Vancouver’s Hidden Gem!

Children blossom at Cascadia, where our classrooms are specially designed to engage your child’s curiosity.We believe a quality education should address your child’s whole spectrum of development, not just academics.

Our Montessori method means specially trained teachers observe each child and meet student needs based on individual specific abilities and readiness, and, multiple hands-on learning materials are used for each lesson rather than textbooks and lectures.

Our small school environment means a small student to teacher ratio, and, every staff member knows every child. Meanwhile the close knit community encourages students to appreciate the diversity of people of all backgrounds and cultures and to develop a positive self-image within this broad framework.

Our goal at Cascadia Montessori is to instill each student with a strong sense of self-discipline, confidence, collaboration, and citizenship, and to ignite a lasting love of learning.

Is Cascadia right for your family? Learn more . . .

TRADITIONAL EDUCATION vs. MONTESSORI EDUCATION

(Or, "Why Montessori?")

* Classrooms are based on teacher-centered lessons or activities: the teacher is the center of attention and drives learning; so instruction conforms to adult's teaching style.

* Student-centered learning environments reflect the teacher's observations of students’ individual needs. Instruction adapts to each student's learning style and includes hands-on lessons and activities

* With the teacher's role dominant and active the child is a passive participant in learning - listening passively to lessons orated by the teacher, memorizing, and taking tests. The teacher is the leader and children are expected to follow.

* The teacher's role is unobtrusive. Learning is active, through the child’s own experiences via materials specially prepared for the purpose. Teachers are guides only, encouraging children to act and think and find things out for themselves.

* Dependency is promoted since the activities are initiated by the teacher.

* Independence is fostered by a classroom designed to encourage development.

* Class-Oriented teaching prevents close interaction between individual students and teacher. Standardized tests are necessary to determine student progress.

* Close Student-Teacher interaction enables complete and precise evaluation of student’s progress, both academically and psychologically.

* Teachers must deliver the same lesson, at the same pace, in the same order, for all of the students, simultaneously, based on the transfer of a national curriculum. Each student is directly affected by the progress of the whole class.

* Teachers act as guides and consultants to students on a one-on-one basis, assisting each child along his or her own learning path. Each individual works at his potential and developmental level, according to individual interests.

* Curricula are predetermined without regard to student needs.	* Curricula expand in response to the students’ needs.
* Teacher is primary enforcer of external discipline.	* Environment and method encourage internal self-discipline.

*The main focus is on academics

* The emphasis is on intellectual development, and the acquisition of academic, social, practical and life skills

* Group learning involves each subject being scheduled for a limited period. Time limitations are mandated by arbitrary “period” schedules.

* Working at one’s own pace enables students to work for long periods without interruption. Children work on lessons as long as needed.

* Periods of intense mental efforts are alternated with periods of vigorous physical activity to release tension.

* Integral (interwoven) education balances academic work with freedom of movement and harmony is created between physical, social and mental activities.

* Class comparison occurs as work is evaluated and graded by the teacher. Students evaluate themselves against the group as being the best or worst in the class.

* Self-Evaluation occurs as students learn to evaluate their work objectively through the use of self-correcting teaching materials and individual work with the teacher.

* Curricula focus on standardized test performance and grades. Children learn because it is mandatory.

* Curricula are intended to appeal to the child’s innate hunger for knowledge. Children learn to love learning.

* Grade levels are inflexible, defined by chronological age within a twelve-month period. Chronological grouping requires external rewards such as grades, and creates an environment that fosters both competition and social conformity.

* Class groupings are determined by the child’s developmental range (i.e., 6-9, 9-12, 12-15, and 15-18). Multi-age classrooms mirror a more natural social environment and foster self-motivation. Students enjoy working for their own sense of accomplishment.

* Children sit at assigned desks, encouraged to sit still and listen during group sessions and aren’t allowed to move without permission or choose their own materials.

* Child can work where he/she is comfortable, and talk at will while not disturbing others, group work is voluntary and negotiable, and children are free to move around the classroom and pick materials at will.

Cascadia School, a 501(c)(3) nonprofit and member of the Oregon Montessori Association (OMA), is an independent school approved by the state of Washington and all Cascadia elementary teachers are AMI (Association Montessori International) certified. Cascadia's policies, programs and activities provide equal opportunities regardless of race, color, national origin, sex, age, disability, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, or because all or part of an individual's income is derived from any public assistance program.

