reaching their potential in traditional classroom environments. Many are highly sensitive to their surroundings and may experience anxiety, overwhelm, or disengagement in larger or less responsive settings.
These students are often capable of more than they are currently demonstrating, but require a structured, predictable environment and teaching that responds to how they think and learn. Many have uneven profiles (e.g., ADHD, giftedness, or learning differences) and may be masking, fatigued, or misunderstood in other settings.
When those conditions are in place, they are ready to re-engage, build confidence, and take on meaningful academic challenge. Families who are a strong fit understand that success requires both support and accountability, and value a close, collaborative partnership with the school, with a shared commitment to growth and high expectations."
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"Summit is not the right fit for every student. We are not a therapeutic or clinical setting and do not provide intensive one-to-one behavioural or medical support within the school day. Students requiring that level of intervention are best supported in more specialized environments.
We are also not a traditional or highly standardized academic setting. Families seeking rigid grade-level groupings, conventional instruction, or a competitive, performance-driven environment may find our approach misaligned.
We offer a small, structured, highly individualized environment intentionally designed to respond to each student. Families seeking a larger, more institutional school experience, or a fully prescriptive, one-size-fits-all model, may find a better fit elsewhere.
Families who thrive in our community value both support and accountability, and are open to a collaborative partnership in their child’s growth."
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"Families often choose Summit after their child has not been successful in traditional or larger school environments. They are looking for a setting where their child’s sensitivity, learning profile, and potential are understood—not managed or overlooked.
They are drawn to our small, structured, and highly responsive environment, where students are known well and teaching is adjusted to how each child learns. Regular time outdoors is a meaningful part of the school day, supporting regulation, focus, and well-being.
Many families seek a balance of academic challenge and support, as their child is capable but not currently thriving. Our project-based approach allows students to engage deeply and apply their learning in meaningful ways.
Families also value our strong sense of community, close relationships, and focus on executive functioning and re-engagement with learning. Many share that Summit is the first setting where their child feels both supported and appropriately challenged."
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"Summit Micro School is best known as a small, highly personalized school for bright, sensitive learners who are not thriving in traditional environments. Families often hear about us through word of mouth, particularly from those whose children have re-engaged with learning after struggling elsewhere.
We are widely seen as a place where students are deeply understood and where the environment is intentionally designed to support both regulation and learning. Our small size, strong relationships, and consistent routines create a sense of stability that many students have not experienced before.
Our regular time outdoors and use of project-based learning are also distinguishing features. Learning often extends beyond the classroom through hands-on, experiential work and field-based learning, supporting engagement, focus, and sustained academic progress. Families describe Summit as a place where their child feels both supported and appropriately challenged—often for the first time."
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"An often underappreciated aspect of Summit is how intentionally the entire school day is designed to support students’ ability to engage and learn. Families see the small size, flexible approach, and time spent outdoors, but may not initially realize how much structure, planning, and expertise are required to make these elements effective.
Our environment, routines, and teaching strategies are carefully aligned to support regulation, focus, and participation—especially for students who are highly responsive to their surroundings. This includes how transitions are managed, how learning is paced, and how relationships are built and maintained throughout the year.
Over time, families come to recognize that what may appear simple or flexible on the surface is in fact carefully designed, and that this is what allows students to feel safe, re-engage with learning, and make meaningful academic progress."
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"Families are often surprised by how much their child changes after settling into Summit—not in who they are, but in how they are able to show up. As students feel safer, more regulated, and better understood, they often become more relaxed, confident, and engaged. Their personalities begin to come through more clearly, and many families notice that this sense of calm carries beyond school into other parts of their lives.
Families are also often surprised by how structured and intentional the program is beneath its calm, flexible feel. What may initially appear relaxed is in fact carefully designed, with clear expectations, consistent routines, and a strong focus on meaningful academic progress.
Over time, families come to see that this combination—of a responsive environment, strong relationships, and engaging, hands-on learning—is what allows students to be more regulated and engage more fully in their learning."
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"Over the past year, we have made several intentional changes to better align our environment and program with the needs of the students we serve. Most notably, we completed a significant renovation designed specifically for students who are highly responsive to their surroundings, including increased natural light, improved acoustics, and calmer, more flexible learning spaces that support regulation, focus, and engagement.
