4075 Metchosin Road, Victoria, British Columbia, V9C 4A4, Canada
745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
Indirect Support:
4075 Metchosin Road, Victoria, British Columbia, V9C 4A4, Canada
745 37th Street N.W., Calgary, Alberta, T2N 4T1, Canada
1954
1979
300
296
Preschool to 12
3 to 12
Coed
Coed
Day
Day
English, French, Spanish
English
Academic
Academic
Montessori
Traditional
Varies
12 to 14
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
$9,565 to $32,000
$15,900
Yes
Yes
0%
40%
Preschool to 12
3 to 12
$5,000
$7,500
19
30
0%
0%
80%
50%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades 3 - 12
No
No
information not available
information not available
Offering a Montessori education from Preschool to Grade 12, Westmont Montessori School is located alongside 143 acres of parkland. Not surprisingly, kids at Westmount spend a lot of time outside, whether it’s hiking, bouldering, or mountain biking in the park, exploring rock pools on the adjoining beach, or gaining practical skills in the on-campus gardens. The school offers an array of inspiring and fun extracurriculars that include a Mandarin club, band, chess, STEM, mime, and table tennis. The school has bright, modern classrooms and outdoor learning shelters. While kids at Westmont tend to excel academically, teachers also focus on fostering independence and a passion for learning and developing new interests. This exciting and dynamic environment when combined with dedicated and caring teachers provides the ideal place for kids to thrive.
View full report
“Everybody is like me here.” That’s what one student said when asked why he liked going to Foothills. Indeed, while the academics are exceptional, as is the staff, it’s that relatability that is a draw for families, and which sits at the very core of the school’s success. We all do better in environments that we can relate to, and which in turn can relate to us. For the students that attend, Foothills is precisely that environment. If you have a chance, by all means, speak to a parent of a student, and remember to bring some tissues. The school rightly prides itself in making a difference in the lives of the children that attend, and they have, and they do, often in very moving ways. The students arrive having struggled in other settings, often lagging behind their peers in significant ways. That changes, often from the first day. It’s telling that at least one of the teachers—there may be more—is a graduate of the school. Not only has she achieved things that, perhaps, she at one point she may not have expected of herself, she also translates that experience to the students that she teaches today. In her, and in the school as a whole, students are encouraged to see the possibility within themselves. And, oftentimes, that makes all the difference.
View full report
"I LOVE that the kids go to school in a forest."
Michelle McClure - Parent (Feb 14, 2022)
My children love this school. They adore their teachers and have a sense of pride and ownership of t...
View full review
"The Westmont teachers and staff are highly dedicated and committed."
Peter Scott - Parent (Feb 14, 2022)
At Westmont, my daughters have felt safe, nurtured, and valued as individuals. They appreciate the f...
View full review
"Our experience in academics has been phenomenal."
Joslin Nelson - Parent (Feb 14, 2022)
My daughter is always thrilled to attend Westmont - she literally runs to school every single day! S...
View full review
"The teachers are all very passionate and engaged."
Michelle Housley - Parent (Jun 09, 2022)
I will admit that the first few months that our son attended Foothills, he was not that happy. He w...
View full review
"Westmont aims to inspire students to learn through experiences and respecting their interests, developmental needs and speeds while following the principles of Maria Montessori. The school has expanded and evolved to meet the needs of our community and has adapted its programs based on the changing world around us. We have embraced technology in the classroom to connect students to virtual experiences while spending time in the 143 acres of forest, streams and ocean front that our 8 acre campus backs on to."
"Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs. A wide variety of extra-curricular activities, sports and clubs are offered. With a graduation rate of close to 100%, our students successfully go on to post-secondary education and the workplace."
"At Westmont, experiential learning begins in pre-k and elementary with a focus on experiences in nature and self-directed use of hands-on tools. This expands in middle school with projects that integrate multiple subjects and require high-performance teamwork.
In our new High School program, projects are tackled through the design thinking model. We bring students to the world by creating learning experiences in progressive environments that offer knowledge from the real world, not a textbook."
