851 Tecumseh, Montreal (DDO), Quebec, H9B 2L2, Canada
121 Kennedy Avenue, Toronto, Ontario, M6S 2X8, Canada
Indirect Support:
851 Tecumseh, Montreal (DDO), Quebec, H9B 2L2, Canada
121 Kennedy Avenue, Toronto, Ontario, M6S 2X8, Canada
1974
1987
485
250
7 to 12
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Montessori
10 to 24
Varies
Learning, Developmental
Dedicated class; in-class adaptations
$15,400
$12,500 to $19,900
Yes
No
0%
0%
7 to 11
None
$5,000
$0
81
21
0%
0%
0%
0%
7, 8, 9, 10, 11
Oct 09, 2020
Not available
Not available
Not available
Yes: grades 7 - 11
No
No
No
No
No
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West Island College (WIC), in Montreal, is effectively two schools under one roof. It offers an enriched education for Grades 7 to 11 in two streams: one for native French language speakers and a separate French immersion program. Academic excellence is the main focus at WIC. The school also has strong athletics and arts programs, and offers a wide range of extracurriculars that includes musical theatre, debate, robotics, school newspaper work, and yoga. This helps unlock kids’ passions and nurtures their interests. After enrolment, kids enter one of three houses at WIC, creating instant camaraderie and community. Small class sizes, individualized learning, and whole-person development help kids thrive academically but also socially and emotionally. Kids at WIC are encouraged to grow into well-rounded, global-minded citizens who are actively engaged with their community both inside and outside of the school gates.
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Humberside was founded in 1987 by Felix Bednarski Molly Galle, and they remain as directors of the school today. As such, there has been a long and consistent attention to the initial intentions for the school, one of those being a fidelity to the core of the Montessori program as described by Maria Montessori through her work. That fidelity to the core of the approach is a particular draw for the families that enroll here, as is the demonstrated attention to maintaining AMI standards in classroom resources and faculty development. Parental involvement in the life of the school is welcome and encouraged, allowing a sense of community that extends nicely beyond the walls of the school proper.
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"West Island College (WIC) is two schools under the same roof: an entirely French school and an English school with a French immersion program. Both offer enriched studies. WIC students and teachers engage in a learning process that is second to none. Our caring educational community is committed to helping every student to be informed and empowered, leading by example to discover and pursue their own path forward in academics, the arts, athletics, community service, leadership, or wherever their passion lies."
"Accredited by the prominent Association Montessori Internationale (AMI) established by Dr. Maria Montessori, Humberside Montessori School is found in the heart of the Bloor West Village-High Park neighbourhood in Toronto. Our school was established in 1987 by Felix Bednarski (M.A., A.M.I.) and his wife Molly Galle (RN). We remain dedicated to promoting the educational philosophy envisioned by Dr. Montessori, and we adhere to the principles that are recognized as the international standard for Montessori education."
"The WIC Difference
The Pursuit of Personal Excellence
Our vision is to be an inclusive community that continuously defines an innovative learning experience and cultivates multilingual, well-rounded, global-minded citizens who embrace change.
By cultivating a culture of care and connecting the classroom to the curriculum of life, WIC empowers every student to have a positive impact in their communities and beyond."
"Our authentic Montessori pedagogy creates carefully designed learning environments that meet our students' social, emotional and intellectual needs. Mixed age learning environments where children stay with the same teacher for multiple years ensures that children are able to learn at their own pace which keeps them at just the right level of challenge. Those who are ready to move on do so, children who need a bit more time to consolidate their learning are also able to thrive."
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"Families choose West Island College for its established reputation (almost 50 years), close-knit community, bilingual environment, wide range of extra-curricular activities, enriched curriculum, experiential learning opportunities, inclusivity, and commitment to empowering students. These qualities create an educational experience that prepares students for academic success, while also equipping them with the skills and mindset needed to thrive in a diverse and interconnected world."
"The overwhelming feedback we receive from our families is that they are consistently amazed by the children and staff across all grades who are happy, engaged and productive in beautiful environments both indoor and outdoor. Our location directly on the Bloor subway line makes us very accessible and our tuition rates are extremely competitive with parents feeling that they are getting tremendous value for the money spent."
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"The time, energy and thought dedicated to classroom design to encourage independence, exploration and self-directed learning.
We see children as immensely capable and revered individuals.
The longstanding relationships that we develop with our families. Students stay connected to our school for many years after graduation and often visit to let us know how they are doing."