The Cascadia Campus consists of just under two acres abutting the Tranquility green space next door. The main building houses two lower elementary classrooms for students in years 1 -3 (the Larkspur and Lupine classrooms), an upper elementary classroom for students in years 4-6 (the Willow classroom), and a middle school classroom for students in years 7 – 8. The school’s large recreational field includes an undercover area allowing outdoor access even in inclement weather, and a newly renovated playstructure.

Cascadia is a second home to 70+ students ages 6 to 14. The multi-age class groupings that are a hallmark of the Montessori method facilitate mentoring between older and younger students and let friendships blossom across age divisions. The child's ability to move about the class at will and work collectively with other students to design projects of their own making also contributes to the formation of powerful, lasting connections, as do the class outings and special overnight field experiences that are a regular part of the Cascadia school year. Bonds forged at Cascadia continue long after graduation, and it is not unusual to see alumni returning to say hello and show their lasting school spirit.

Cascadia embraces parents as participants in the learning process. Organized programs help parents understand the Montessori philosophy and related child development research and concepts. Teachers hold regularly scheduled one on one conferences to keep parents apprised of their children's progress and development. An online family portal provides access to essential information 24/7. And regularly scheduled social events like game nights, family picnics, and coffee mornings on campus, are among the many avenues that unite the Cascadia school community as a diverse family, with members from all walks of life.

CASCADIA MISSION, VISION, VALUES, RESULTS & OUTCOMES

Mission & Vision
Values
Results
Outcomes

The mission of Cascadia School is to aid the development of the whole child through the Montessori philosophy. Our vision is to provide a child-centered education for each student in a safe, supportive community that promotes self-discipline, confidence, collaboration citizenship, and a lasting love of learning.

We provide a curriculum that is challenging, coherent, and relevant for each child, based on Dr. Maria Montessori's vision of education in which students are motivated by their innate desire to learn and their love for knowledge.

At Cascadia, children engage in purposeful, intellectual, and independent work. They are challenged through working with the Montessori materials, having concrete experiences, and progressing at their own developmental pace to a level of abstract understanding.

Their progression is student-driven and adult-guided, thus allowing for the steady development of self-motivated, life-long learners.

At Cascadia we value:

Respect for the child
We respect each child and are committed to guiding each student on his or her own individual path to independence and intellectual development.

Excellence in education
We achieve excellence in education by inspiring children toward their full social and intellectual potential and fostering a lasting love of learning.

Developmental Appropriate Focus
We value collaborative environments as a way to promote responsible interdependence fostering confidence and self-knowledge.

Appreciation of the natural world
We value the outdoor environment as a way to cultivate the child’s appreciation of nature and human beings’ age-old role as stewards of the natural world.

Diversity and cooperation
We value classrooms which provide diversity in age, gender, background, and skill level as a way to teach cooperation, mutual respect, and peaceful resolution of conflicts – critical skills of effective citizens in our society.

Engaged communities
We value the active involvement of family, faculty, and friends.

Academic learning intertwined with personal growth and community building turns out prepared citizens of the world (visit the NAMTA website for a study entitled Optimal Developmental Outcomes--The Social, Moral, Cognitive, and Emotional Dimension of a Montessori Education). The outcome of an authentic Montessori education is a self-confident, life-long learner. Montessori graduates have the skills to work, collaborate, think critically, problem solve and adapt.Cascadia students graduate with strong academic skills. They are strong communicators, fluent readers, and eloquent writers. They have a strong foundation in math, including arithmetic, geometry and algebra. They are experienced scientific researchers, with hands-on laboratory skills.

Cascadia graduates are well-prepared for high school and beyond. The goal of a Montessori education is to help students learn how to learn. In an age in which information becomes obsolete quickly, the focus of education must shift from facts to process.

The overall purpose of the Cascadia program is to build independent, self-motivated learners. We strive for the following Montessori Curriculum outcomes:
Sensorial:
Cascadia students will have the ability to use their senses to understand their abstract and concrete experiences in the world around them.

Practical Life:
Cascadia students will have the ability and the desire to care for themselves, others, and their environments.

