Montverde Academy

About MVA

Montverde Academy is a coeducational day and boarding college preparatory school located just 25 minutes from Orlando, Florida. Our boarding program serves students in grades 7-12 and post-graduate studies. With a 100% college acceptance rate, our graduates have been accepted to prestigious schools including Boston College, Cornell University, Dartmouth College, Duke University, Harvard University, Johns Hopkins University, Princeton University, University of California Los Angeles, Yale University, and Wake Forest.

One hundred percent college acceptance rate
Accreditations include SAIS, FCIS, and SACS
Thirty-three Advanced Placement courses
Six Study Area Concentration (SAC) diplomas
Over 70 percent of our faculty have advanced degrees
Award winning theatre and music programs
Advanced Placement course offerings include five fine arts classes
Our Boys’ Varsity Basketball program are four time National Champions
Our Boys’ Varsity Soccer program are seven time National Champions
Girls’ Varsity Basketball and Soccer both ranked in the top 10

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Location and Busing

17235 Seventh Street, Montverde, Florida, 34756, United States

School Busing:

MVA offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only, occasional rider, door-to-door pickup , airport pick-up.

Additional notes: The annual fee for the 2018-19 school year is $1,500 for regular bus riders. One way service (AM or PM rider) is $750 per school year.

Gallery

School Life Gallery

Gallery showcasing school life and general photos of Montverde Academy.

School Facilities Gallery

Gallery showcasing specific locations and facilities found at Montverde Academy.

Athletics facilities

Arts facilities

Campus

Classrooms

Residences

Science facilities

Instructional resources

Shared spaces

Promotional video for Montverde Academy.

Academics

Academics Summary: [Hide summary]

Curriculum: Traditional
- Mathematics: Traditional Math
- Early Reading: Phonics-intensive
- Writing: Equal balance
- Science: Equal Balance
- Literature:
- Social Studies :
- Humanities and Social Sciences :
- Foreign Languages:
- Fine Arts:
- Computers and Technology:
- Physical Education:
- Advanced Placement courses :
- Sex and health education:
Preschool/K Curriculum: Academic
Curriculum Pace: Accelerated
Academic Culture: Rigorous
Developmental priorities: Balanced
Special needs support: Indirect Support
Gifted learner support: Accelerated curriculum
Language: English
Homework Policy:

Curriculum Traditional
[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 MVA : Traditional
MVA has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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 uni?ed 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.

Curriculum at schools on OurKids.net

Traditional - 43%
Liberal arts - 16%
Progressive - 25%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

What MVA says: Academics are the foundation at Montverde Academy. Students have the opportunity to work with teachers in an innovative, college preparatory setting. With an average 15 to 1 student-faculty ratio, classes are focused on cultivating critical thinking skills and developing life-long knowledge while encouraging students to do their best both in and out of the classroom. Our focus is on leading you down the path to fulfill your highest potential.

Approach:

Focus

Academic
Pedagogies and subject courses:

Mathematics Traditional Math

Mathematics approach at MVA : Traditional Math
MVA has a Traditional Math approach to Mathematics (as opposed to Discovery Math , Equal Balance approach).
[Show: About Traditional Math?]
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.

Mathematics at schools on OurKids.net

Traditional math - 26%
Discovery math - 7%
Equal balance - 67%

What MVA says: Our lower school curriculum is Math in Focus, the Singapore Method. This method focuses on mastery of specific concepts at a very deep level. In middle school, the comprehensive nature of the mathematics program meets the needs of each student. It also allows our students to easily transition from one level of mathematics to the next level within the Middle School division and then into the Upper School division. Beginning in grade 9, students are taught courses to enhance and continue the study of mathematics and provide a college level foundation to those who are not aspiring to a math, science or technical major.

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 MVA : Phonics-intensive
MVA has a Phonics-intensive approach to Early Reading (as opposed to Whole Language , Balanced Literacy approach).
[Show: About 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.

Early Reading at schools on OurKids.net

Phonics-intensive - 45%
Whole language - 2%
Balanced literacy - 53%

What MVA says: Being a Reader is the first piece of the curriculum which integrates reading instruction with the social learning needed to build a caring classroom community. The curriculum teaches foundational skills in the context of rich literacy experiences that foster students’ growth as responsible, caring and collaborative people. This program combines the strengths of whole-class and small group instruction to develop confident readers who love to read, understand what they read, and can discuss their ideas and opinions with others. The curriculum uses authentic literature and is leveled to meet each child specific needs.

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

What MVA says: This information is not currently available.

Writing Equal balance

Writing approach at MVA : Equal balance
MVA has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).
[Show: About 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.

