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OUR KIDS Report:
Report on Trafalgar Ridge Montessori School
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Grades Preschool — 3 — Oakville, ON (Map)
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THE OUR KIDS REPORT:
Trafalgar Ridge Montessori School
REPORT CONTENTS
Reviews
Analysis

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Halton-Peel (Oct 18)

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Trafalgar Ridge Montessori School ACADEMICS & Curriculum


Page Contents

Insider community voices

Hear directly from Trafalgar Ridge Montessori School community as they share insights into the Academics.

PJ Caletti, Parent, Trafalgar Ridge Montessori School - text snippet underneath video thumbnail - academics
Parent

PJ Caletti

Shares something their child is particularly proud of at the school.

Curriculum Montessori

[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at TRMS: Montessori

TRMS has a Montessori approach to Curriculum (as opposed to Traditional, Liberal Arts, Progressive, Reggio Emilia, Waldorf approach).

[Show: About Montessori?]

Our Kids definition: 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.

Compare TRMS's Curriculum with other schools on OurKids.net:
  Montessori - 12%
  Traditional - 39%
  Liberal arts - 12%
  Progressive - 34%
  Reggio Emilia - 1%
  Waldorf - 2%

What TRMS says about their overall curriculum and approach:

TRMS offers the full Montessori curriculum from Preschool to Grade 3 focusing on developing the whole child by introducing them to all areas of learning including language, STEM, social studies, art, music and physical education. French enrichment is included at all grade levels. We also focus on character education and social emotional wellness. We strive for happy students who love life and learning!


Montessori offered:

ProgramOffered
Montessori toddler
Casa
Elementary
Middle School
High School

Approach

Focus
Academic

Pedagogies and subject courses:

  • Mathematics

    Equal Balance

    Mathematics approach at TRMS: Equal Balance

    TRMS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).

    [Show: About Equal Balance?]

    Our Kids definition: These math programs feature an equal balance of “Traditional” and “Discovery” methods.

    Compare TRMS's Mathematics with other schools on OurKids.net:
      Equal balance - 67%
      Traditional math - 27%
      Discovery math - 6%

    What TRMS says:

    We offer a two fold Math curriculum that encompasses Montessori and traditional Math. We offer coding for grades 1 to 3.

    Textbooks and supplementary materials:

    This information is not currently available.

    Calculator policy:

    This information is not currently available.

  • Early Reading

    Phonics-intensive

    Early Reading approach at TRMS: Phonics-intensive

    TRMS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).

    [Show: About Phonics-intensive?]

    Our Kids definition: 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.

    Compare TRMS's Early Reading with other schools on OurKids.net:
      Phonics-intensive - 48%
      Whole language - 2%
      Balanced literacy - 50%

    What TRMS says:

    The Montessori curriculum is mostly focused on phonics however whole language concepts are also introduced during early reading and onwards. Reading comprehension and deciphering information occurs once the child starts to read beginning phonics readers. A comprehensive reading program is introduced during the Casa years.

    DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    What TRMS says:

    This information is not currently available.

  • Writing

    Systematic approach

    Writing approach at TRMS: Systematic approach

    TRMS has a Systematic approach approach to Writing (as opposed to Process approach, Equal balance approach).

    [Show: About Systematic approach?]

    Our Kids definition: The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.

    Compare TRMS's Writing with other schools on OurKids.net:
      Systematic approach - 11%
      Process approach - 11%
      Equal balance - 78%

    What TRMS says:

    Learning to write works in conjunction with early reading literacy. From Preschool onwards children learn to formulate letters, words and sentences. A strong focus on grammar and creative writing skills occurs in Senior Kindergarten to Grade 3.

  • Science

    Equal Balance

    Science approach at TRMS: Equal Balance

    TRMS has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).

    [Show: About Equal Balance?]

    Our Kids definition: 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.

    Compare TRMS's Science with other schools on OurKids.net:
      Equal balance - 68%
      Expository - 7%
      Inquiry - 25%

    Teaching approach:

    STEM is introduced from Preschool through exploration and inquiry. Elementary grade 1,2,3 students participate in a mandatory annual STEM FAIR.