"Three core values that underpin the school program are based on Self-Determination Theory and are expressed as: Find Understanding. Build Confidence. Maximize Potential. Staff build strong relationships with students to really understand each individual's strengths and interests. Students feel a sense of competence which develops their confidence and self-belief. Students feel connected to their learning and have a voice that allows them the freedom to thrive and maximize their potential."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"- Tailored education
- Academic excellence
- Whole child development
- Stunning nature campus
- Best of BC’s new curriculum. “Best implementation of BC’s new curriculum I’ve seen” – Ministry of Education Inspector
- Caring and supportive community. It makes all the difference in a young person’s development.
- Passion for learning. Our method ignites a fire for deep, lifelong learning. How? Choice within boundaries.
- Mentorship for life. From K-12 our students learn how to lead and be led."
"Foothills Academy focuses exclusively on students with Learning Disabilities (and associated disorders such as ADHD). The warm, welcoming environment and caring staff make students and families feel safe and supported for their individual strengths and challenges. Our 100% graduation rate and a high percentage of students that pursue post-secondary education are evidence of our success. A robust bursary program ensures no students are turned away due to financial circumstances."
Information not available
Information not available
"What parents often overlook from Westmont's program is the development of "soft skills" that are not addressed in traditional education models. These skills are hard to quantify but easy to identify. They can be seen in the courtesy and respect a student displays in public settings, in the self-direction and self-discipline when a student completes homework without prompting, or when a high-schooler recognizes and willingly helps a pre-schooler on the playground."
"We are a smaller, specialized school but we provide a rich, whole-school experience. There are many opportunities for students to participate in areas of interest through clubs and extracurricular activities. Many activities are determined by the student interests providing opportunities for students to engage in an area of strength or interest and share that interest with other students. For students who struggle academically, this opportunity to identify and develop areas of strength is vital."
"We choose to be an independent organization so we can remain nimble and able to adopt and adapt new programs as our community needs them. Our autonomy gives us the freedom to partner with innovators and experts as we identify new areas of interest for our students and new opportunities to learn from some of the most interesting people and organizations in the world."
"When a child attends Foothills Academy, they immediately become part of a large family. All staff - whether they directly teach a student or not - get to know them and are invested in their success and well-being. There is no way to slip through the cracks. The staff are continually engaged in professional development to stay on top of evidence-based best practices."
Information not available
Information not available
Information not available
Information not available
The moment I arrived at Westmont as a parent in the Fall of 2008, I was taken aback by the amazing campus, the incredibly warm welcome, and the instant feel of community. Little did I know that I would be celebrating my 10th year as head of school in 2021-22. It is an absolute privilege to be a part of a school that is solely focused on the well-being and growth of our youth.
There have been many changes as we expanded our programs up into Middle School and High School. Yet all the changes have been done with the single-minded focus that a more fulfilling experience for students exists, one that honors their unique spirits and passions.
The 2021-22 school year is a truly landmark year for Westmont with our very first High School graduate from Grade 12. We couldn’t be prouder of this student’s accomplishments. With the further expansion of High School for 2022-23, we are dedicated to making this unique High School experience available to students who want to make their learning more meaningful and relevant.
Whether you are a parent looking to start their child on their educational path, or are a student looking for a better learning experience, I want to thank you for taking the time to visit our website. I hope that this will be the first step in a long journey together. I look forward to getting to know you.
Founded in 1979, Foothills Academy has grown into a leading day school program (grades 3 - 12) for individuals with Learning Disabilities with average to above-average cognitive ability. Despite having faced challenges with learning in the past, we have high expectations of all students. What sets us apart is our focus is upon the whole child. While students strive to reach their academic potential and progress to University, College or the workplace, we ensure their social, emotional, and organizational skills are met too. We provide students with a safe and caring environment and the individualized teaching and supports they need to feel secure and confident to learn and achieve success in Alberta’s demanding curriculum. To round out their education, the demanding academic schedule is complemented by a wide variety of option classes and sporting activities. Every individual at Foothills Academy has great potential, and it is our role to realize this in every student and help them to discover the strengths that lie within them. At Foothills Academy, families will find a supportive, close-knit community working together to ensure everyone’s success.
To further support the whole child, Foothills Academy Society also operates Estelle Siebens Community Services within our centre. Year-round programs and services are available to both the school families and the wider community. They are a crucial resource for families affected by LD/ADHD in Calgary and beyond. These programs and services include Camp Amicus, Amicus Recreation, social skills programs parent and teacher workshops, psychological assessments, counselling, tutoring and research. Foothills Academy Society is a school and so much more!