Writing at schools on OurKids.net

Equal balance - 78%
Systematic approach - 10%
Process approach - 12%

What MVA says: The third piece to our lower school curriculum is Being a Writer. Being a Writer teaches children to write with conviction and purpose, for multiple audiences and to demonstrate their understanding. Creating classroom experiences that develop a love of writing and allow children to express their thinking requires thoughtful and intentional instruction. Using authentic children’s literature, the program provides support for creating a Collaborative Classroom environment where teachers facilitate student discussion, provide a model for the respectful exchange of ideas, and help students develop their own voice.

Science Equal Balance

Science approach at MVA : Equal Balance
MVA has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).
[Show: About 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.

Science at schools on OurKids.net

Equal balance - 67%
Expository - 6%
Inquiry - 27%

Teaching approach: Students are exposed to science at Montverde Academy beginning in grade Pre-K3. Using a blend of expository and inquiry based learning, our students develop their knowledge and understanding of science throughout their educational career, preparing them for higher learning.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

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

Literature

What MVA says: This information is not currently available.

Social Studies

What MVA says: This information is not currently available.

Humanities and Social Sciences

What MVA says: This information is not currently available.

Foreign Languages

What MVA says: This information is not currently available.

Fine Arts

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

What MVA says: This information is not currently available.

Computers and Technology

What MVA says: This information is not currently available.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What MVA says: This information is not currently available.

Advanced Placement courses

This information is not currently available.

Sex and health education

MVA 's approach to sex-ed: This information is not currently available.
Jump to:

Mathematics

Early Reading

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Advanced Placement courses

Sex and health education
Preschool/K Curriculum Academic

[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 MVA : Academic
MVA has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
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.

Preschool/K Curriculum at schools on OurKids.net

Academic - 44%
Play-based - 18%
Montessori - 31%
Waldorf - 2%
Reggio emilia - 5%

What MVA says: With the objective of educating the whole child, our program incorporates Computers, Foreign Language, Drama, Art, Music, Library and Physical Education. Our teachers combine the science, the art, and the “heart” of teaching to create inspirational learning environments that successfully keep each child actively engaged in the learning process. Our goal is to create a lifelong love of learning in our children.

Focus
Academic

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

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

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Accelerated

[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 MVA : Accelerated

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

[Show: About Accelerated?]

The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

Curriculum Pace at schools on OurKids.net

Accelerated - 16%
Standard-enriched - 57%
Student-paced - 27%

What MVA says: Our curriculum includes 33 AP courses. Over 50 of our students are recognized each year by the College Board as AP Scholars for their high performance on the AP exams. Students consistently exceed the state and global average. In 2016, their qualifying percentage was 80, compared to 60 globally.

Flexible pacing style

Flexible pacing style	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 MVA says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[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 MVA : Rigorous
MVA has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
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”.

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What MVA says: Highly motivated students are attracted to Montverde Academy for our demanding academics and stellar athletic and fine arts programs. Montverde Academy has 33 Advanced Placement courses, over 13 honor courses, and nine different honor societies. We partner with several colleges and universities allowing students access to special programs such as the Health Sciences Collegiate Academy. One-hundred percent of Montverde Academy graduates are accepted into four year universities. Our students matriculate to elite colleges and universities across the country and the world.
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 MVA says: As our students learn new things, we encourage them to explore relationships between new discoveries and the things they already know. Between what they’ve learned and their own experiences in the world, they learn the lifelong skills of finding, evaluating, synthesizing and applying new knowledge in their lives.

Special needs support Indirect 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.

MVA offers Indirect Support

Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

What MVA says about their special need support: When a student has a documented disability we will work with the family to provide reasonable accommodations.

Academic Support:

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

Mild but clinically diagnosed ADHD:

Subject Ttype	offered
Accommodations
Modifications
Extra support

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.
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

Gifted learner support Accelerated curriculum

[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.

Dedicated gifted programs:

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

Curriculum delivery: Acceleration (The main focus is on acceleration. This means that all students work at a much quicker pace than public school peers (usually working at least one grade-level ahead). )

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 MVA says: This information is not currently available.

Language English

MVA offers English as the primary language of instruction.

Language of enrollment include: English
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.

In grade Gr. 8, MVA students perform an average of 2 hours of homework per night.

Nightly Homework

PS JK 1 2 3 4 5 6 7 8
MVA 0 mins 0 mins 15 mins 15 mins 30 mins 45 mins 45 mins 60 mins 90 mins 120 mins
Site Average 2 mins 5 mins 15 mins 17 mins 23 mins 29 mins 34 mins 40 mins 52 mins 56 mins

What MVA says about their flipped classroom policy: This information is not currently available.

