Indirect Support:
Centennial Academy empowers students with learning challenges to become autonomous, resilient, life-long learners. We don't believe in a "one-size-fits-all approach". We shape our school environment to meet our students' needs. We provide our students with different pathways to learning, which maximizes their chances of success. Over 90% of our students graduate in five years and move on to CEGEP and university.
While there is no formal link, Centennial is very much in the tradition of the Gow School in New York State. Founded in the 1920s, Gow pioneered a concept that, thankfully, is more common today than it was all those years ago: that not all learners are created equally, and that intelligence and an ability to succeed in school are two very different things. That understanding alone accounts for much of the value that Centennial can offer. The typical student arrives after struggling within a traditional academic setting. Most often, that struggle is a result of linguistic disruption—dyslexia, dysgraphia—or executive functioning issues, as common in children with ADHD or autism spectrum disorders. For them, the approach taken at the school can feel like a breath of fresh air. Instruction is empathetic, using strategies appropriate to the students' unique needs. An environment in which students find themselves as part of a majority, rather than an academic or social minority, can also create unique opportunities for the development of a positive self concept than might previously been available to them.
Gallery showcasing school life and general photos of Centennial Academy.
A new home for Centennial for 2020-2021: 2065 Sherbrooke St. West
Gallery showcasing specific locations and facilities found at Centennial Academy.
Promotional videos for Centennial Academy.
On Saturday, October 26th, we will be hosting an Open House for parents and their children to learn more Centennial Academy, The day will feature activities and sessions including:
Register for the Centennial Academy Open House here: https://centennial.qc.ca/centennial-open-house-2019/
We look forward to meeting you in person on October 26th!
| Focus | Special needs |
|---|---|
| Academic | Special needs |
| 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 |
| Expressive | |
| Disciplined |
| Subject | offered |
|---|---|
| Computer science | |
| Robotics | |
| Web design |
| 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 |
Full-time programming is offered for all students which is exclusively focused on one or more special needs.
| Subject Type | offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
| Subject Type | offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
Read our guide to special needs schools and special education
| Program | offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
Curriculum delivery: This information is not currently available.
| 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) |
| English - 80% | French - 20% | ||||||||
| English - 20% | French - 80% | ||||||||
In grade Gr. 11, Centennial Academy students perform an average of 1 hour of homework per night.
| 7 | 8 | 9 | 10 | 11 | |
|---|---|---|---|---|---|
| Centennial Academy | 30 mins | 30 mins | 60 mins | 60 mins | 60 mins |
| Site Average | 52 mins | 57 mins | 69 mins | 80 mins | 96 mins |
| Lettered or numbered grades | Gr. 7 to Gr. 11 |
| Prose (narrative)-based feedback | Gr. 7 to Gr. 11 |
| Academic achievement reporting | Gr. 7 to Gr. 11 |
| Habits and behaviour reporting | Gr. 7 to Gr. 11 |
| Parent-teacher meetings | Gr. 7 to Gr. 11 |
| Sports Offered | Competitive | Recreational |
|---|---|---|
| Baseball | ||
| Basketball | ||
| Football | ||
| Ice Hockey | ||
| Lacrosse | ||
| Rowing | ||
| Rugby | ||
| Soccer | ||
| Softball | ||
| Swimming | ||
| Tennis | ||
| Track & Field | ||
| Volleyball | ||
| Badminton | ||
| Cycling | ||
| Field Hockey | ||
| Running | ||
| Weightlifting |
| Clubs Offered |
|---|
| Jazz Ensemble |
| Musical theatre/Opera |
| Robotics club |
| Student Council |
| Yearbook |
| Art Club |
| Band |
| Community Service |
| Debate Club |
| Drama Club |
| 7 | 8 | 9 | 10 | 11 | |
| Day (Domestic: in province) | $19,750 | ||||
Discounts
| Discount Type | Enrollment Type | Amount |
|---|---|---|
| 3rd child (sibling) | Day | 10% |
| Grade range that need-based aid is offered: | 7 to 11 |
| Percentage of grade-eligible students receiving financial aid | 15% |
| Average aid package size | $7,000 |
| Percentage of total enrollment on financial aid | 0% |
| Total aid available | $10,000 |
This school works with Apple Financial Inc. for processing financial applications
This information is not currently available.