"WIC houses two schools in one building, allowing students to mingle together in all activities (meals are included in the fees at WIC). This integrated approach fosters unity, inclusivity, and cultural exchange among the student body. By going beyond language barriers, students develop strong communication skills, cultural competence, and a global perspective. It creates a unique and enriching environment where students can build lasting friendships and connections that extend beyond classrooms."
"Some parents might be surprised to know that our students graduate from Humberside Montessori School in Gr. 8 and that we are one of very few Montessori Schools in Canada that have an Adolescent Program (Gr. 7/8 classroom)."
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It is a great pleasure and privilege to welcome you to West Island College Montréal!
We are immensely proud of the reputation our school has established since its founding in 1974. WIC is an independent, non-denominational co-ed day school with more than 470 students from Grades 7 to 11 and 65 staff, all united by the joy of learning, personal excellence in achievement, and shared values. Our progressive attitude and technology-infused approach shape our unique bilingual learning environment.
As you get to know us, you will see that WIC’s vision and mission are impactful, bringing together academic excellence and an inclusive learning community for all. The WIC difference builds on the school’s fantastic 46-year tradition to innovate and create meaningful opportunities for today’s young people, whether in the classroom, enriching experiential excursions or vibrant array of extracurriculars.
Our bilingual learning community embraces change and engages with the curriculum of life beyond the school gates. We positively challenge students of all backgrounds and ignite every student’s innate love of learning. A focus on personalized learning and whole-person development enables WIC students to thrive and achieve excellent results – we have a proven track record of successful progression into post-secondary education in Québec and beyond.
At the centre of every great school is an outstanding staff, and WIC is no exception. Whether inside the classroom or out, students and teachers engage in a learning process that is second to none. Together, our caring educational community is committed to helping every student to be informed and empowered, leading by example to discover and pursue their own path forward in academics, the arts, athletics, community service, leadership, or wherever their passion lies. Our students acquire the mindset and competencies to make a difference and succeed in the world of the future, actively contributing as well-rounded, global-minded citizens and deeply connected Montrealers.
The best way to get to know our community is to visit and discover why WIC truly is an extraordinary school where ideas live and breathe. Please contact our Admissions team and join one of our virtual tours. We very much look forward to welcoming you!
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Montessori
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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.
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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MISSION To provide an innovative learning culture in a coed bilingual environment, in which each student develops the skills necessary to excel in post-secondary education and in life. VISION We are a lead school redefining the educational experience through innovative teaching and learning. The school, established in 1974, offers a rich tradition of achievement and a reputation as being progressive, innovative, and committed to excellence. At WIC, we provide a stimulating learning environment that is both nurturing and challenging in all areas. Our excellent academic, sports and cultural offerings afford every individual the opportunity to shape their development as well-balanced, happy, and contributing members of the community. Our school combines excellence in teaching, creativity in the curriculum, and a highly personal experience in a technology-enriched learning environment. At WIC, extraordinary opportunities such as international travel, extracurricular activities, arts, and athletics are accessible to all students, and within our small school environment, they are able to participate and excel in a variety of fields.
We follow international guidelines for an authentic Montessori approach and are accredited through the Association Montessori Internationale (AMI). Our mixed aged classrooms allowed for a personalized approach based on an individual child's needs and readiness to move through the curriculum.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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We follow AMI guidelines for math curriculum.
Montessori specific manipulatives. Textbooks (Nelson) in Gr. 7 & 8
Calculators are used in Gr. 7 & 8
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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We follow AMI guidelines for our reading program.
Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Following AMI curriculum guidelines, children learn cursive writing starting in the Casa program.
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.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
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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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Children in our Casa program are in mixed-age classrooms (pre K, JK, SK) which allow a child to learn at their own pace in an environment where close attention is paid to meeting a child's physical, social, emotional and intellectual needs.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Although we indicated emotional development as our secondary developmental priority, our holistic approach to education considers all areas of human development as equally important.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We have 1 learning specialist who reviews psycho-educational assessments and individualized education plans that are currently being followed. WIC is not necessarily able to support all children's needs. Please contact our Admissions Officer, Tatiana Deveau at [email protected] if you have questions.
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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
7 - 11
0%
0%
$5,000
$0
0%
0%
7, 8, 9, 10, 11
Oct 09, 2020
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Not available
Not available
Yes: grades 7 - 11
No
No
No
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
No
Evaluation for French School on Sunday, October 4, 2020
Evaluation for English School on Sunday, October 25, 2020
Prospective parents will be asked to arrange a time for an in person visit and tour of the school prior to submitting an application form.
Once an application is submitted, a one-time application fee is processed. A non-refundable deposit of $2,000.00 is processed once an available space is confirmed.