We have also refined our program and invested in ongoing staff training to deepen consistency in how we support regulation, learning, and student growth.
More recently, we have strengthened collaboration with students’ existing support teams, including occupational therapists and speech-language pathologists. By integrating these supports into the school day where appropriate, we improve communication, align goals, and support the transfer of skills in a natural learning environment."
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"Over the next five years, Summit will continue to grow thoughtfully while maintaining our small, highly personalized structure. Our focus is not on scale, but on deepening the quality and consistency of the student experience.
We will continue to refine our environment and program, including further development of our learning spaces, daily routines, and use of outdoor and community-based learning to better support students who are highly responsive to their surroundings.
We also plan to deepen collaboration with external professionals, strengthening how supports such as occupational therapy and speech-language services are integrated into the school day.
Ongoing staff development will remain a priority, with a focus on regulation, executive functioning, and approaches that support both engagement and academic growth.
Our goal is to continue building a model that is increasingly intentional, responsive, and effective for students."
Welcome to Town Centre Private Schools®. Founded in 1986, TCPS® is a unique school offering a Montessori Pre-School program and an Elementary and High School International Baccalaureate® (IB) World School. Students who take the IB Programme excel in university studies and beyond.
It is so gratifying to find an ideology that can take our Montessori foundations and build upon them in both the Elementary and High School Divisions. The IB Primary Years Programme (PYP) and IB Middle Years Programme (MYP) prepare students for the demands of the High School IB Diploma Programme. In grades 11 and 12, TCPS students have the option of completing the regular Ontario Ministry curriculum, taking IB Certificate Courses, or doing the full IB Diploma Programme (DP). In today’s world with rapidly changing parameters, critical thinking along with self-challenging habits are a necessity and TCPS students will be able to rise to the challenges with ease.
It is with great pride that each year we celebrate the graduating class, many of whom we have had the privilege of watching grow up as part of our TCPS family. With our Remote Learning program in the spring of 2020, our students are fully prepared for the start of school this September, both with Town Centre and those moving on to university. This year the graduating class of 2020 earned over $28,000 in university scholarships. We wish these graduates all the best as they begin the next chapter of their lives.
With detailed safety protocols established, we ran a successful Pre-School Summer Camp and Elementary Summer Camp during July and August. High School students were also able to earn additional credits with online courses this past summer.
Over the summer a comprehensive re-opening plan for the regular school year was put in place allowing students to return to Town Centre this fall and continue with their studies in a safe and controlled environment. Visit TCMPS.com for more information.
Classed resumed on Tuesday, September 8th with students from Pre-School to High School attending class 5 days a week. For TCPS families who prefer to study from home, we are also offering a Remote Learning program for students in Preparatory (age 4) to grade 12.
We have come a long way from our modest beginnings in 1986. One of the keys to our success has been the dedication of our teaching staff and administration. I would like to acknowledge their hard work and enthusiasm over the years. We have grown over the last 3 decades to become a reputable and respected educational institution and I look forward to our future together.
Summit Micro School was born from a simple truth: some of the brightest, most creative minds just don’t fit the mold. And they shouldn’t have to.
Too often, neurodivergent students are made to feel like something’s wrong with them—when really, it’s the system that doesn’t see them clearly. I’ve met so many kids over the years who were bored, anxious, or just plain discouraged in traditional classrooms. They weren’t failing—they were waiting for someone to understand them.
That’s what we do at Summit. We listen. We adapt. We meet students where they are and celebrate who they are. Our school is small on purpose—so every student feels seen, safe, and supported. We build trust, and from that trust comes confidence, curiosity, and growth.
I’ve watched students who once dreaded school start walking through our doors with their heads high. I’ve seen kids discover strengths they didn’t know they had. And I’ve seen families exhale in relief, finally feeling like they’ve found the right place.
Summit isn’t just a school—it’s a community. And if you’re reading this wondering whether your child might belong here, I encourage you to reach out. We take the time to get to know each student and family, and we’ll be honest about whether we’re the right fit—because when the match is right, it’s truly transformative.
I hope you’ll come visit. You’ll feel the difference the moment you walk in.
Sincerely,
Amanda Dervaitis
Progressive
Reggio Emilia
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Contact the school for more information.