| Grades | Gender | Living Arrangement | Enrollment | |
|---|---|---|---|---|
| Group 1 | Gr. 7 to Gr. 11 | Coed | Day | 215 |
| Total enrollment | 215 |
| Average enrollment per grade | 43 |
| Average class size | Varies |
| Gender (grades) | Gr. 7 to Gr. 11 (Coed) |
| Boarding offered | No |
| Percentage of students are international students | 1% |
| Number of different nationalities within student population | 0 |
| Five-day boarding programs offfered |
| 7 | 8 | 9 | 10 | 11 | |
|---|---|---|---|---|---|
| Day Enrollment | |||||
| Class Size | 15 | 15 | 18 | 20 | 20 |
| Assessment | Required | Grades |
|---|---|---|
| Interview | 7 - 11 | |
| SSAT | ||
| SSAT (out of province) | ||
| Entrance Exam(s) | ||
| Entrance Essay | ||
| Entrance Essay | ||
| Application Fee |
Day students: Rolling
Student Entry Points
| Student Type | 7 | 8 | 9 | 10 | 11 |
|---|---|---|---|---|---|
| Day Acceptance (Acceptance rate) | 30 - 45 (95%) | 30 - 45 (95%) | 30 - 45 (95%) | 30 - 45 (95%) | 30 - 45 (95%) |
| Services | Offered |
|---|---|
| Career planning | |
| Internships | |
| Mentorship Program | |
| University counseling |
| Key Numbers | |
|---|---|
| Average graduating class size | N/A |
| *Canadian "Big 6" placements | N/A |
| **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)
Below, find stories and testimonials about Centennial Academy.
What do you like the best about being a student at Centennial Academy?
“All the help I get from the teachers”
Jamie, Grade 9
“The way the teachers help you to learn the different subjects”
Edward, Grade 11
“I like being a Centennial student because I have good teachers, and I like that my class is small because I get to understand things better”
Carina, Grade 9
“I really like all of my teachers and the approach that the school takes on education. I also like the fact that we have study hall which is a 45 minute period where we can get our homework done and receive support from our teachers”
Emmy, Grade 11
“The amount of help I receive from teachers and the school environment is perfect”
Michael, Grade 11
How has Centennial helped you since you started school?
Kasi, Grade 11
Dimitra, Grade 8
Carina, Grade 9
Emmy, Grade 11
Michael, Grade 10
Shawn, Grade 10
Dasha, Grade 8
What activities are you involved in at school?
“I go to the fitness room at lunch”
Shawn, Grade 10
“I do intramural sports, student council, and music”
Michael, Grade 11
“Cougar Band (a lunchtime band), Glee club, Girls Group and Yearbook Club”
Emmy, Grade 11
“I am on the basketball team”
Jamie, Grade 9
What is your favorite subject, and describe what it is like to be in class?
“Music. We do an appreciation (listen to the song and write about it) and then rehearse / practice a piece of our choice. Ms. Cox is a wonderful music teacher who is very open to suggestions”
Emmy, Grade 11
“English as the class is very calm which makes everything easier to learn”
Edward, Grade 11
“Geography and History because I like to learn about the past!”
Douglas, Grade 8
“Math because the teacher is very detailed in her explanation. Also everyone participates and the teacher is good at captivating us with her voice and practice activities”
Michael, Grade 11
What has been your most favorite moment at Centennial?
“Going to track and field because it is fun and you get to go with your friends”
Douglas, Grade 8
“My favorite moment at Centennial is the welcome back BBQ. I was eating and laughing with my friends”
Kasi, Grade 11
“My favorite moment was the Quebec City trip. Especially the bus ride!!
Edward, Grade 11
“Performing at events and making new friends. Also, having amazing and dedicated teachers who want me to succeed”
Emmy, Grade 11
If you could give future students on tip or piece of advice, what would it be?
“It would be to work hard, and stay in school!”
Eitan, Grade 8
“Always manage your time! And make sure to preserve your favorite memories at Centennial”
Kasi, Grade 11
“You can be anything if you believe in yourself”
Douglas, Grade 8
“Finish your hard work in study hall with help from your teachers, and do your easy work at home”
Shawn, Grade 10
“Don’t be afraid to ask teachers any questions or if you need help with something”
Dimitra, Grade 8
...
