497 Scott Street, St. Catharines, Ontario, L2M 3X3, Canada
851 Tecumseh, Montreal (DDO), Quebec, H9B 2L2, Canada
Indirect Support:
497 Scott Street, St. Catharines, Ontario, L2M 3X3, Canada
851 Tecumseh, Montreal (DDO), Quebec, H9B 2L2, Canada
1986
1974
180
485
Nursery/Toddler to 8
7 to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Montessori, International Baccalaureate
Traditional
15 to 18
10 to 24
Learning
Dedicated gifted school
Dedicated class; in-class adaptations
$15,400
No
Yes
0%
0%
None
7 to 11
$0
$5,000
14
81
0%
0%
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11
Rolling
Oct 09, 2020
Not available
Not available
No
Yes: grades 7 - 11
No
No
No
No
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Wheatley was founded in 1986 by Eda Varalli, who remains as the principal of the school today. Her inspiration was, truly, the best there ever is—to create a school that just did things better than they were being done. She took the Montessori method as a starting point, particularly in its focus on the individual, the belief that instruction is best when it takes the curiosity and the spirit of the learner. The school has grown over the years, including notably in 2001 with the move into the school’s current facility. The community that the school describes includes parents and extended family, and annual events underscore that, such as a grandparent’s day every April; during Family Literacy Week, parents and grandparents are invited to come into the school to read with students. In all, there’s a nice little spark throughout the life of the school, evident in things like the parent open house titled, beautifully, “Come See What I Can Do Day,” or the standing invitation for parents to have coffee with the principal. Sometimes there is a lot of power in the details, as well as in consistent leadership, and Wheatley serves as a lovely example of that.
View full reportWest 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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"Wheatley has been preparing children for the future since 1986. Small classes, a supportive environment and individualized teaching methods allow every child to realize his or her full potential, while promoting academic excellence. Montessori program from two years of age to Grade 4 and the International Baccalaureate Middle Years Programme for Grades 5 to 8. Wheatley provides exciting extracurricular activities and enriched academic studies (Grade 9 Math credit offered)."
"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."
"Our curriculum is designed to develop the whole child and to prepare students to be exemplary citizens of our world. Our motto, “Preparing young minds for the future” captures the essence of the school. We provide our students with an education that reflects the needs of the 21st century – developing interdisciplinary skills, offering the tools and resources to explore their potential, and creating a solid foundation around core subjects that are critical to reasoning and comprehension."
"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."
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"It is through a balance of curriculum, activity and community that Wheatley develops the whole child. We emphasize the capacity for critical thinking and an understanding of what learning is and how it is applied to real world situations. Our arts programming nurtures the creative spirit and builds confidence through participation in such school activities as art shows, the school band and theatre projects. Our physical education component underscores the importance of teamwork and ongoing skill"
"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."
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"Wheatley is a diverse community – we welcome international students from around the world and can arrange a safe, secure environment for your child to be billeted in the Niagara region. In addition, International students pay the same tuition rate as our Canadian students."
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"Our small classes and low student to teacher ratio allows us to get to know every child and guide him or her on the journey of life. Every child has a voice – at Wheatley, we listen."
"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."
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Welcome to Wheatley, a vibrant and dynamic independent school dedicated to educating children from toddler age to grade eight. Wheatley embraces a philosophy that values the importance of instilling confidence, self-esteem, responsibility and a lifelong love of learning. We believe in working hard, caring for one another and, above all, making sure that learning is fun.
Our curriculum is designed to develop the whole child and to prepare students to be exemplary citizens of our world. Our motto, “Preparing young minds for the future” captures the essence of the school. We provide our students with an education that reflects the needs of the 21st century – developing interdisciplinary skills, offering the tools and resources to explore their potential, and creating a solid foundation around core subjects that are critical to reasoning and comprehension.
Wheatley promotes two proven educational methods: Montessori for children age 2 to grade 4 and the International Baccalaureate Middle Years Programme for Grades 5 to 8. These programs have distinguished themselves around the globe and they share in the belief that peace in our community and our world can be achieved through the education of children.
It is through a balance of curriculum, activity and community that Wheatley develops the whole child. We emphasize the capacity for critical thinking and an understanding of what learning is and how it is applied to real world situations. Our arts programming nurtures the creative spirit and builds confidence through participation in such school activities as art shows, the school band and theatre projects. Our physical education component underscores the importance of teamwork and ongoing skills improvement, and applying them in the gym, on the field and in life.
Wheatley is a diverse community – we welcome international students from around the world and can arrange a safe, secure environment for your child to be billeted in the Niagara region. In addition, International students pay the same tuition rate as our Canadian students.
Our small classes and low student to teacher ratio allows us to get to know every child and guide him or her on the journey of life. Every child has a voice – at Wheatley, we listen.
It is my privilege to be a part of a school that is leading the way in educating the young minds of 21st century. I’d be delighted to provide a personal tour of our school and discuss how Wheatley can make a positive difference in your child’s education.
Please feel free to contact my office at 905.641.3012 or [email protected] to arrange a tour.
Yours sincerely,
Eda Varalli, MS. ED. Head of School
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!
Traditional
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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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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Our Montessori and International Baccalaureate Middle Years curriculum is dedicated to providing a child-centered education whose focus is to develop the whole child. We are committed to developing internationally-minded individuals dedicated to shaping a more peaceful world and become aware of their responsibilities as world citizens. Students are engaged, challenged and supported as they strive for excellence and reach their academic potential. Character development (integrity, respect, responsibility, caring, citizenship) is emphasized.
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.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Equal Balance
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.
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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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Web design
Robotics
Computer science
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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We use the Montessori Method as our curriculum for the Toddlers to age 5. The teacher's role is to guide the child to fulfill their true potential. These first years of school are the most important ones in a child's development. This is the time he/she builds the adult they are going to be.
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Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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.
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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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We value the social and emotional development of each child as much as the intellectual. A happy child is always eager to learn and fulfil their true potential.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Young children come to us with an open heart and an eagerness to learn. The Montessori method is an individualized program. Through the use of the Montessori materials and individualized teaching, we are able to very early in their learning identify children's needs. Children are flagged and followed. Modifications are made to the program when necessary. Also, recommendations and referrals are made to outside specialists if a need is identifies.
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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.
CompetitiveComp. |
RecreationalRec. |
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 11
0%
0%
$0
$5,000
100%
0%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11
Rolling
Oct 09, 2020
Not available
Not available
No
Yes: grades 7 - 11
No
No
No
No
No
No
No
Yes: grades 7 - 11
No
No
No
No
When accepting a child in our program, we use the following guidelines:
Toddler Program (18 months-3yrs)
Casa Program (3yrs-6)
Lower Elementary Program (Year 1-4)
Upper Elementary Program (Grades 5-8)
Evaluation for French School on Sunday, October 4, 2020
Evaluation for English School on Sunday, October 25, 2020