Summit Micro School offers a highly individualized, structured program designed for students who are deeply responsive to their environment. Learning is organized around project-based experiences that are hands-on, meaningful, and connected to real-world contexts, allowing students to engage deeply and think critically. Core academic skills in literacy and mathematics are developed through a mastery-based approach, ensuring strong foundations while allowing students to progress based on readiness rather than age. Teaching is responsive and adaptive, with careful attention to pacing, engagement, and student understanding. Our environment plays a central role in learning. Daily routines, small group instruction, and regular time outdoors support regulation, focus, and participation. Executive functioning, communication, and social development are embedded throughout the day, not taught in isolation. The result is a program that balances structure and flexibility, enabling students to build confidence, re-engage with learning, and achieve meaningful academic growth.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We use individualized JUMP Math programs to help students achieve higher standards in mathematics; students work at their level and pace to reach their highest potential. Even the most apprehensive math students learn to love math and gain confidence in their math abilities. Learn more at www.jumpmath.org. Math is also integrated into interdisciplinary STEM classes (Science, Technology, Engineering and Math). Through real-life challenges, students must think critically to discover how to apply mathematical concepts and methods to solve problems.
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Balanced Literacy
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.
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.
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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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Inquiry
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.
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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
Not applicable
Equal Balance
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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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
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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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.
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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.
Information not available
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our early years program is inquiry-based and grounded in Reggio-inspired principles, where learning emerges from students’ interests and is extended through thoughtfully designed projects. We combine play-based exploration with intentional development of early literacy, numeracy, and fine motor skills, ensuring a strong foundation alongside curiosity and creativity. The environment plays a central role. Classrooms are calm, responsive, and designed to support regulation, engagement, and independence. Teachers actively guide learning, helping students deepen their thinking, build language, and develop problem-solving skills. Regular outdoor experiences and hands-on exploration extend learning beyond the classroom. The result is a balanced program where students feel secure, engaged, and ready to take on increasing academic challenge.
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.
Skill building focus - set goals that allow them to master foundational skills and develop a deep understanding of the curriculum concepts
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.
Summit students strive for personal excellence through self-reflection and goal-setting. Academic rigour is embedded in our Project-Based curriculum; students’ project work is purposeful, reaching authentic audiences beyond the teacher, often in our Toronto community. Students are accountable to members of their group and the "audience", raising the bar for the quality of their work and academic contributions. Students can make mistakes in our supportive environment, building their resiliency when faced with challenges. Instead of content knowledge, focus is placed on the development of 21st century skills: critical thinking, collaboration, communication, creativity and innovation, character, global citizenship and computer and technology.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We focus on the development of the whole child. We believe that each of the child's needs must be considered and that these needs may change regularly; we must be responsive to this so that the highest learning potential can be achieved. We believe self-awareness is critical for students to understand their needs so they can self-advocate, find assistance, and drive their own learning, further adding to their resiliency. Individual academic programs, regular collaboration, daily Physical Education, mindfulness practices and individual student support are but a few approaches to addressing the various developmental needs of our students.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Project Based Learning and our individual programs allow for teachers to naturally differentiate for a broad range of abilities in the classroom.
Information not available
Project Based Learning (including STEM) is a framework that supports a broad range of learners, especially those who are "out-side-of-the-box" thinkers with big ideas and the ability to conceptualize abstract and complex concepts, but may struggle to demonstrate these strengths within a traditional curriculum and program. Students work collaboratively in small groups with direct support from teachers. Individualized math and language programs also allow for enrichment, support and remediation when necessary to enable students to move forward without gaps. While we are able to support a diverse population, we do not have dedicated resources and programs for more complex diagnoses.
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
0%
70%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 9
Yes: grades 1 - 8
No
No
No
No
Yes
No
No
No
No
No
At Summit Micro School we welcome a broad range of interests and abilities. Those who struggle to work cooperatively with their peers will find our collaborative approach challenging. Students who are most successful with us are curious, creative, engaged, self-motivated, respectful and have a positive attitude towards learning.
Please refer to the links below for admissions details for each division level.
Pre-School Division - 18 months to age 6
Elementary Division - grades 1 to 8
High School Division - grades 9 - 12
Enrollment into Summit Micro School is open year-round. Our admissions process is as follows: submit an Inquiry Form found on our website: www.summitmicroschool.ca. A member of our admissions team will contact you directly to set up a private information session. An application package will be available at the information session.
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