	PS	JK	1	2	3	4	5	6	7	8
MVA	0 mins	0 mins	15 mins	15 mins	30 mins	45 mins	45 mins	60 mins	90 mins	120 mins
Site Average	2 mins	5 mins	15 mins	17 mins	23 mins	29 mins	34 mins	40 mins	52 mins	56 mins

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

What MVA says:

We offer 46 clubs, including 11 Honor Societies, six SAC clubs, as well as an Academic team and math team.

Sports Offered	CompetitiveComp	RecreationalRec
Baseball
Basketball
Equestrian
Football
Golf
Ice Hockey
Lacrosse
Rowing
Rugby
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball
Weightlifting
Badminton
Running

Clubs Offered
Foreign Language Club
Math Club
Poetry/Literature club
Robotics club
School newspaper
Science Club
Student Council
Yearbook
Art Club
Chess Club
Choir
Community Service
Computer Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day		US $7,875	US $9,845	US $12,730					US $16,380
Boarding										US $51,350

What MVA says about their tuition: Both boarding and day student families in grades K-12 may pay their tuition in two lump sum payments (less a deductible). Day students in grades 6-12 may pay monthly (less deposit). Payment in full for all students must be made prior to the end of the school year.

Need-based financial aid

Grade range that need-based aid is offered:	6 to 12
Percentage of grade-eligible students receiving financial aid	40%
Average aid package size	$7,500
Percentage of total enrollment on financial aid	26%
Total aid available	$2,000,000

Application Deadline:

April 15, 2018

More information:

www.montverde.org/page/admissions/tuition--financial-aid/apply-for-financial-aid

Application Details:

This school works with Apple Financial Inc. for processing financial applications
Online application and financial documents are required

Merit based Scholarships

This information is not currently available.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Preschool to Gr. 12	Coed	Day	891
Group 2	Gr. 7 to Gr. 12	Coed	Boarding	325

Additional Statistics:

Total enrollment	1,216
Average enrollment per grade	81
Average class size	Varies
Gender (grades)	Preschool to Gr. 12 (Coed)
Boarding offered	Gr. 7 to Gr. 12
% in boarding (total enrollment)	27%
% in boarding (grade-eligible)	7%

International Students:

Percentage of students are international students	33%
Number of different nationalities within student population	80
Five-day boarding programs offfered

Student distribution:

	PS	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day Enrollment	15	27	36	39	42	37	44	43	61	71	85
Boarding Enrollment										1	10
Class Size	15	15	20	20	20	20	20	20	20	24	25	17	17	17	17

Admission

[Show definition of Admission]

Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		PS - 12
SSAT		3 - 12
SSAT (out of province)
Entrance Exam(s)		K - 12
Entrance Essay		6 - 12
Application Fee

Application Deadlines:

Day students: Rolling

Boarding students: Rolling

What MVA says:

Apply by completing the online application and paying the fee of $100.
Request an official copy of the applicant’s transcripts.
Lower School – Please request transcripts from your current school for grades 1 through 5, and any standardized testing (if applicable).
Middle School – An official copy of the previous (two years) and current school transcripts, including prior year’s standardized testing (if applicable) and attendance information.
Upper School – An official copy of the 8th grade through 12th grade school transcripts, including prior year’s standardized testing (if applicable) and attendance information.
International Students – All international students must submit two copies of your transcripts: one copy in the native language, and one copy translated into English.
Submit recommendation forms from your current English teacher, math teacher and Principal or Guidance Counselor.
Submit a copy of your passport or birth certificate.
International students are asked to submit TOEFL, IELTS, ELTis, SLATE standardized test scores, if available.
For additional requirements and entrance exam testing information for all grade levels, please visit montverde.org/application process.

Acceptance

Acceptance Rate: 45%

Type of student MVA is looking for:
This information is not currently available.

Day Boarding

Student Entry Points

Student Type	PS	JK	SK	1	2	3	4	5	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	0	0	0	0	0	0	0	0	0	0	0	0	0	0	0
Boarding Acceptance (Acceptance rate)										0	0	0	0	0	0

University Placement

[Show definition of University Placement]

Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	238
*Canadian "Big 6" placements	0
**Ivy+ placements	N/A

*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

**Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

Schools our students are admitted to (last 4 years): Montverde Academy graduates have been accepted to prestigious colleges and universities, such as Boston College, Cornell University, Dartmouth College, Duke University, Georgetown University, Harvard University, Johns Hopkins University, Princeton University, University of California Los Angeles, University of Florida, Vanderbilt University, and Wake Forest University to name a few.

Schools our students attend (last 4 years): Auburn University Boston University Florida Atlantic University Harvard University Johns Hopkins University Savannah College of Art and Design The Ohio State University Yale University University of Alabama University of California, Irvine University of Central Florida University of Florida University of North Carolina, Chapel Hill University of South Florida Wake Forest

Notable Alumni

[Show definition of Notable Alumni]

Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.