Language:
Cascadia students will be competent in expressing themselves in written and spoken language and competent in their understanding of the written and spoken words of others.

Mathematics:
Cascadia students will be skillful in abstraction and reasoning. They will be able to use deductive and inductive methods to solve symbolic and practical problems.

Science:
Cascadia students will have a conscious awareness and understanding of the natural world and its order. They will have the ability to recognize and use the basic methods of scientific inquiry.

Cultural Subjects:
Cascadia students will create a foundation for the appreciation of the humanities and the arts. They will have a sense of historical perspective, an understanding of one’s place in the world, and gratitude for the accomplishments of those who came before them.

Moral and Character Development:
Cascadia students will possess a strong sense of self. They will be capable, responsible, and accountable to themselves and others.

CASCADIA PROGRAMS

Elementary
Middle School
Before & Aftercare
Extracurriculars

The elementary years are a period of tremendous intellectual activity and interest. Students actively question every part of life and culture. The Montessori elementary curriculum accommodates this innate intellectual interest and serves to motivate students to pursue and express their interests in all subject areas. This curriculum encompasses introductory and in-depth work and exploration in language, mathematics, music, zoology, botany, geography, art, and drama.

Classroom Community
The elementary student is learning to be an individual yet an integral part of a larger group and has an emerging social consciousness. At Cascadia this awareness is addressed through small group lessons and projects; collaborative experiences between peers and teachers at every level; individual and group decision-making opportunities regarding class work and community issues; and participation in conflict resolution activities. Encouraging students to participate in meaningful group decisions fosters a sense of belonging and fans a desire to participate in a larger community. This process is further developed through the multi-year tenure that students experience in each level. The levels of Lower Elementary and Upper Elementary encompasses a three year span (first through third year students, and fourth through sixth, respectively), while Middle School encompasses a span of seventh and eigth year students. Leadership and team building skills develop naturally in a multi-grade environment where respect for all is modeled instead of the traditional grade level hierarchy.

Beyond the Classroom
The Montessori elementary classroom cannot contain within its four walls all that students need and desire to know. In-class activities motivate students to continue their learning and growth through small and large group experiences outside of school. These outside experiences, or “Going-Outs,” occur throughout the year and include nature studies and hiking excursions, cultural events, small group research excursions (library, museums, etc.) and an extended (2-4 day) Spring trip to a regional science field camp.

Cascadia Middle School provides a supportive and personalized educational environment for seventh and eighth grade students by encouraging a strong sense of self in a community of peers and teachers. Adolescence is a period of transformation from childhood to adulthood. Maria Montessori compared the onset of adolescence to a rebirth. Just as a newborn child is dependent upon his or her parents to grow and thrive, the adolescent needs others to develop fully. Adolescence marks the beginning of a social mission in which adolescents develop the skills to establish and maintain a social community.

At Cascadia, a primary element of our middle school program is providing a safe and supportive environment in which each student can explore his or her unique talents and interests. We are strongly committed to maintaining a classroom environment that celebrates the inherent value of each child’s individuality and intelligence. Our vigorous academic program encourages students to challenge themselves intellectually in every subject area while improving their ability to communicate effectively, work cooperatively, trust others, and make and keep commitments.

Curriculum

At Cascadia, seventh and eighth grade students have unlimited opportunities to participate in meaningful work within the context of the classroom community. The middle school core program consists of Math, Science, Language Arts, Social Studies, Creative Expression and Physical Expression. Language Arts consists of Writing Workshop, Reading Workshop and Literature Workshop. Creative and Physical Expressions consist of thematic units that allow students to explore their physical and artistic talents. One aspect of this is our “J-Term” (January Term) performance. During this time, we devote our Humanities study to our annual theatrical performance. Students take roles as cast or crew and stage their performance at a local grange. They put on quite a show!

Our core classes include specific skill instruction, but emphasize project-oriented work. Lessons and activities are structured so that students have choices within the thematic units. Proficiency is measured in a variety of ways, such as quizzes, tests, individual and group projects, presentations, discussions and various writing assignments. Study skills such as collaboration, organization, self-evaluation, conflict resolution, and test taking are modeled and explicitly taught throughout the year.