Traditional
Information not available
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.
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.
Not applicable
Though Westmont consistently graduates students who excel at getting into and thriving at the post-secondary level, the ultimate aim of Westmont's Montessori education is much, much grander: to unleash the power of each person’s uniquely creative absorbent mind to become the moral change agent that our world desperately needs. Westmont's educational environment designed around: age-specific developmental needs, honouring of each person’s unique absorbent mind, and understanding that students must be active constructors in their own learning.
Foothills Academy is an independent school for students with diagnosed Learning Disabilities in grades 3 - 12. Small class sizes allow the experienced staff to create a positive learning environment that builds on the strengths and unique learning styles of each student while supporting their social and emotional needs.
Traditional Math
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
We never take for granted pre-rerequisite skills. Our staff constantly review pre-requisites before they move on to new concepts while following all requirements set out by Alberta Education.
Grade 3 - 9 we use Nelson Grade 10 - 12 we use different publishers for each academic stream
Our goal is to minimize the reliance on a calculator but calculators are provided as an accommodation on an individual basis depending on need.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
We use a variety of resources to help students develop phonemic awareness, improve reading fluency and comprehension.
No
We do pre and post-testing throughout the year and standardized assessments.
Equal balance
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.
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.
Writing is multifaceted in a Montessori program, and it begins with journaling, story writing, and research-based reports at a young age. Writing is integrated into all subject areas. As students grow older, their writing assignments become more structured and more complex. Students are provided with many opportunities and choices for writing. This element of choice helps foster their passion for and interest in writing. Students carry out all steps of the writing process from planning to first draft, editing, and final draft. Grammar is also integral to the Montessori program and is utilized to help students understand the structure of language and to use this knowledge to enhance their writing.
We provide a balance between structured approaches to narrative and expository writing but recognize the value of prose and encourage creative expression through various forms of media.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
We approach teaching science in a traditional method because our students benefit from explicit instruction. Extra instructional time provides opportunities for inquiry based activities that reinforce concepts learned and increase a personal connection to the topic.
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
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
In the younger grades, a more traditional approach is used. At the junior and senior high levels, traditional and social justice approaches are amalgamated.
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 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.
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.
In the elementary grades, the Montessori Curriculum integrates social studies with science, language (and even math). Students are taught about history at a young age, beginning with the history of the universe, evolution, and also the history of specific countries and cultures. They also learn a great deal about geography (both physical and political), studying maps of continents at a very young age, and advancing to specific countries, states, and provinces. The Montessori materials help provide them with concrete representations of the concepts and places studied.
We follow Alberta Education curriculum that is based on Expanding Communities. Also, because of our specific population, we also address issues focused on developing active citizenship and fostering advocacy.
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.
Information not available
We use a balanced approach to help students to personally connect to global and historical issues.
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.
Information not available
Information not available
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
Information not available
Creative
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.
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.
Information not available
We follow the Alberta Education curriculum of studies. Fine arts are seem as an important component of developing the whole child. We emphasize the development of personal strengths and help students recognize their areas of passion. A wide variety of fine arts activities are provided as extracurricular activities in addition to classes.
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.
Our view is that computers and technology have educational value insofar as they are integrated with Montessori philosophy. Computers are therefore used a practical life material in the Montessori classroom. In grades 1 to 3, they are used minimally, but are available in the classroom as a shared tool for research and/or word-processing. In grades four and up, computers and technology are increasingly used to help students develop the technologically relevant skills they will need to operate in the world such as making online presentations, researching, utilizing email, and word processing. Students are also exposed to age-appropriate coding programs throughout their time at the school.
Technology is embedded throughout the school program. Our school uses Google Apps for Education and every student has access to a personal device (Chromebook, iPad or laptop depending on grade). We have an Assistive Technology Specialist provides support for students' specific needs.
Web design
Robotics
Computer science
Outdoor programming from early years to Grade 12 required daily.
Our physical education program is based on personal levels of success and promoting healthy, active lifestyle choices. We have lots of opportunities for students to get involved in a variety of intramural and extra-curricular activities.
Not applicable
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.
Not applicable
The Montessori philosophy at Westmont gives students the freedom to make their own choices within an environment which is thoughtfully and intentionally structured. Any barrier to learning is removed. The 3-year age groupings allow students to initially look up to others and be inspired and then provide the opportunity to share knowledge and be leaders. Pre-school and kindergarten programs are designed to prepare students for later lessons. The programs focus on developing the whole child who has a love of learning and can then develop academically.