Alumnus	Grad Year	Accomplishment
D'Angelo Russell	2014	American professional basketball player for the Brooklyn Nets of the National Basketball Association
Luc Mbah a Moute	2005	Cameroonian professional basketball player who has played for the Houston Rockets of the National Basketball Association
Ben Simmons	2015	Australian professional basketball player for the Philadelphia 76ers of the National Basketball Association
Dakari Johnson	2013	American professional basketball player for the Oklahoma City Thunder of the National Basketball Association
Joel Embiid	2013	Cameroonian professional basketball player for the Philadelphia 76ers of the National Basketball Association
Oumar Diakhite	2012	Senegalese footballer who currently plays as a defender for Kazma on loan from Estoril.
Luka Vujanovic	2013	A Montenegrin football midfielder playing for Vojvodina.
Diego Campos	2014	Costa Rican footballer who plays for Chicago Fire in Major League Soccer.
Pape Gassama	2015	Senegalese footballer who plays for US Créteil.
Hassan Ndam	2016	Cameroonian professional footballer who plays as a defender for New York Red Bulls.
Thomas Oliver Amang	2016	Cameroonian footballer who plays as a striker for Norwegian club Molde.
Moussa Sane	2016	Senegalese professional footballer who plays as a forward on Orlando City SC.
Albert Dikwa	2016	Cameroonian footballer who currently plays for Saint Louis FC in the United Soccer League.
Monday Etim	2017	Nigerian footballer who currently plays for Rio Grande Valley FC Toros in the USL.
Jules Youmeni	2017	Cameroonian footballer who currently plays for Orlando City B in the United Soccer League.
Francisco Lindor	2011	Puerto Rican professional baseball shortstop for the Cleveland Indians in the MLB who is an All-Star, Gold Glove and Platinum Glove Award winner.
Noel Cuevas	2009	Puerto Rican professional baseball outfielder for the Colorado Rockies of MLB
Michael Frazier II	2012	American professional basketball player who played for Scaligera Basket Verona of the Italian Serie A2 Basket. He played for the University of Florida and was top player in the SEC.
Kasey Hill	2013	American basketball player for Alba Fehérvár in Hungary. He played college basketball for the Florida Gators.
Solomon Alabi	2007	Nigerian professional basketball player for Fukushima Firebonds of the B.League. Played for Florida State University - helped them to third-place in the ACC standings and to the NCAA Tournament.
Landry Nnoko	2012	Cameroonian basketball player for the Grand Rapids Drive of the NBA G League.

Alumni Highlights

Hans Hanley '14 A Princeton University graduate was named the Sachs Scholar at Oxford's Worcester College. At Oxford, Hanley plans to pursue a master’s degree in mathematics and foundations of computer science and a master’s in computer science, which he will apply toward a career in academic research and cybertechnology policy.

Stories & Testimonials

Below, find stories and testimonials about Montverde Academy.

A Parent’s Perspective: The Johnson Family

Our first experience with Montverde Academy was driving through the campus in the spring of 1993, while our Clermont home was under construction. The grounds were serene and charming. On the east side of the campus, I recall seeing only the boy’s dorms, along with a small storage building. There may have been more there, but I only remember the beauty of the land and its peaceful pastures. On the west side of the campus, I remember three or four Spanish mission-style buildings, along with a small chapel. Just past the buildings, you could see Lake Florence and a few homes. The campus was lined with live oaks and other indigenous trees, along with well-kept faunas of every kind. We loved the beauty of the school grounds, and agreed
the campus was scenic, pre-Disney Florida at its finest.

At the time, we were in our mid-twenties with a two year old child. Our daughter, Elyse, was born with VATERS syndrome, a congenital condition with many skeletal, respiratory, and digestive defects. When our young, small family saw Montverde for the first time, Elyse had just “graduated” from Boston Children’s Hospital, after undergoing seven major surgeries and eleven additional procedures requiring general anesthesia for various anomalies associated with her condition. It was a frightening start to her life, but we all fought hard to save her, and won. We were in no condition to even consider a private school for our child, due to mounting health bills, along with the costs of building our first home. Plus, the Academy’s grade levels were 7th through 12th grade at that time. Consequently, we concluded, “beautiful school… maybe one day”.

Five years passed, and we had another daughter, Christina. Tina was very healthy, and experienced her pre-kindergarten years at First United Methodist Church, where Meristell Shackelford was the Director. Mrs. Shackelford was the most understanding, devoted dean I had ever had the privilege of partnering with. Elyse attended Clermont Elementary, but joined her sister at FUMC after school. Our girls adored “Miss Meristell”, who was often quoted in our home as if she were Yoda!