    Treatment of evolution:

    SubjectOffered
    Evolution as consensus theory
    Evolution as one of many equally viable theories
    Evolution is not taught

    Topics covered in curriculum:

    SubjectOffered
    Biology
    Chemistry
    Ecology
    Geology
    Meteorology
    Physics
    Physiology
    Zoology

  • Social Studies

    Core Knowledge

    Social Studies approach at TRMS: Core Knowledge

    TRMS has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).

    [Show: About Core Knowledge?]

    Our Kids definition: 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).

    Compare TRMS's Social Studies with other schools on OurKids.net:
      Core knowledge - 39%
      Expanding communities - 28%
      Thematic - 33%

    What TRMS says:

    This information is not currently available.

  • Foreign Languages

    Communicative

    Foreign Languages approach at TRMS: Communicative

    TRMS has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).

    [Show: About Communicative?]

    Our Kids definition: 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.

    Compare TRMS's Foreign Languages with other schools on OurKids.net:
      Communicative - 32%
      Audio-lingual - 4%
      Equal balance - 64%

    What TRMS says:

    This information is not currently available.


    Language instruction offered in:

    SubjectOffered
    Chinese-Cantonese
    Chinese-Mandarin
    French
    German
    Greek
    Italian
    Japanese
    Hebrew
    Latin
    Russian
    Spanish
    ESL

  • Fine Arts

    Creative

    Fine Arts approach at TRMS: Creative

    TRMS has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).

    [Show: About Creative?]

    Our Kids definition: 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.

    Compare TRMS's Fine Arts with other schools on OurKids.net:
      Creative - 36%
      Receptive - 1%
      Equal balance - 63%

    Program offers:

    SubjectOffered
    Acting
    Dance
    Drama/Theatre
    Graphic Design
    Music
    Visual Arts

    Visual studio philosophy:

    Expressive
    Disciplined

    What TRMS says:

    This information is not currently available.

  • Computers and Technology

    Medium integration

    Computers and Technology approach at TRMS: Medium integration

    TRMS has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).

    [Show: About Medium integration?]

    Our Kids definition: Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

    Compare TRMS's Computers and Technology with other schools on OurKids.net:
      Medium integration - 52%
      Light integration - 22%
      Heavy integration - 26%

    What TRMS says:

    This information is not currently available.


    Program covers:

    SubjectOffered
    Computer science
    Robotics
    Web design

  • Physical Education

    What TRMS says:

    Physical development is essential for the growing child. We offer movement breaks both structured and free style (recess) throughout the day. In addition an off site structures physical education program is offer for JK to Grade 3 which can include multi-sports, Zumba and skating, swimming depending on the grade level.

  • Sex and health education

    Not Ontario curriculum

    Sex and health education approach at TRMS: Not Ontario curriculum

    TRMS has a Not Ontario curriculum approach to Sex and health education (as opposed to Follows provincial curriculum approach).

    [Show: About Not Ontario curriculum?]

    Our Kids definition: The sex education curriculum does NOT follow the provincial one taught in public schools - either in terms of structure, pacing, focus, and/or tone.

    Compare TRMS's Sex and health education with other schools on OurKids.net:
      Does not follow prrovincial curriculum - 43%
      Follows provincial curriculum - 57%

    What TRMS says:

    This information is not currently available.

Preschool/K Curriculum Montessori

[Show definition of Preschool/K Curriculum]

Preschools and kindergartens tend to have a particular curriculum or curricular approach. This refers to what is taught and how it's taught. Most preschools have a curriculum that comprises a blend of best practices drawn from multiple curriculum types. A preschool's curriculum may or may not, though, reflect its higher-level curriculum (if it's part of a school with elementary or secondary programs)

Preschool/K Curriculum approach at TRMS: Montessori

TRMS has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).

[Show: About Montessori?]

Our Kids definition: 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.

Compare TRMS's Preschool/K Curriculum with other schools on OurKids.net:
  Montessori - 29%
  Play-based - 20%
  Waldorf - 2%
  Reggio emilia - 7%
  Academic - 42%

What TRMS says about their preschool/K curriculum approach:

We offer a lower Casa (preschool) and Upper Casa (JK SK) well-rounded Montessori program taught by Accredited and experienced Montessori teachers.

Montessori Approach Moderately non-orthodox

Trafalgar Ridge Montessori School's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.