Introduce yourself and the courses you teach. What, in your opinion, is the best thing about being a teacher at Centennial Academy?
My name is Rebecca Martorella and I’m a social studies teacher in both the English and the French stream. I teach both geography and history for the grade 7, 8 and 9 levels. The best thing about being a teacher at Centennial Academy is the collaboration amongst teachers to find strategies that will help each one of our students’ learning.
What are the top 3 things that you think make Centennial Academy unique?
Centennial Academy is unique for several reasons:
The first thing that makes Centennial unique is how teachers scaffold major projects and assignments for students. Teachers break down projects into smaller chunks, making it easier for the students to learn and complete tasks. Students are provided with a model that clearly indicates the steps that need to be followed in order to reach the final goal of the project or assignment.
The second thing that makes Centennial unique is that teachers do not spend the entire time lecturing in the classroom. Teacher’s coach and guide while students work. We don’t spend an entire class period talking while students simply take notes down. Students spend the majority of class time working on an activity (assignment, project, review, etc.) in which they learn to become autonomous and resilient learners. With the steps and strategies provided to the student by their teacher, the student is able to work independently.
The third thing that makes Centennial unique is the approach we take in implementing effective learning strategies. We know that students don’t all learn at the same pace or in the same way. We recognize that students learn differently, which is why we provide students with different learning strategies that they can use in order to succeed.
Tell me about one of your favorite teaching memories/story?
One of my favourite teaching memories was in May 2018 with my grade 8 history classes. We were studying the unit on the American Revolution and the students found it a little difficult. I decided to plae the students in groups of 4 in which they would select a particular event from the American Revolution unit and they would write a script. They were then asked to put on a skit in which they brought in props and other visuals. The skits were funny and well done, but most of all it helped to get a better understanding of the course content. The students loved it and it was definitely a learning moment for them.
What do you think your students like the most about you?
I think the students appreciate that I try to make learning and understanding history enjoyable. History can be a difficult course with many dates and concepts to remember, but I try to find ways to help my students understand the material by making connections.
Describe a typical classroom experience or a typical day at Centennial?
Routine and predictability are key components in the classroom. The class typically starts with a routine and then followed by teaching/instruction at a minimal level from the teacher. The teacher usually teaches and/or instructs for about 10 minutes. The students are asked to work on a follow up activity for the remainder of the class while the teacher’s coach and guide while students work. The last few minutes of class, the students are asked to put their material away and to get ready for their next class.
Describe in your own words the Centennial Academy Approach and how UDL really works.
At Centennial, we recognize that students have different learning needs, which is why we provide our students with various forms of learning and engagement in the course material. Using the UDL model allows us to use various tools to help remove learning barriers for our students. Tools include WordQ, reading strategies, graphic organizers, course packs, work models and various visual tools.
...What is your name and when did you attend Centennial?
My name is Amanda Smith. Halfway through grade 8 I transitioned to Centennial high school and stayed until I graduated Centennial College.
How would you describe your experience at Centennial Academy and what are the most important things you learned from studying at Centennial?
My experience was very positive at CA. I came from many different schools before I found a place where I felt understood, cared for and accepted for who I was.
My learning style was understood by ALL teachers at Centennial and NONE at my previous schools. I loved every single one of my teachers and I felt very comfortable in and out of class.
At previous schools I felt like I was always getting into trouble, which made me think I wasn’t a good student. Forgetting a book in my locker at other schools meant that as a student I was disorganized, forgetful, and even careless. At centennial however it just meant I forgot my book, so they let me get my book.
Centennial turned my “mistakes” into learning experiences that I was able to carry on in my life until NOW. Centennial recognized my potential. Once I was looked at as a successful student with potential, I was motivated to become one. I believe where I am today is a direct result of that.
How did Centennial help you transition from High School to College?
Before coming to Centennial I would drag on my work and spend countless hours wasted because I didn’t understand, and I had no support. In high school at CA, the last class everyday was reserved for doing homework. Teachers were available during this period to answer questions and students got together in groups to solve difficult problems. It was during this time that Centennial taught me how to be productive rather than procrastinate. In Cegep, no one had to tell me to get my work done before 5pm because I had developed a strong work ethic thanks to my time at Centennial.
What are you doing now? What activities are you involved in?
I am a full time student at Concordia University where I am majoring in Applied Human Sciences.