When Elyse entered 6th grade in 2001. We received a reality slap with regards to Florida public schools. She was woefully ill-prepared for the landscape of middle school! We were astonished at the amount of bullying, partying, stealing, and cheating that her classmates demonstrated. So young! Most of the teachers and administrators in Lake county were very good. But many of them were busy handling problem students, and didn’t seem to have the time to focus on the “good kids”. We were seeing first-hand, the challenges local public schools have in educating and molding an ever-growing number of students, under the guidelines designed by our government.

Don and I had co-founded our broadband consulting and brokerage firm during the 90s, but the dot-com crash had just hit us. To add salt to our financial wound, we had just added a baby boy to the family. Once again, the idea of affording private school seemed impossible. However, we had fought too hard to protect our precious girl when she was born. There was no way we were going to see that treasured life be tarnished by an inferior junior high and high school experience. Moreover, Christina had just been transferred to a new elementary school. Her 3rd grade classroom was comprised of almost 60 students, instructed by one resident teacher and one certified teacher.

Our kids were our first priority. We weighed what we wanted now for us, against what we wanted later for our children. So we decided to do whatever it took for our three children to not have to endure a substandard education. We explored the opportunity of a Montverde Academy education. In 2002, we filled out our very first MVA application, and Elyse was accepted.

In 2004, the Lower School was completed. Immediately, we sought acceptance for Tina to attend. We were so blessed to be able to have both of our girls attending the same school, enjoying their studies, loving their friends, and serving in their communities. They were blossoming in the best environment available anywhere for both academic and character development. The icing on our cake was the Deans of the lower school. Mr. Delmolino was - and continues to be - one of the most beloved and exceptional educators ever to grace any school anywhere. Imagine our surprise to discover “Miss Meristell” of FUMC was at Montverde Academy! In working with Mrs. Kesselring, Mrs. Shackelford and Mr. Delmolino, we have witnessed their belief that childhood is a window of time to learn and advance at the pace which is right for each individual student. We knew that our children’s academic foundation was secure.

In 2005, we added our only son, Jacob, to the list of MVA students. We had already seen fantastic progress with Elyse, and watched the lights go on for Tina as well. The following year, we enrolled our fourth (and final!) child, AnnaMarie, in the Pre-K program as well. Anna spent her first year at Montverde declaring that her teachers were stretching her brain.

In 2009, Elyse graduated, under the guidance of Roger Ross, her cherished Dean. Today, she is a competent, confident young woman, who is thankful for her years at Montverde Academy. Grateful for all of her high school successes, from the Dean’s Award in middle school in 2005, to the appointment as President of the Judicial Council in 2008. She is grateful for her lifelong friends. She is always grateful for her teachers. She is very proud of the fact that she attended classes that Dr. Kesselring taught himself!

Over the course of 28 academic years at Montverde Academy, we have always respected the level of excellence in leadership… from the dedicated teachers, to the caring administrators, to the supporting faculty. Many of them personally know virtually everything about our four kids. They each took a roll in activating our children’s distinctive desire to learn. Since 2002, we have had various conferences regarding each child for a wide variety of topics; from Pre-K orientations, to middle school Math homework, to upper school test scores, to senior speeches. In these meetings, We always felt a genuine partnership with our children’s Advisors and Deans. We’ve never felt the need to speak with the Headmaster on any matter, other than to praise Dr. Kesselring for his excellent assembly of Educators.

Over the past ten years, we’ve seen Jacob excel academically, and develop his own relationships with his dean, along with his teachers, coaches and advisors. He constantly reviews his goals and tells us how much he loves Montverde, and understands the privilege he’s been given. Over the past nine years, we’ve witnessed Anna blossom from the “baby of the family” to a precocious and determined 5th grade student who is looking forward to her future in the Thespian society at Montverde Academy.

As for Mom and Dad, our childhoods were spent in the public school system, moving around quite a bit. We both experienced the difficulties associated with different schools with different teachers and students year over year. We also had periods of time where we would have long stretches in the same place, and understood the value of having deeper roots. Today, we are just overjoyed that we are giving our children the best education, rooted in the best community there is. We have formed many lifelong friendships with remarkable parents of the Academy. The Eagle community is filled with all kinds of families, and we embrace one another’s uniqueness and traditions. We may be different fish, but we swim together in the same school, and we all smile in the same language! The leaders of the Academy promote student self-awareness, alongside heartfelt acceptance of others.

Martin Luther King said, “Intelligence plus character – that is the goal of true education.” At Montverde, we found a school that is a community of like-minded people with a motto and creed we all share; which is the avid pursuit of Knowledge, Character, and Community. We thank the leadership of the Academy in the steadfast commitment to embrace all of our children and instruct them in this way.

