2035 Upper Middle Road East, Oakville, Ontario, L6H 7G6, Canada
2246 Camilla Road, Mississauga, Ontario, L5A 2J6, Canada
Indirect Support:
2035 Upper Middle Road East, Oakville, Ontario, L6H 7G6, Canada
2246 Camilla Road, Mississauga, Ontario, L5A 2J6, Canada
2014
2000
200
24
Preschool to 8
Nursery/Toddler to SK
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, International Baccalaureate
15 to 18
10 to 15
Learning, Behavioral
In-class adaptations
$9,850 to $19,680
$7,070 to $11,960
No
No
0%
0%
None
None
$0
$0
17
6
0%
0%
90%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1
Rolling
Not available
Not available
Not available
Yes: grades Preschool - 8
No
No
No
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When Edgerton Ryerson established a national, public education system, he highlighted the need for consistency: every school should be the same, offer the same things, from coast to coast. Sadly, that conception of what schools should be, and what they should provide, remains doggedly with us today. Thankfully, schools like Shepherd Montessori step away from that model, choosing rather to offer something as unique as the community they are formed to serve. Shepherd is a school using the Montessori method to deliver a program that is also based in the values of the Catholic church. In that, it’s happily one of a kind. Further, the student population is small, allowing a heightened level of individual attention, something that is also a primary draw. The community of the school is diverse, and while not all families are active within the Catholic church, all nevertheless appreciate the school’s attention to developing the students’ understanding of their spiritual selves. The approach in the classroom is child-centered, child-directed, and project oriented. The ideal student is one able to thrive with a close-knit learning environment.
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"Walden International School is an authorized IB World School that delivers the International Baccalaureate (IB) Primary Years Programme (PYP) to students in JK-Gr 5, and the Middle Years Programme (MYP) to Gr 6-8 students. Walden’s dedication to wellness, service learning, environmental stewardship and international mindedness ensures students are well-prepared for secondary school studies and beyond. Walden is committed to nurturing young people who will mature into globally responsible citizens."
"The only Catholic based Montessori School in the GTA (curriculum encouraged and supported by the Archbishop of Toronto). We provide an intimate environment for students aged 2.5 - 5 yrs that stimulates independent thinking and enriches moral development. Faculty and parents work together to foster, within each child, the early habits, attitudes and skills necessary to establish a lifelong joy in learning. Our responsibility is to guide the whole child - spiritually, emotionally, and intellectually."
"We consider Wellness to be an essential skill and have purposefully incorporated it into our programme."
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"We have a truly balanced approach to learning and a commitment to educating the whole child. There is consideration and appreciation for process (rather than simply outcomes) and an explicit focus on nurturing critical thinking and application of knowledge."
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"Our campus is larger than they perceive from the outside. And, all of our families, students, and guests report that upon entrance into the lobby of our school, there is a welcoming, transcendental feeling that cannot be perfectly articulated."
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“Welcome to Walden. Our motto, Imagine Explore Achieve, speaks to the potential that we seek in our students. We inspire even the youngest students in our Early Years classroom to reach beyond what they know through inquiry and reflection. And, by embracing daily challenges they learn resilience and gain confidence, both hallmarks of success.
“What ultimately sets our standards at Walden is our team of dedicated faculty and staff who never cease to amaze me with their innovation, patience, and professionalism. They are educators who feel that every child is deserving of the very best, who are committed to delivering the very best, and who are not apologetic for demanding the very best.
“We look forward to your visit to Walden. We are eager to share with you our promise of a quality education.”
DAPHNE PERUGINI - BSc, MSEd, OCT
Daphne Perugini was a teacher and Vice-Principal with the Peel District School Board for nearly two decades. She has had experience leading a comprehensive network of educators in Gifted Learning, Alternative Education, and the International Baccalaureate. Like many in the field who have inspired her, Ms. Perugini believes that education needs to be transformed.
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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.
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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.
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Walden International School is an authorized IB World School offering the Primary Years Programme (PYP) and is pursuing candidacy for Middle Years Programme (MYP). Inspired by Henry David Thoreau’s book Walden, our school is committed to fostering independent, self-reliant learners in a nature-centric environment. Our mandate is to model for our students the merits of subscribing to an unadorned approach to living while developing a worldly view in pursuit of academic excellence. As an international school with a globally-focused curriculum, we promise to deliver a rigorous, prestigious and necessary educational programme meeting the standards and demands of the world in which we live.