Our curriculum content has been developed in conjunction with Washington State Standards (which had adopted the Common Core Standards) and Grade Level Expectations (GLE). We have a two-year looping curriculum in which the seventh and eighth grade students are integrated for most instruction periods. Some necessary grade-level divisions occur during preparations for testing and to support eighth grade students with their transition to high school. Standardized tests are given annually.
We strive to prepare each of our students for the new experiences they will face in high school. Contemporary research has shown that high school students achieve best when their rapidly changing sense of self has been nurtured within a small, supportive group of peers. Our experience has shown that Cascadia graduates readily form new friendships with peers and teachers in their new schools.

The Childcare staff offers a stimulating environment of organized arts, crafts, games, and play activities both indoor and outdoor, as well as free play choices (games, outdoor activities, etc.). Many of our students enjoy this free time with their classmates!

We are pleased to offer a variety of activities taught by professionals after school hours (3:30 – 6:00). Classes run throughout the year starting in October, in 4 to 10 week sessions on various days of the week. Extracurricular offerings depend on the interest of our student body and availability of instructors.

Our offerings have included:

Drama
Marimba
Piano
Guitar
Dance
Art
Yoga
Chess
Soccer
Note that students enrolled in an extracurricular class are able to stay in after care until their class starts at no additional cost.

ADMISSIONS & TUITION

Tuition & Admissions

Annual Tuition (single payment or 12 monthly payments)
$9,816.00 — Lower and Upper Elementary
$9,948.00 — Middle School

Tuition Assistance
* Cascadia siblings receive a 10% discount.
* Cascadia students with siblings at Children’s Houses in partnership with Cascadia receive a 5% discount.
* All families and prospective families may apply for Tuition Assistance

Admissions Process
Schedule a Tour/Observation to view the program while school is in session and observe the teacher-student relationship and the Montessori approach firsthand. A complete packet of information will be distributed during the tour. You are also encouraged to attend an Open House.

CASCADIA FACULTY AND STAFF

Lupine Classroom G uide (Lower Elementary, years 1-3)

Joya Hastings

Joya is the Lower Elementary Guide for the Lupine classroom. Prior to Cascadia, Joya spent three years as an Elementary guide for a 6-12 year old class. She enjoys the rewards and challenges of fostering a peaceful and productive learning community and considers the best aspects of her work learning alongside her students and sharing in the excitement that occurs when the intellect and imagination are inspired. She is a huge believer in the importance of mixing childhood and nature; as a child she grew up playing, hiking, swimming and exploring the pristine redwood forests of the secluded northern California coast. Joya received both her B.Ed. and a Multiple Subjects teaching credential from Humboldt State University, where she also studied geology and language acquisition. Joya has been working with children in different capacities for 25 years, from teaching water safety and swim lessons and tutoring English language learners to leading environmental and naturalist classes and working with homeschooling families as a curriculum specialist and guide. She also has training and experience in fine metal work and jewelry making, dance, and creative writing. Joya finished her AMI elementary training in Wisconsin in 2012. She completed her M.Ed. in Montessori Education at Loyola University Maryland in 2014.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Lupine Classroom Assistant (Lower Elementary, years 1-3)

Patrick Hastings

Patrick has been a professional artist specializing in fine Japanese metal crafts for the last 15 years. He trained as a bench jeweler and as a bronze sculptor. His hobbies include speleology , rock collecting, CNC technology ( machining, 3d printing) , engraving, inlay, carving, drawing, sculpting, woodworking, Electronics, digital photography and editing. He joined the Cascadia faculty in 2015 as the Lupine class assistant.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Larkspur Classroom Assistant (Lower Elementary, years 1-3)

Elliot Gajan

Elliott's personal educational experience has built a distinct appreciation for diverse and inclusive education. Attending both arts focused and public schools growing up in both urban and rural areas, and having attended the Akademiet for Utaemmet Kreativitet (an arts based, mixed age school) in Copenhagen, Denmark while also learning the language and Danish culture has given Elliott much insight and experience that he shares in the classroom to ensure individual needs of students are met in engaging, creative, and compassionate ways. Elliott has a passion for writing and firefighting, in addition, a strange fascination for left-handedness, and is focused on pursuing a bachelor's in psychological and behavioural sciences.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Larkspur Classroom G uide (Lower Elementary, years 1-3)