It’s been almost 18 years that Ms. Shackelford has been an educator for the Johnson family. I think we hold some kind of record with that! She’s such a gem in our lives. Her team of teachers in the lower school that we have been blessed to work alongside are too many to name! They have all demonstrated that they can teach the way the student learns, not just have the student learn the way they teach.

Mr. Delmolino and his team of Advisors at the Middle school educate their students’ heart, along with their students’ mind. They do everything they can to make sure their students become everything they can!

What is happening inside the walls of all of these buildings is astonishing! State-of-the-art facilities, with first-in-class educators. Remarkably, despite the growth of the campus - and of the student population - the academic, fine arts and athletic programs continually exceed expectations, year after year. We are impressed that all of the educators of MVA are afforded ongoing instructional development curriculums to take advantage of leading-edge technologies
to enhance our children’s preparation for their futures.

After 13 years at Montverde Academy, we now have two college students, one middle-school son, and one lower-school daughter. As parents, you have a month with your newborn, a year with your infant, two years with your toddler and five or so years with your child. You have three pre-teen years, and about five teen years. Then, they’re off. Cherish and nurture those years. Each day, we make deposits into the memory banks of these little people. After 25 years as parents, we have learned that education isn’t always a race to the top. It’s comprehension, character development, and serving your community all the way to the finish line. We haven’t molded them to have more than we have. We are fostering them to be more than we are. We hope that our greatest contribution is not what we do, but who we raise. They are each their own spirit, with their own signature.

The Academy has consistently enhanced these values, and has delivered an unmatched academic program, in a diverse environment, with an exceptional faculty who are dedicated to their students and collaborate to help their students shine. Our regard for the Academy – from the Headmaster and Board of Trustees to the grounds keepers – is whole-hearted and long-standing.
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A Parent’s Perspective: The Price Family

Our family had been commuting for years in Maryland. Work, school, and practices with little to no time for social activities. Of course, things slowed down a bit in the winter months, particularly when a snow storm hits and the temps are frigid. Families retreat to staying indoors. I am originally from Virginia, but Elvis is from Barbados, West Indies, known as the Island in the Sun. Usually around that time of year, he began to remind me that he understood why so many people move to Florida when they retire and that we should do the same. We would smile about the thought of warm winter months someday. However, we had busy lives in Maryland that required us to focus on our two teenage sons and our pre-school daughter.

Back home, our house had become the place to hang out for the neighborhood kids. We lived in a lovely cul-de-sac where the kids enjoyed gathering to play sports, have water balloon fights, prepare their fishing gear to head to the neighborhood pond, or just sit on the porch. Our neighbors were friendly and would often meet in the middle of the cul-de-sac to chat while the kids played. Until, the winter came again.

By late March, however, neighbors were still talking about the winter snow and we were still waiting for spring temperatures as the weather remained chilly. Elvis simply looked at me and asked, “Why are we waiting to move to Florida?”

I will not pretend that I was excited about the idea; not even a little bit at first. Moving away from the area where we lived for more than 20 years was not appealing. Our friends, local church, and our family were a short car ride away. Nonetheless, we prayed about the possibility, including where our kids would go to school.

Then, a Maryland friend mentioned Montverde Academy because he had noticed the MVA soccer teams at the Disney tournament that Christmas. We had heard about the school previously, but did not imagine our kids would attend. Elvis did some research on MVA, as well as other schools in the area, and then began to convince me that MVA would provide amazing opportunities for our kids. We scheduled a visit to the campus for a tour to learn more.

The campus of Montverde Academy is beautiful and open. We were particularly impressed with the diversity of the student body, specifically the international diversity. It is obvious that academics are the priority in the midst of stellar athletics and performing arts programs. Ultimately, at MVA, the child is a student first. If the student is not performing well academically, then he or she must take a break from sports to receive the extra academic support needed until their grades improve. It was encouraging to hear that this policy is rigidly implemented. During our tour, Jack Sweeney, Director of Admissions and Financial Aid, did an awesome job of presenting the school from the perspective of an administrator as well as an MVA parent. It was also a pleasure to meet Warren Delmolino, Dean of the Middle School. We have never encountered anyone with so much love for their school and what it can do for the kids and the entire family. He was not only welcoming, but we got the impression that he sincerely believed that this was the best decision we could ever make for our kids. Even during our brief encounter, he expressed to the boys that it is the little things that count. This was echoed by Denarvise Thornton, Athletic Director, who introduced “Mr. Thornton’s favorite things” as hello, please, and thank you.