I run my own business “AK” (Amanda’s Kitchen)
https://www.amandaskitchen.co/
https://instagram.com/amandaskitchen_/
I am a coach specializing in healthy eating and lifestyle / weight loss/ eating disorder recovery, an influencer, a content creator, and the food photographer behind Amanda’s Kitchen.
Amanda’s Kitchen is an Online Health Coaching service. On this platform, I assist my clients with creating healthy nutrition and lifestyle patterns through specialized meal plans and guided one-on-one counselling. I help people learn to listen to their bodies, stop obsessing over food, lose weight, have a positive relationship with food and feel better overall.
I really do believe that I was put on earth to help people, most importantly in the field of diet and nutrition. I have always loved to take care of people and I KNOW it is my duty to pursue that in this field.
Hobbies include: piano, weight lifting, drawing, community service, blogging.
If you could give FUTURE High School students one tip or piece of advice, what would it be?
At the beginning of high school, I made the mistake, like the average teenager does, of trying hard to fit in with others. I found myself following my peers even though they were different from me. They lowered my self esteem considerably, until I took a stand and separated myself from them. Learning to ‘do my own thing’ was hard at first, but it made me strong. I ended up meeting my best friend (to this day), Brandon, who I never would have met if I continued down that path. Though I appreciate my friends now more than ever, I can now say that I am confident enough to be independent and do things on my own.
My advice:
Be confident in who you are and don’t hide it to fit in. You will get no further in life by following others, but instead by being yourself. Hang around the right people. You become similar to the people who surround you daily so make sure those people are giving off positive vibes. If your “group” doesn’t make you feel good about yourself, it’s never too late to reach out and make new friends. Get to know people and be friendly; you don’t know what other people are going through. A simple hello and a smile can brighten someone’s day. There’s likely someone alongside you going through the exact same thing!
...“From day one, I felt the learning environment change, the smaller classes and more attentive teachers. To me, I find it wasn’t the work that became easier, but the way I was taught it became easier to understand the material. For example, math, Mr. Elbling has become one of my favorite teachers because of his way of teaching is much more comprehensible, and because of that I managed to increase my grades by just over 20%, from a 70% average to a 91% average. Mr. Elbling isn’t the only teacher who has helped me out, and I have been seeing improvements in all my grades.”
Jesse Castelli - Grade 10
...
At the age of 2 my son was speaking in full sentences in both English and French. Of course I thought he was gifted. I always knew he was special, different to the other children his age. Once he started grade school things changed rapidly, he struggled and by grade 2 he was unable to keep up with his classmates.
I was told that he would need to be assessed as the school thought he had learning disabilities and likely ADD. They also mentioned that I would most likely have to find a better suited school for him. I had already been a single mother for a few years. The fact that my son needed to be in a school where they could accommodate his needs, such as a small private school, was unthinkable at the time.
After an assessment and recommendation from a Psychologist, my son attended a new school with small class rooms and an individualized program that would let him work at his own pace...but even after a few years, many tutors, many assessments and much accumulated debt, this was still not working for him. The Psychologist had also told me that I would never see how smart my son was through his grades...well she was wrong!
Five years ago we found Centennial Academy...when he arrived at Centennial he could barely read or write - he was at a grade 2-3 level. He had no organizational skills and his math skills were very weak...but Centennial saw his potential and they tapped into that!
My son received his first Math Award in grade 7 and by grade 9 he was on the honour roll. Yes, this journey has been a struggle, but now I see that every sacrifice made was worth it. Thanks to a lot hard work...my son will graduate this year with honours... It's a great story and I am glad it's mine
Lianne Lamothe, Mother of Centennial Grade 11 Student
...
For over 50 years, Centennial has been true to its mission to help students with learning challenges become autonomous and resilient learners. Too many schools are designed to fit the so-called "average" student. At Centennial, it's quite the opposite. Everything we do, from the way our school is structured to the way our classes are taught, is designed to remove unnecessary obstacles that get in the way of learning. We make learning both meaningful and accessible. Our results speak for themselves: 90% of our students are diagnosed with learning challenges, yet, with our help, over 90% of our students graduate on time and move on to CEGEP and university.
August 5, 2019
Centennial Academy and College Moving to New Home in March 2020
Centennial Academy and College celebrate a major milestone with a ground-breaking ceremony at the site of their new home ...
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