Patricia DeCorsey

Patricia is excited to be joining the Cascadia School community as the Lower Elementary Guide for the Larkspur classroom. She has spent the last five years teaching Montessori Elementary in London and Atlanta. She has had experience guiding 6-9, 9-12 and 6-12 environments. Patricia’s biggest joy is watching the vast intellect of the Elementary child expand even further when the imagination and reasoning mind are stimulated and challenged by the beauty and excitement of Cosmic Education. She follows Dr. Montessori’s method faithfully and her goal is to have an independent, self-motivated community of children who are excited about learning and work. She is also a strong supporter of the Going Out program in the Elementary, which allows the child to be more confident and independent. Patricia received her AMI Elementary Diploma from the Montessori Institute of Milwaukee in 2012, after spending 22 years directing the Early Childhood music and dance program at Lawrence University in Appleton, Wisconsin. She also spent three years as a Primary guide at Montessori Children’s World in Neenah, Wisconsin. Patricia holds a BA in Dance Performance and Instruction from the University of Chile and the Joffrey Ballet, as well as a Music degree from Silver Lake College in Wisconsin. Patricia is a citizen of the world; she speaks several languages and has lived in major cities around the world, from Santiago to New York, London and recently Atlanta. She loves architecture, historic sites, linguistics and science, such as math and biology. At the same time, she believes nature is an essential component of the peaceful and caring child. Patricia spent her childhood playing music, singing, ballet dancing, looking under a microscope, caring for animals and plants, and communing with nature. She is delighted to be part of Cascadia School and to experience the beauty of the Pacific Northwest.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Willow Classroom G uide (Upper Elementary years 4-6)

Kim Kuhle

Kim Kuhle, the Upper Elementary Guide, for the Willow Classroom, holds an AMI Montessori Elementary diploma from Montessori Institute of Milwaukee, a Bachelor of Science in Education from the University of Portland and a Washington State teaching certificate (elementary and secondary). She has fifteen years of classroom teaching experience, most of it at Aquinas Montessori School (now Camas Montessori) and Cascadia. In her spare time she enjoys gardening, bird watching and playing board games with friends.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Willow Classroom Assistant (Upper Elementary years 4-6)

Amy Lilly

Amy Lilly is the Assistant for the Willow classroom. She provides much needed support through her nurturing and consistent presence with the children and her keen eye for organization in the classroom. Amy is in her sixth year at Cascadia. She was an Assistant in lower elementary for four years before moving to upper elementary. Amy has been through Primary Training through the Montessori Teacher Preparation of Washington. She has also attended many workshops on classroom management, children with special needs, and communicating with compassion through The Montessori Institute of the Northwest and other offerings held at her places of employment. Amy has worked in an AMI Montessori classroom at the Elizabeth Perry Primary Level Montessori School as a guide for 2 years. She has also worked at Child’s View Montessori School as an educational assistant for 10 years and previous to this she worked in their aftercare program. Amy says she chose this vocation because she enjoys working with children. She especially finds pleasure in seeing that spark of discovery; what she calls that “I get it!’ moment lighting up a child’s face. In her free time and in the classroom, Amy likes to create. We have benefited from her knitting skills as she shares those with our students patiently teaching them this ability to make something beautiful and warm out of yarn. She also enjoys cooking and creating lovely materials for the classroom. Finally, reading is one of her favorite pastimes. Amy lives in LaCenter, WA with her husband, college-age daughter, and their small dog.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Middle School Classroom G uide (Years 7-8)

Barb Sparling

Barbara Sparling, is the Middle School Coordinator and Hummanities Guide. A great sense of humor, affirming demeanor and passion about her subject matter all contribute to the amazing rapport Barbara has with the Middle School Students (and the rest of the student body) here at Cascadia. Before taking on this role, she worked as a part-time reading specialist here giving one on one support to individual students and maintaining our extensive library which contains many books supplied by Barbara. Her ability to connect sometimes reluctant readers to books that hook them into the joy of reading is definitely a gift highly beneficial to our students. Barbara holds a BA in English with a Writing Emphasis and a Graduate Degree in Secondary Education Language Arts from The University of California, Davis. On top of this, she holds an MA in English from Sacramento State University. She has 13 years of experience as a High School English Teacher as well as two years of experience at the Counseling Center at U.C. Davis. In 1995 Barbara won the North Central Association of College and Schools Award for “Excellence in Education” and was the guest speaker at the NCA (North Central Association) Annual Conference in Chicago. This is Barbara's sixth year as the Middle School Language Arts Guide. Barbara lives in Vancouver, Washington, with her husband. They have 2 sons in college, both of whom graduated from Cascadia’s Upper Elementary and Middle School Programs.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Middle School Classroom Assistant (years 7-8)