The move to Florida was definitely for the benefit of the entire family. However, MVA played a significant part in the Florida location that we chose because we recognized that not only would our sons get a tremendous academic education, but they could also continue to compete athletically at a high level. The fact that the athletic programs are just as competitive as travel teams is undoubtedly a plus. This relieves some of the stress on parents, minimizing the need to spend additional time and resources, driving to and from various after school off-campus teams and practices. That being said, the other benefits of the school were an additional blessing. In this environment, the chance to interact and socialize daily with students from various countries, and different socioeconomic backgrounds is truly a unique and rich experience. A rare opportunity filled with teachable moments and lifelong lessons that students will carry with them, and know that they had an experience that few are blessed to have. This school sets a foundation to gain a better world perspective of other cultures, their sacrifices, and the pursuit of their goals.

We joined the MVA family in August 2015 and the Academy is already bringing out the best in our kids and increasing their self-confidence. Our son, Osei, is in the 8th grade. He is our middle child who has been known for years as our quiet one. His English teacher shared that Osei wrote a funny speech, filled with dry humor and that he delivered his punch lines with perfect, comedic timing. Elvis and I were surprised to hear that Osei, who never dances at home, participated in a MVA middle school dance contest and won second place! Recently, Osei told me that his Algebra class asked the age old question, “Why do we need to take Algebra anyway?” His teacher discussed with the class how Algebra helps with critical thinking and real life problem solving. I enjoyed talking with Osei about his thoughts and could tell that he had reflected on that classroom discussion. Osei has been active this year. His participation with the boys' middle school basketball team under Coach Jordan Foley, as well as the MVA Basketball Preparatory program directed by Kevin Boyle have improved his skills and work ethic.

Najja, our eldest son, is in the 10th grade. He is adjusting well, making friends, attending social events and learning new things about himself daily. Through his participation in the Soccer Institute at MVA, directed by Mike Potempa, he is being challenged through intense training, skilled competition and increased tactical knowledge of soccer on a higher level. Najja has encouraged us to invite several of the international students to our home to enjoy a weekend activity together. I am proud of the hospitality that Najja demonstrates to his friends and his sensitivity to the fact that the boarding students would enjoy a taste of home. Although the classes are challenging, he has discovered that he just might enjoy math and even ASKED whether he would be able to take a math class during the summer. He has also begun to enjoy writing and feels that he is on a great path to becoming a strong writer through his English class.

We are so happy, that our 5 year old daughter, Talei, will be attending MVA next year. She will be entering Kindergarten and begin her educational foundation there. She spends so much time on campus already at sporting events, volunteering, and other activities that she already believes that she is an MVA Eagle. Talei and I have visited morning assembly at the lower school a few times throughout the school year. She usually leaves the assembly hearing at least three things from Meristell Shackelford, Dean of the Lower School: something that made her giggle, something that led her to ask us questions, and something that made her happy that she will be attending MVA next year.

We have had many touching, memorable, and rewarding MVA moments thus far this year. As parents, one of our proudest moments was participating in the annual 9/11 Memorial Service and International Flag Raising Ceremony. We remember the trauma of 9/11 well. Elvis was working in Crystal City, Virginia at the time and could see from the office window the smoke rising from the Pentagon after it had been struck. He remembers his heart pounding as his building was evacuated and the miles that he had to walk trying to get home. I remember not being able to reach him by phone to confirm that he was safe. I was three months pregnant and spent five hours watching the news and praying until I finally heard from him. I can only imagine the grief of those whose loved ones did not make it home that day.

The ceremony was also special because as a Barbadian National, seeing your country’s flag waving means that a part of you is represented here on campus. We were honored when Kalena Meyers, Director of Events and Community Relations, agreed to order a Barbados flag to be included in the ceremony and allow our sons to raise that flag during the ceremony held on the Centennial Plaza near the Bell Tower. Our kids probably did not comprehend at that moment, how special it was for Elvis to see them raise that flag for the first time on MVA’s campus. We hope as they mature, they will understand.

MVA is truly an international school. Elvis’ family migrated to the U.S. when Elvis was just a boy. The U.S. became his home, and changed his life for the better. Even though our kids are American born, they are able to have an international experience through their attendance at MVA. In addition to the relationships the students form amongst themselves, MVA organizes social events for different countries inviting all students to take part in cultural celebrations.

With any school that your children attend, as a parent, you expect that the relationship between the school and student be a symbiotic relationship. The school should support its students and the students contribute to the school in a way that advances the school in numerous respects. We encourage our boys to give back to MVA, and have them reflect on how their presence here can be an inspiration to others and a benefit to the school through their display of good character, community, and service.

