95 Bellevue Avenue, Toronto, Ontario, M5T 2N8, Canada
70 Silver Birch Avenue, Toronto, Ontario, M4E 3K9, Canada
Indirect Support:
95 Bellevue Avenue, Toronto, Ontario, M5T 2N8, Canada
70 Silver Birch Avenue, Toronto, Ontario, M4E 3K9, Canada
333.6 km
332.8 km
2008
2010
140
82
Nursery/Toddler to 8
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori
Progressive
10 to 24
6 to 12
Learning, Behavioral
Dedicated gifted class
Dedicated class; in-class adaptations
$18,700 to $20,700
$16,000 to $21,500
No
Yes
0%
4%
None
JK to 8
$0
$1,000
11
7
0%
0%
100%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 6
Yes: grades 1 - 8
No
No
information not available
information not available
"They have instilled in her a love for learning..."
Georgina Lopez - Parent (May 08, 2018)
I cannot say enough good things about this school. I am so happy I discovered it 4 years ago for my ...
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"The lessons are presented in a fun, thoughtful and creative way that have made a big impact on his early literacy."
Robin Wight - Parent (Aug 30, 2021)
My children attended both the Junior Kindergarten program as well as Grade 4. Every day they were e...
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There are various aspects to the Montessori model of instruction, though Westside nicely addresses not only what Montessori is, but also what it can mean in the longer-term. Maria Montessori didn’t think small—her classrooms, she felt, could be a doorway to many things, including world peace. That’s a very big thought of course, but within it is that idea of the longer-term, the belief that education is about the future of a society through addressing the future of each child. At Westside, that’s very much the intention: to give young students the basis for success in their education, and ultimately, success in life. The vibrancy of the surrounding Kensington Market community finds its way, very happily, into the classroom as well. Core literacy and numeracy are important, though there is also an attention to esteem, executive functioning, and social interaction. Rightly, families look to Westside, often principally, because of the program’s attention to those foundations.
Schools are founded for a range of reasons, though a few are founded out of a very acute need, and that’s the case with Claremont. The school provides support for students with dyslexia and that academic environment—one that is created to address the needs of the students—can itself be transformative. The delivery is based in the Orton-Gillingham multi-sensory approach to instruction, which is in every way the international standard. But this is a home, too, and students benefit from the close, caring approach of a faculty that understands them as learners and comes to know them as people. Parents no doubt are prone to describe the school as life-changing, and, for very many, it certainly is.
WMS' two downtown campuses offer nurturing and educational environments complete with expansive green space for our students (aged 1.5 - 14 yrs.). Westsiders achieve their fullest potential; they radiate self-confidence and exhibit a love for learning. Our programs are holistic, academically challenging and bilingual (French) while staying true to Montessori Philosophy. Our children develop strong executive functions, a love of and connection to nature and a sense of belonging and commitment to their community.
Claremont School is a small, private elementary school dedicated to teaching students with dyslexia from Grades 1 – 8. Our program has an intensive Language and Math focus. Our specialized linguistic curriculum is a structured literacy program based on the Orton-Gillingham Approach. Our multi-sensory, systematic exploration is a perfect match for Kindergarten where students learn the fundamentals in a creative, nurturing environment. Kindergarten is open to all students.
Children present us with opportunities to think about the world in new and fascinating ways. I am blessed to share my days with our Westside students and my evenings with my own child, who is three. A few months ago, when explaining to my son Wyatt that I work at his school and we may see each other from time to time, he began with the “Why? Why?” that educators and parents are extremely familiar with. He wanted to know why I work at his school, “Because I like to help children and teachers.” “Why?” “Because I love children.” “Why?” Up until this moment, the conversation had been easy, really easy. This was a huge question and he was awaiting my response, “I love children because within each child lies an opportunity for a better world”.
Maria Montessori, who lived through two world wars, believed that through children, we can achieve world peace, and I quote, “Establishing lasting peace is the work of education; all politics can do is keep us out of war.” Mahatma Gandhi met Maria Montessori in 1931, and she invited him to speak to a group of Montessori teacher trainees. He said, “If we are to create peace in our world, we must begin with our children.”
They are right, if peace doesn’t begin with the children, it doesn’t begin at all. Spending time with these beautiful souls reminds me on a daily basis that anything is possible and they will lead us there. We must give them the opportunity, trust and confidence to make it happen. We must have faith in their development and know that they will arrive.
I invite you to set up a time to come to Westside Montessori School and learn more about our programs and the independent, motivated and compassionate students we are guiding.
Students with dyslexia read slowly, laboriously, deciphering text letter-by-letter, leaving little mental capacity to contemplate the meaning being conveyed or the literary devices employed. Reading for these students becomes a task to avoid. Early in their school life, a vicious cycle develops where weak readers avoid reading and fall behind. Good readers gain knowledge and confidence while struggling readers may find much of the curriculum inaccessible and experience diminished self-confidence. Similar patterns of behaviour occur when learning to spell and communicate in writing. Dyslexic students find learning to spell very challenging. This in turn hampers their choice of words used in writing passages, which is not an accurate reflection of their knowledge.
We know how to help students with dyslexia to read and spell thanks to the work of Dr. Orton, Anna Gillingham and their pioneering colleagues, who developed a unique language pedagogy in the early 1900’s. Claremont School has based their curriculum on the Orton-Gillingham Approach (OGA) and created a complete language program for elementary students struggling to learn to read and spell. We call this Practical Linguistics and it incorporates best practices in the field of language instruction.