Information not available
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Westmont has reimagined school based on the world its students will live in and has created an experiential, dispersed and partnered learning model of education. Using the BC Curriculum and Montessori philosophy as our foundation we use projects and problem-solving to allow us to continually evolve our curriculum by monitoring and adapting to new trends, world events, environments, and listening to the interests of our students. We use a partnership model that allows us to continually expand our environments and our access to expertise. We focus on the self-paced mastery of concepts prior to moving on to new areas of study.
Many students who come to us have experienced feelings of failure and not fitting it in their current schools. We need to make students feel valued for who they are - individual strengths and challenges. When students feel safe and cared for, they are more willing to engage with learning again. All our staff and administration work together for the same goals for our students. Students are surrounded by staff throughout the school who truly care about them. Being a school of under 300 students allows strong relationships to form and students cannot go unnoticed and slip through the cracks.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Foothills Academy Society believes in the rights, abilities, and the unique strengths of each individual with Learning Disabilities and associated disorders. Across our School Program, the goal of Self-Determination is at the forefront. The three pillars of Self-Determination theory (relatedness; competence; and autonomy) are interwoven throughout all our efforts and provide direction for our work. It is summed up in our slogan: Find Understanding, Build Confidence, Maximize Potential
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
In addition to the expert teaching staff we have in the classrooms, students have access to extra supports to enhance and maximize their learning potential. Educational Assistants, Assistive Technology and IPPs are available to and benefit all students. For those who require more, specialized support, we have additional Assistive Technology, Psychologists and Occupational Therapy and Speech-Language Therapy.
Information not available
All students are diagnosed with a Learning Disability before they are able to attend Foothills Academy.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
Preschool - 12
3 - 12
1%
40%
$5,000
$7,500
80%
50%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Preschool - 12
Yes: grades 3 - 12
No
No
No
No
No
No
No
No
No
No
Our students are interested in learning and inspired to improve. They are asking questions and self-motivated. They are looking for a sense of community and school they are excited to come. Our families embrace new experiences, value collaboration, and looking for a higher teacher to students ratio. Our students are eager to learn about themselves, how to advocate for themselves, build their confidence and learn skills that are needed for their future success.
In order to be considered for admission to the School Program, a child must be diagnosed with a Learning Disability. The child must have average or above average intellectual capacity, have no primary emotional problems, and be functioning below his/her expected grade level in various academic subjects. No child is refused admission based on their families’ financial circumstances due to generous donors and an active fundraising program for bursaries.
We are accepting applications for all Early Years to Grade 12 programs on a rolling basis. Space is limited and some programs are waitlisted.
Step 1 – Tour
Interested families are encouraged to visit our campus. Westmont has tours available every Thursday morning, during the school year, to see our programs in action. No tours are available July and August.
Step 2 – Apply
Please complete an Application form.
This can be dropped of at the school with the Application Fee. Please submit any supporting documents as required, i.e. report cards, diagnostic testing, occupational therapy reports, etc.
Step 3 – Student Visit
Westmont does require that all students have a mandatory visit so that teachers can get to know your child. This visit is a half day for Early Primary and two days for Elementary/Middle School.
Step 4 – Enrolment
Enrolment may happen after the student visit. Successful enrolment depends upon available spaces, suitability for the program, and the ability to meet any special learning needs a student may have.
For more details please follow the link: https://westmontschool.ca/admissions/.
Applicants for the school program must complete and submit the Application for Admission form, complete with necessary documentation. A non-refundable processing fee of $50 must accompany the application.
For your ease and convenience, we have created and included a checklist of items that we require. This information must be supplied before we can proceed with your child’s application. Upon receipt of the documentation and completed application form, and after reviewing the information, we will contact you concerning your child’s application to attend Foothills Academy. If there is any further information you require, please do not hesitate to call. We look forward to hearing from you.
Application Check List
Psychological Assessment
Support Documents
Application Form
The completed School Application form and $50.00 non-refundable process fee.
Consent Forms
Separate Consent to Release Forms should be sent by you, with a covering request letter, to the School Board, Doctor, Psychologist, etc. that tested your child so they will release their test information to Foothills Academy.