Our family has certainly been made to feel welcome at MVA. We encourage all families to get involved, volunteer, say hello to someone new, and when possible attend the parent association meetings and other MVA events. Some of the 2015-16 events we have participated in and/or volunteered at include the Welcome Back Parent Breakfast, the Back to School Dinner at Bella Collina, the Celebrating Education Gala, the annual soccer and basketball tournaments, and the Night for the Cure. One of the most fun events for me was the Mother-Son Off-Road experience sponsored by the MVA Parents' Association. Mothers and sons were able to ride huge hummers through a mud course. Some students even drove the army tanks on site and crushed old cars. Talk about getting your hands dirty. We were covered from head to toe in mud, but still smiling from the memories. Each time we attend a different event, we depart with a fresh excitement, a new friendship, and a calming confirmation of our decision to commit to MVA.

There is a quiet serenity and peace that exists here in Lake County among the rolling hills of Clermont. This is far different from the Mid-Atlantic metro area. It is not only good for the adults, but is a great area in which to raise a family. Nestled here is a gem called Montverde Academy. We are confident that as our kids get older and look back on their experiences here, they will recognize that they were positioned to develop discipline, build character, and cultivate lasting friendships. All the best to your families as well.

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Why Montverde Academy’s Investment in the Sciences Matters

As parents of two Montverde Academy students and physicians practicing in this community, we were thrilled to hear Montverde Academy is expanding their science program.

We have two daughters. Our oldest, Chloe, is in the third grade at MVA with Ms. Schmidt. She began her experience in Pre-K4 with Mrs. Dana Cook. Shortly into the school year, Mrs. Cook identified that Chloe had hearing problems. Chloe’s ENT doctor was able to expedite the testing to identify the etiology of her hearing loss and initiate the transition to working with an audiologist. Rather than view this as a disability, we chose this experience to initiate the discussion of the importance of science with Chloe. While the subjects of anatomy, physiology and physics to a five-year-old weren’t rudimentary, it did open the door for those subjects. Our other child, Alexandria, or Alex as she is known by her friends, is now in kindergarten with Mrs. Sinopoli. She began her MVA experience in Pre-K3 with Mrs. Sweeney. She too has benefited directly from the individualized attention children only receive from an academic environment such as MVA.

My wife Julie received her undergraduate degree in Biology. After medical school in Iowa, she completed her Anesthesiology residency prior to pursuing fellowship training in Pain Management. Her medical practice in Clermont, South Lake Pain Institute, participates in the daily practice of patient care and also conducts clinical research trials in an ongoing effort of furthering scientific understanding as it pertains to future improvements in patient treatments.

During my undergraduate training I double majored in Biology and Chemistry while minoring in mathematics. After my undergraduate experience, I was fortunate to meet Julie while pursuing my Doctor of Podiatric Medicine in Iowa. After completing my surgical residency in Orlando back in 2001, I chose to accept a position here in central Florida.
I have been practicing here in this community since.

As any scientist knows, theory and practical application do not always walk hand in hand in the scientific world. Having a science lab which provides hands-on laboratory science experiences is critical to developing problem-solving and critical thinking skills. Montverde Academy’s investment into the science wing will significantly advance learning at all analytical levels of our children’s education and hopefully inspire our students to seek answers to questions they would not even encounter without formal scientific training.

Science is different than any other subject as it generates theories and laws which must be consistent with real world observations. Understanding the scientific concepts involving the tactile senses while dealing with real objects in order to understand the relationship between action and reaction. Having the opportunity to participate from an early age in a science lab will help our children retain knowledge longer as they will see this knowledge demonstrated in their experiments through the laboratory setting. There is no equal or acceptable substitute for experiencing a theoretical experiment come to life before one’s eyes. The new science labs will make that a reality for all of our children.

Future advances in the medical sciences and technology will take place if and only if schools provide the proper foundation for dedicated scientists and researchers. The sciences play a vital role in helping our students with the problem solving skills necessary to foster the next generation of engineers, doctors and scientists.

Thanks to the new science labs, our children will now have the opportunity to not only watch the basketball team win another national championship, but also to discuss the practical application of physics demonstrated by those talented young men on the court.
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Principal's Message

Kasey C. Kesselring, Head of School

The experience created at Montverde Academy is rooted in three simple yet complex ideals: Knowledge, Character, and Community. The culture created at Montverde Academy is established with one primary objective — to achieve success in all that we do. In order to achieve that success our students will ultimately encounter moments of adversity, perhaps even failure, but this, too, is a part of the journey to achieving success. Being willing to take on challenges, developing the skills to meet those challenges and achieving success is founded in the rudimentary expectation that in each of our students we will develop a work ethic complemented by character qualities that acknowledge diversity, mutual respect and tolerance and a commitment to the greater community around them.

Montverde Academy is a family of learners, students, and faculty, working together to accomplish something truly transformational. Our website is but a snapshot of who we are; I encourage you to make a visit to the campus and see, feel and experience the truly special place that is Montverde Academy!

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