  Primary Lower Elementary
Age groupings
How children are grouped by age for each class.'
 2.5 to 5 6 to 8
Uninterrupted work periods
The longest uninterrupted work period for each class.'
 2 hours 2 hours
Tests and assignments
How often students are given tests or assignments in each class.'
 Semi-regularly (Moderately Non-Orthodox) Semi-regularly (Moderately Non-Orthodox)
Graded work
How often students have their work graded in each class.'
 Semi-regularly (Moderately Non-Orthodox) Semi-regularly (Moderately Non-Orthodox)
Arts and crafts
The percentage of a typical student's day that is spent on arts and crafts in each class.'
 10% 10%

Overall approach

Orthodox
29% of schools

Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

Moderately Orthodox
45% of schools

Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

Moderately Non-Orthodox
21% of schools

Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

Non-orthodox
5% of schools

Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.

Classroom practices

  • Whole-class lectures Moderately non-orthodox

    Orthodox

    Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    Moderately orthodox

    Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    Moderately non-orthodox

    Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    Non-orthodox

    Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.

  • Special education Moderately non-orthodox

    Orthodox

    External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    Moderately orthodox

    External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    Moderately non-orthodox

    External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    Non-orthodox

    External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

  • Specialist classes Moderately non-orthodox

    Orthodox

    We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    Moderately orthodox

    We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    Moderately non-orthodox

    We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    Non-orthodox

    We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

  • Modern-day technology Moderately non-orthodox

    Orthodox

    Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    Moderately orthodox

    Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    Moderately non-orthodox

    Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    Non-orthodox

    Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

Teaching assistants

This school doesn't use teaching assistants.

Language English

Learn about Trafalgar Ridge Montessori School's languages of instruction and enrolment.

TRMS offers English as the primary language of instruction.

Language of enrolment include: English, French, Spanish, Mandarin

Language immersion include: French immersion

Curriculum Pace Standard-enriched

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at TRMS: Standard-enriched

TRMS has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).

[Show: About Standard-enriched?]

Our Kids definition: 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.

Compare TRMS's Curriculum Pace with other schools on OurKids.net:
  Standard-enriched - 54%
  Accelerated - 18%
  Student-paced - 28%

What TRMS says about their curriculum pace:

This information is not currently available.


Flexible pacing style

Type Offered
Subject-streaming (tracking)
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
Differentiated assessment

What TRMS says about their flexible pacing:

We allow the child to progress at their pace.

Academic Culture Supportive

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at TRMS: Supportive

TRMS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).

[Show: About Supportive?]

Our Kids definition: 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.

Compare TRMS's Academic Culture with other schools on OurKids.net:
  Supportive - 49%
  Rigorous - 51%

What TRMS says about their academic culture:

This information is not currently available.

Developmental priorities Balanced

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Balanced

Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

Secondary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

What TRMS says about their developmental priorities:

This information is not currently available.

Special needs support No support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

TRMS offers No support

TRMS offers no/limited support for students with learning difficulties or special needs.

A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:

Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
  • 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.

Read our guide to special needs schools and special education


Academic support

TypeOffered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed learning disabilities

TypeOffered
Accommodations
Modifications
Extra support

Additional support

TypeOffered
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy

Gifted learner support No Support

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Curriculum Delivery: This information is not currently available.

Class structure

Program Offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

In-class adaptations

Program Offered
Custom subject enrichment (special arrangement)
Custom curriculum compacting (special arrangement)
Guided independent study (custom gifted arrangement)
Cyber-learning opportunities (custom gifted arrangement)
Formalized peer coaching opportunities (specifically for gifted learners to coach others)
Custom subject acceleration (special arrangement)
Career exploration (custom gifted arrangement)
Project-based learning (custom gifted arrangement)
Mentorships (custom gifted arrangement)

What TRMS says about their gifted learner support:

This information is not currently available.

Homework Policy

[Show definition of Homework Policy]

Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

Nightly homework

In grade Gr. 3, TRMS students perform an average of 30 mins of homework per night.

PSJKSK123
TRMS15 mins15 mins15 mins30 mins30 mins30 mins
Site Average1 mins6 mins7 mins16 mins19 mins26 mins

What TRMS says about their flipped classroom policy:

This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades

TypeGrades
Prose (narrative)-based feedbackPreschool to Gr. 3
Parent-teacher meetingsPreschool to Gr. 3
 

OUR KIDS REPORT: Trafalgar Ridge Montessori School

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From OUR KIDS, Canada’s Guide to Private Schools,
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