Jennifer Wyld

Jennifer Wyld is part of the middle school team as the math and science teacher. Her Montessori journey began as a classroom assistant in a primary classroom in Austin, Texas. In over twenty years, she has served a variety of roles in Montessori schools and has trainings from AMI as a Montessori Elementary guide (ages 6-12) and from both AMS and NAMTA as an adolescent guide (ages 12-15). She has a BA in Latin (yes, the language) and an MA in Geography with an emphasis on environmental education, as well as an MEd in Montessori elementary education. Jennifer started the Montessori middle school program at Ridgeline Montessori Public Charter School in Eugene, Oregon, where she worked for 7 years. Outside of the classroom, Jennifer has offered parent education sessions, professional development for educators, presented at local, national, and international conferences, as well as taught undergraduate and graduate level courses. After leaving Ridgeline, she returned to graduate school at Oregon State University, pursuing a PhD in Free Choice Learning. Her dissertation research focused on how participation in an after-school game design program impacted adolescent identity around STEM (science, technology, engineering, and math). Much of her work in academia has focused on issues of equity in educational opportunities, alternative educational experiences, and the emerging Maker education movement. She lives in Vancouver, WA with her partner and has two daughters in graduate school (one training as a Montessori elementary guide!) who attended Montessori schools from preschool though middle school. She enjoys long walks, watching movies, and knitting during meetings.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
School Administrator

Danielle Benge

Danielle Benge graduated from Marquette University in Milwaukee, Wisconsin in 1986 where she earned a degree in History and Broad Field Social Studies. After graduation, she attended the Midwest Montessori Training Center under the direction of Hildegard Solzbacher and received her AMI Primary Certification (ages 3-6). Danielle was a primary teacher at Montessori Country Day School in Mundelein, Illinois for 4 years. She then went to the Montessori School of Lake Forest and co-lead in their elementary program for another 4 years. Danielle coordinated various camps and after school activities as well as volunteered with their auctions. She has also attended various Montessori conferences and refresher courses throughout her career. Danielle is also trained in the Catechesis of the Good Shepherd a Montessori based religious formation for children ages 3-12. In 1997, Danielle and her husband, Dan, relocated to Vancouver, WA. Their children, Natalie and Sam, have attended Montessori schools from an early age. They both graduated from Cascadia School in 2009 and 2012, respectively. Danielle has volunteered at Cascadia over the years. When Cascadia held its first auction, Danielle chaired the silent auction committee. Danielle subsequently chaired the following two auctions with the help of many wonderful Cascadia parent volunteers. In January 2012, she became a board member. Currently, she is Administrator and an ex-officio board member. She firmly believes in the whole child approach that Montessori offers for children. Because of this belief, she is passionate about Cascadia School and the opportunities it offers children in the Vancouver area. She is grateful for the stellar staff, families and alumni that make up Cascadia School.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Aftercare Specialist

Brooks Sparling

Brooks is a college junior studying computer science at Western Washington University with a minor in psychology. He graduated from Mountain View High School in 2013 after four years on the Varsity Tennis Team. Brooks loves math and science as well as playing the guitar and piano. He enjoys spending hot summer days at his family’s lake cabin with his three dogs and younger brother, Tyler. During the rest of the year, he is a die-hard Blazers fan. Brooks’ mom, Barb, has been a Middle School teacher at Cascadia for several years and he is an alumni of the middle school himself. Brooks has a love for education and has a longstanding knowledge of Cascadia from his years volunteering as a chaperone on field trips and in the classroom.

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Elementary Faculty

Middle School Faculty

Staff and Specialists
Inclusion Support

Jennifer Adams

Jennifer has been involved with Montessori for nearly her whole life. She began in a Primary classroom at age four, and went on to attend Cascadia, all the way until graduating the Middle School program in 2003. Jennifer has spent the last eight years working as an assistant in a Primary classroom, and holds a Bachalors of Arts in English from Washington State University. In her spare time Jennifer loves to read, decorate cakes, and spend time with her family. She is very excited to be returning to Cascadia.

