4277 14th Avenue, Markham, Ontario, L3R 0J2, Canada
7 Tait Ave, Fort Erie, Ontario, L2A 0G1, Canada
Indirect Support:
4277 14th Avenue, Markham, Ontario, L3R 0J2, Canada
7 Tait Ave, Fort Erie, Ontario, L2A 0G1, Canada
1991
-2019
400
188
Nursery/Toddler to 12
6 to 12
Coed
Coed
Day, Boarding
Boarding, Day
English
English, French, Mandarin
Academic
Academic
Traditional, Montessori
Liberal Arts
Varies
5 to 15
Accelerated curriculum
$11,500 to $16,500
$30,000
$37,500
$58,545
No
No
0%
0%
None
None
$0
$0
24
27
8%
81%
100%
96%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades 6 - 12
No
Yes: grades 6 - 12
information not available
information not available
Trillium, in some senses, hits the sweet spot in terms of size: it’s small enough to maintain an intimate, student-centred feel, yet large enough to have a robust program of extra-curricular activities. The Montessori focus in the early years carries over somewhat into the middle and upper grades, most evident in the attention to community and a sense of belonging within the school family. While the academic program is proven, the community of the school is also an important draw. Instruction is challenging, yet supportive, and cast within a global lens, perhaps most evident within the language programs offered. The ideal student is one looking for something different, able to thrive in a diverse academic atmosphere, and preparing to enter university.
View full reportThough relatively new, FEIA has a lot to offer, beginning with extensive physical resources. The campus includes two academic buildings, with some structures dating to the 1920s, and others, modernist, constructed in the 1960s. Learning and living areas are varied, spacious, and developed in ways that you simply don’t find in international schools of this vintage. To build a campus this large and well-appointed would be a feat for any school in its first years. Also beginning construction is a boarding facility that, once finished, promises to be jewel of the property. To say the school is proximate to the Canada-US border risks understatement—Buffalo, New York, is just across the Niagara River, the shore of which is just a block from the FEIA campus. Also close by is the largest customs port between the two countries. As such, the school has access a considerable array of transportation hubs, including both the Toronto and Buffalo international airports. The academic program is rigorous, created for students intending to go on to post-secondary studies in North America. The co-curricular program adds dimension to student life, and is rightly a priority of faculty. Given that the school is relatively new, FEIA perhaps isn’t the first option that comes to mind, though that will surely change, particularly with the completion of the dormitory. It’s a strong option, to be sure, and definitely a school to watch.
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"Founded in 1991, Trillium School is a co-educational school with Montessori-based kindergarten. Trillium serves students from 18 months to Grade 12. The school is housed in a 38,000 sq ft facility, complete with a full-sized gymnasium, computer and science laboratories, a library and fully contained schoolyard. Trillium believes in developing the whole child through a balanced approach to education. The enriched curriculum and high expectations demand a disciplined approach to students' studies. Our High School division provides an enriched, challenging academic programme in a nurturing and stimulating learning environment. Students are encouraged to show initiative and leadership, and challenge themselves to reach their potential. Our university preparation program is designed to identify and prepare the students to reach their post-secondary goals. Trillium offers assistance to the students and help them select the most suitable programmes in colleges and universities. The High School offers a number of awards and scholarships to incoming and current students every year to recognize students' success in academic and other areas. We encourage students to pursue excellence and achieve their best in all intellectual, artistic, physical and social pursuits."
"FEIA is a private boarding school in Fort Erie, ON with students from around the world in grades 6 - 12. FEIA provides enriched Ontario curriculum opportunities through experiential learning, global awareness and guides students to achieve personal, academic and athletic excellence. Offering elite, prep school basketball and hockey programs, FEIA has an elevated level of community spirit. Students are empowered to strive for their goals and to become agents of change, innovators and leaders on a global scale."
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"All our teachers and staff stay at the school for many years.
The parents think that all our teachers and staff are very friendly."