Having used the OGA/Practical Linguistics Approach with my dyslexic students and seen for myself how empowering and life-changing this approach is, I was determined to start my own common-sense revolution in the world of special education. To that end, with the help of the students and teachers at the Claremont School, I have created a reading and spelling curriculum accessible to teachers around the world called The Great Word House™ (GWH). Our therapeutic teaching is now available to the many students who need our help. Claremont School is at the forefront of teacher training and publishing in the field of reading and spelling education.
Our mission is to teach students with dyslexia, so that they may fulfill their considerable potential and gain the skills and self-confidence needed for academic success.
Sincerely,
Evelyn Reiss, B. Sc., M.A.
Principal, The Claremont School
Progressive
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.
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.
Not applicable
Every child is an individual, captivated by different things at different times. We personalize your child’s learning experience by creating individualized lesson plans based on their interests, level of understanding and experiences. In this manner, every child is introduced to all aspects of our curriculum at the right time in their development. Children who graduate our program will be prepared for the next step in their education, private or public, with a genuine love of learning. They will have an increased curiosity about the world around them and the confidence necessary to take on new academic and social challenges.
Situated in the Beach, on Silver Birch Avenue, in Toronto, Ontario, Claremont School is an elementary co-educational school dedicated exclusively to the teaching of students with dyslexia from Grades K – 8. We offer a tailored curriculum designed by a Fellow of the Orton-Gillingham Academy for specific and intense remediation of reading, writing, and math skills. Our aim is to empower dyslexic students and prepare them for success in the mainstream once strong foundational knowledge is acquired, and to do so in the most effective and efficient manner.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Math is taught using a combination of traditional methodologies, multisensory strategies and guided discovery exploration. All concepts are related to real life projects in which application of mathematical principals are applied.
Jump Math IXL Orton-Gillingham Math
Calculators can be used as the teachers deem appropriate.
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.
Information not available
Using research-based best practices the following areas are the focus for students with dyslexia: phonological awareness, reading fluency, vocabulary acquisition and reading comprehension. The multisensory Orton-Gillingham/Practical Linguistics lesson plan is the central platform of reading instruction.
No
Claremont School uses standardized testing and Great Word House™ levelled evaluations.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Information not available
Written expression includes grammar, syntax, and sentence to essay instruction. The Claremont Writing program integrates written instruction in all subject areas. Writing skills are often an area of weakness for students with dyslexia, and our curriculum seeks to emphasize instruction in this area. Our school offers several extra-curricular activities that promote the art of writing. We sponsor writing competitions in several genres: poetry, fiction and non-fiction. Students run and contribute to the Claremont School Newsletter.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Science is taught using hands on exploration and experimentation. In the older grades, students are taught subject specific vocabulary and the scientific method, that is development and testing of a hypothesis. Data collection and recording of results is integrated with mathematical instruction.
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
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Information not available
The students study a variety of text from short passages to longer novel studies. Fiction and non-fiction are part of the curriculum in every grade.
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Information not available
Social Studies is a balanced program encompassing hands-on activities, key subject specific vocabulary and integration with Science, Language, The Arts and Math curriculum.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
By looking at the past, the students make connections and look critically at conditions in the present.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Information not available
Students are encouraged to express a multiplicity of viewpoints to a variety of experiences. Students are provided with an enriched creative environment that promotes skill development.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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.
Information not available
Claremont School teaches Media Literacy; however, assistive technology is kept to the minimum. Students in upper elementary grades are taught typing skills and computer techniques.
Web design
Robotics
Computer science
Information not available
Outdoor education, sports, physical and mental health is a priority at Claremont School. Throughout the day, these subjects are incorporated into the curriculum.
Academic
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.
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.
The Montessori classroom is a nurturing, bright and spacious environment specifically prepared for children. At WMS, children engage in a variety of activities; some enjoy a snack, one child writes a story, others work in a group and the teacher introduces a new lesson to a student. The mixed age setting enables the older children to build confidence and leadership skills through teaching and helping their younger peers. Meanwhile, the younger children are inspired to adapt the responsible, mature behaviours of their older classmates.
Claremont First Steps Kindergarten Program is a linguistic approach to teaching language, which means we teach the skills that need to be mastered in order to read and spell successfully. Math concepts and numeracy are taught through hands-on exploration and problem solving. A deep understanding of Number Sense is instilled through theoretical and experiential instruction. First Steps is a multi-sensory, structured program with built-in diagnostics; consequently, student's strengths and weaknesses are assessed for effective curriculum development for individual child.
Student-paced
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.
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.
Standardized and criterion-reference testing is conducted annually, which determines the rate that curriculum is delivered. Assessment also determines the curriculum content.
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.
We believe that students with dyslexia have abilities and gifts that our society needs. While respecting these strengths and imparting the knowledge that will unlock their academic potential, we will serve both the students and our community as a whole. Literacy is a priority. Students experience a literature-rich environment that will develop their reading and writing skills while emphasizing analysis and creativity. All students will receive Orton-Gillingham/Practical Linguistics instruction.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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 con?dent individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our mission is to maximize the emotional, social, and intellectual potential of our students so that they can reach their optimal potential and become valuable members of society.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Westside Montessori School |
The Claremont School |
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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
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Types of accommodations include: 1. Structured scaffolded lessons 2. Systematic step by step curriculum 3. Extra time for projects, assignments, and tests 4. Repetition review which is ongoing 5. Small class size 6. Organizational strategies 7. Frequent assessment and evaluation
Information not available
Class size is small which allows for focused intervention and attention to all students. Instruction is delivered using multiple methodologies and strategies which enable optimal progress.
Westside Montessori School |
The Claremont School |
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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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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
JK - 8
0%
4%
$0
$1,000
100%
75%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 6
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
Application is open for all students in Kindergarten program. For Grades 1-8, students are designed for students which dyslexia, that is, students who have difficulty in reading, writing , spelling, and/or Math.