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Elementary Faculty

Middle School Faculty

Staff and Specialists

SCHEDULE A TOUR

SCHEDULE A TOUR If you would like to schedule a tour of the Cascadia School, complete the form below and we'll get right back to you to arrange a date and time.

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The Best Investment!

My boys are in their second year at Cascadia and it is the best investment I have made on their behalf. They are both so excited about research and learning and my middle school son is loving all the field study trips – unheard of in public school! I appreciate that they are accepted and celebrated for their uniqueness, the dedication of the teachers and staff, and knowing that they feel enlightened and enthusiastic at the end of each day!

- a Cascadia parent

He is back to loving learning!

My son came from public school and was only able to move at the pace of the whole class, and often that is catered to the lowest performing students in the class. My son was starting to get bored; and this was tragic for us because he LOVES to learn. He has always enjoyed school and to see the light inside of him start to dim was so hard to watch as a parent. Since his switch to Cascadia we have seen the light inside of him switch back on. He is back to loving learning.

- a Cascadia parent

Truly Amazing!

Excellent education, nurturing, kind, involved, smart-these are what come to mind when I think of what Cascadia is to us and so many other families. The school is truly amazing. Our children have blossomed attending Cascadia and we know they will continue to do so. We are so grateful to have found this school. Our girls’ self esteem and confidence couldn’t be higher. That is a difficult quality to instill in girls in this day and age. Thank you to Cascadia for providing such a loving environment.

- a Cascadia parent

My Child Begs to Stay at School!

My child loves to learn, begs to stay at school and thinks that school is awesome. While the environment is challenging, my child is not stressed out about tests, standards, and social ideals of what schools look like today – just focused on learning and loving school. The Montessori approach is different but it has been proven time and time again as a more effective way of learning than traditional school. We have been at the school long enough to see how the approach, while widely different, not only works, but creates a long lasting love of learning that will continue beyond high school and college. So blessed to be a part of this community.

- a Cascadia parent

Nurturing, Caring, Yet Challenging Learning Environment !

Cascadia is a wonderful school for my daughter. She thrives in the Montessori environment at Cascadia. She is excited for school everyday. She is so confident in herself and I believe that is because the Cascadia school environment encourages children to respect each other as well as becoming independent thinkers. The teachers and administration are dedicated to a nurturing, caring, yet challenging learning environment.

- a Cascadia parent

Superior Education!

Our family has been at Cascadia for 6 years. I can’t imagine being anywhere else. We thought after 3rd grade we’d move on to public school but we became part of the family and we didn’t want to leave. The parent connection is amazing, the connection between student and teacher becomes a strong bond and the communication between the school and the home is always welcomed and appreciated. Our daughter feels comfortable speaking in front of the class, enjoys working in groups, fulfills her role in the classroom in helping the younger students with simple questions. She truly has been “guided” through 6 years of superior education and there is no doubt that this school and the Montessori education it provides has given her invaluable experiences.

- a Cascadia parent

A Zest for Knowledge is Fed in This School!

Our two boys have thrived here. They are learning and practicing executive decision making every day in this environment where they are in charge of motivating and challenging themselves (although contrary to some beliefs Montessori does hold them accountable). They have a hunger to learn and a zest for knowledge that is fed in this school. It is also a warm and caring environment where the students are surrounded by nurturing adults.

- a Cascadia parent

Taught My Daughter to Love Learning Again!

"You know what is great about my new school mommy? Well, EVERY school has at least one bully… except Cascadia! Everyone is really nice and works together," said my 8 year old daughter
She struggled in a traditional school setting because she was bored. She struggled with arguing at home because she craved independence. Cascadia has helped with both. The Montessori method allows for her to have flexibility in learning subjects, level, and time on task. This not only provides for just the right challenge, it also gives an outlet for her to be independent and feel responsible. Probably my favorite thing is pick up time. When I ask her what she learned she can actually answer, and always does so with a smile on her face and excitement in her voice. Cascadia taught my daughter to love learning again.

- a Cascadia parent

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