Our school builds on a foundation to help balance both the academic and spiritual growth needed during the early stages of learning! Our atrium program also is run using the same pholoophy as Montessori.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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MYP Mathematics is more than simply learning formulae or rules. Students do not have the impression that all of the answers to mathematics can be found in a book but, rather, they are active participants in the search for concepts and relationships. Our students learn that Mathematics is alive and are presented with the thrill of exploration and the rewards of discovery. New knowledge may then be applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.
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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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Our early reading program consists of three components: Phonics training, development of a sight word vocabulary, and the story outline using the visual cues on each page. Classroom reading material include class chart stories, phonetic based story books, general story books and guided readers.Students also collect their own stories into a story book format which they use for their reading practices as well.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Writing allows us to develop, organize and communicate thoughts, ideas and information. Fiction and non- fiction in a variety of genres (for example, novels, short stories, biographies, autobiographies, diaries, letters, pastiches, parodies, cartoons, graphic novels, poetry, song lyrics, drama, screenplays, advertisements, blogs, emails, websites, appeals, brochures, leaflets, editorials, interviews, magazine articles, manifestos, reports, instructions and guidelines) are all text types students may engage with to develop their written communication skills, both as readers and writers.
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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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With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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As well as being academically rigorous, MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion- forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.
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Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.
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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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The study of foreign languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.
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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 arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Students are encouraged to risk-take in the Arts and to do their personal best. Students work with a wide variety of Visual Arts materials to create 2 and 3 dimensional creative works. Our Performing Arts Programme with a focus on Instrumental Music invites students to explore their hidden talents.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Walden provides a balanced approach to computer use. Students at all grade levels use digital tools which are integrated in their programme. Teachers enhance lessons with Smart Boards, laptops, Chrome books and classroom computers or can work on whole class activities at one of the 2 computer labs.
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Web design
Robotics
Computer science
MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being.
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Montessori
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
Early learning in the Early Years PYP is a holistic experience that integrates socio-emotional, physical and cognitive development. Very young learners need stimulating, supportive interactions with their peers and teachers and the effective use of curricula. In the Early Years classroom, learning takes place in dynamic environments that promote inquiry, discovery and exploration.
Our school has a strong focus on the spiritual aspect although it is a catholic school we do accept all different religions creeds and beliefs.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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”.
This option allows you to "opt out" of selecting one of "rigorous" or "supportive". Doing so means you will not be shown on pages relating to academic culture, (your exposure will be diminished).
While we value rigour in academics, we promote a caring and student-centred learning culture that focuses equally on process and final product. We celebrate the whole child and instill a love of learning and life-long curiosity.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Walden International School is dedicated to cultivating and preparing principled, compassionate and confident young people who will become globally responsible citizens. Walden students’ interaction with others is genuinely different. It is giving, curious and good. At Walden, we make good people in the knowledge that from goodness arises greatness.
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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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While we are not formally resourced to support students with clinically diagnosed learning disabilities, our mandate is to provide an inclusive learning environment that promotes confidence in all students. Teachers will work with students with observed academic and behavioural difficulties through providing the necessary accommodations that best support the student. The school will work collaboratively with parents to encourage the success of their child.
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RecreationalRec. |
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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
90%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1
Rolling
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Not available
Not available
Yes: grades Preschool - 8
No
No
No
No
No
No
No
No
No
No
No
Walden students are resilient, curious, giving and good. At Walden, we make good people in the knowledge that from goodness arises greatness. We are dedicated to cultivating and preparing principled, compassionate and confident young people who will become globally responsible citizens. Our balanced world class education, with a unique focus on wellness, fosters respect and harmony for self and with others; and, empowers students to imagine, explore and achieve a peaceful and sustainable future.
Parents wishing to enroll their child:
a) Schedule a tour of the school. Brief meeting with Administration and/or Programme Coordinator.
b) If interested, arrange a 2-day (or more, if required) class visit. Supporting documents may be requested.
c) The visiting student will join a class at same grade level. Informal learning assessments will be conducted by the teacher(s).
d) At the end of the classroom visit, parents will receive a written observation report and will meet with Administration to discuss acceptance decisison and next steps.