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Trillium was founded in 1991. The school is committed to establishing within each of its students a strong foundation of work and study skills, a varied and extensive base of knowledge, and an ability to critically examine, discuss,and assess the world around them. Trillium graduates shall be global citizens, compassionate and tolerant in their perspective. They will have the self-confidence to try new things and the self-motivation to strive throughout their lives to meet high social, moral and work standards.
I am honoured to serve as Fort Erie Academy's principal! This is my sixth year in educational leadership. Before becoming principal, I had many leadership experiences, including lead teacher, student life coordinator, and vice principal. Throughout these amazing experiences, teaching still remains central to my everyday practices.
I also have more than ten years of classroom teaching experience in private boarding schools in Southeast Asia, Australia, the Middle East and Canada. My educational background includes a Bachelor of Arts in English and History (University of Guelph), a Graduate Diploma in Education (University of Newcastle, Australia), a Teacher Leadership Specialist, a Guidance and Career Education Specialist, and an Ontario College of Teachers Principal qualification.
I am privileged to lead Fort Erie International Academy and the many talented teachers and students here! My goal is to continue to bring passion to education with a commitment to creating a supportive climate and culture at F.E.I.A. conducive to teaching the “Whole Child,” empowering staff & students by creating a conducive environment for teaching and learning, implementing meaningful initiatives, and inspiring life-long learning and well-being! I look forward to working with all stakeholders in our growing school community this year!
Liberal Arts
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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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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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Our Casa program effectively melds Montessori methodology with a more structured and traditional approach to the curriculum. A great deal of hands-on work is included throughout the Casa years.
At Fort Erie International Academy, our academics are delivered with an experiential approach. We develop problem solving and critical thinking skills. Students are highly engaged with this style of learning as they apply the concepts they learn in a practical manner. We achieve a balance between individual and group activities. Group activity is the norm in our classes with students taking on leadership roles. Together they learn to collaborate and to appreciate different opinions as they achieve common goals.
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.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
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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
Physics
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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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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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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
FEIA’s Visual Arts Portfolio Program is structured to support and develop the talents of students interested in pursuing a career in visual arts, by creating an environment of creative expression. Selected students will be guided by industry professionals, experienced in both technique and education, to help them develop their skills and explore their interests; ultimately putting together a curated professional portfolio to include in their application to a post-secondary art school.
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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The use of technology is adopted through all courses to prepare students for the reality of the workforce
Web design
Robotics
Computer science
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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The Trillium Casa program effectively melds Montessori methodology with a more structured and tradition approach to the curriculum. In the earliest years, a structured classroom environment helps children begin to develop the independence needed to be successful learners, Children focus on adapting to a classroom environment, listening to their teachers and classmates, and following instructions.
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Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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 “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”.
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.
In many subject areas, our program exceeds the curriculum requirements of the Ontario Curriculum as set out by the province's Ministry of Education.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
In order for students to be ready to learn and develop to their highest potential, Fort Erie International Academy (FEIA) is committed to ensuring that students and staff thrive in a safe and welcoming community that embodies mutual respect, inclusivity, and is equitable and caring. FEIA is committed to creating a diverse and multicultural environment that builds positive relationships and promotes enthusiasm for learning to prepare students for post-secondary education and career destinations.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
100%
96%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Rolling
Yes: grades K - 12
Yes: grades 6 - 12
No
Yes: grades 6 - 12
Yes: grades 9 - 12
No
Yes: grades K - 12
Yes: grades 6 - 12
Yes: grades 1 - 12
No
Yes
No
In order for students to be ready to learn and develop to their highest potential, Fort Erie International Academy (FEIA) is committed to ensuring that our students and staff thrive in a safe and welcoming community that embodies mutual respect, inclusivity, and is equitable and caring.
The FEIA International Student Application Process includes four inclusive steps that must be completed in full before we can grant enrolment acceptance to any student applicant:
