2075 Sherbrooke Street West, Montreal, Quebec, H3H 1G6, Canada
217 Brookbanks Drive, Toronto, Ontario, M3A 2T7, Canada
1969
2001
300
540
7 to 11
7 to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Traditional
12 to 20
Varies
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$21,270
$29,500 to $31,000
Yes
Yes
0%
5%
7 to 11
7 to 12
$7,000
$10,000
60
90
0%
0%
95%
30%
7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
Rolling
Feb 08, 2021
Not available
Not available
Yes: grades 7 - 11
Yes: grades 7 - 12
No
No
Yes: grades 7 - 11
No
information not available
“One thing that characterizes the student population, in our experience, is that the students all have clear ambitions—they all want to go places.”
“Faculty describe the school as happy and supportive, something that the parents we spoke with all seconded.”
Read The Our Kids Review of Crestwood Preparatory College
“We don’t jump on their weak areas,” says Angela Burgos, head of school. “If your child struggles with math, we’re not going to pounce on math right away — a sure recipe for failure and discouragement. Instead, we work on developing strengths to get some traction and then tackle those harder areas.” That approach accounts for much of the value that Centennial can offer, and the success that it has. 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. “School results increase because their confidence increases," says Burgos. Celebrating their 50th anniversary, Centennial Academy is also unique within Montreal in that it offers a full curriculum in both English and French.
View full reportThere is a rich program of extra-curriculars, though the focus is on academics, including the development of sound study and test-taking skills. The Maximizing Academic Performance Program (MAPP) begins in the lower school, and augments a traditional approach to education, one that is didactic and where assessment is objective. The ideal students are those who have their sights set clearly on success within a university career, are motivated toward that goal, and are seeking to augment or improve their academic prospects.
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"...forward-looking, and dedicated team whose objective was to optimize the learning experience of the students."
Daniel Jordan - Parent (Aug 12, 2019)
Our son Philip completed his entire secondary school cycle at Centennial, and we are very happy with...
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"The school community at Crestwood is like no other."
ella newton - Student (Aug 05, 2022)
Starting high school at a brand new school, not knowing many people, and being one of the younger on...
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"The school and teachers do a great job communicating with the parents."
Sandra Currie - Parent (Aug 05, 2022)
I have two daughters at Crestwood Preparatory College, one who just graduated and they both have had...
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"The school leadership and administration are awesome."
Megan Van Volsen - Parent (Aug 05, 2022)
My son attended Crestwood from grade 7-grade 10. My daughter started this year in grade 8. Both kid...
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"At Centennial Academy we recognize that not all students learn the same way, and we are proud to be the only independent English and French Montreal high school focused on teaching students to success through a Coached Learning Development Model. More than 90% of our students graduate on time and go on to pursue higher education."
"Crestwood Preparatory College is a non-denominational, non-semestered university preparatory school. Students are encouraged to achieve their highest potential by balancing academic, co-curricular and social pursuits within a structured, disciplined and nurturing environment. Crestwood offers a full range of courses at the academic and university preparatory levels. The staff and administration are committed to academic excellence, while fostering integrity, creativity and responsibility to self and community. Organizational and study skills, good work habits and consistent effort are emphasized in all courses. Our program, however, does not end in the classroom. The gym, field, music/art/drama rooms, computer labs and yearbook office, to name a few, are the co-curricular classrooms of young minds eager to take on new challenges and celebrate fresh prospects. Students are consistently provided with many opportunities to create and consolidate. All these factors and the positive personal relationships developed at the school all serve to make high school at Crestwood the memorable and productive experience it was meant to be."
"Centennial is the only high school in the province of Québec that helps students master their learning challenges, graduate on time, and become autonomous and resilient learners – without the help of parents or outside tutors."
"Crestwood prides itself on both an exceptional academic and co-curricular program. Our co-curricular program includes several areas of interest ranging from high level sports teams to unique clubs that any student can join during their school year. Our co-curricular Elite Basketball and Hockey programs are widely known throughout the GTA and beyond, but Crestwood does not stop there. We have over 45 sports teams and over 55 clubs which are open to all ages and abilities."
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"Crestwood Preparatory College attracts students who are committed to academic excellence, personal growth, and making a positive difference in their communities. While each student is unique, they share a common commitment to learning, leadership, and community engagement. We are looking for students who are motivated, academically driven, and one who has a passion for interests outside of the classroom such as extra-curricular activities."
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"Every parent wants to give their child the opportunity to succeed in school and in life. Centennial helps put that success within reach for children with learning challenges. Parents rely on us to provide a rigorous, supportive, accessible academic environment for their child."
"Crestwood prides itself on our dedicated teachers with advanced degrees who love what they do and appreciate their students.
“I am a grade-ten student that just switched to Crestwood this year. From the minute I started, I have never met such great staff and students that are so welcoming. This year has been amazing already, and I love to come to school each day. Thank you for making learning so much fun! —S. Mincer”"
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"Crestwood Preparatory College can be seen as an institution with high academic standards as well as community involvement. Our current and previous students have helped in putting Crestwood on the map for athletics and academics. Our continued student success has helped us become what we are today."
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"Crestwood offers an abundance of extra curricular opportunities for all. If we don't have what your son or daughter is looking for, then we will create it. We believe that the inclusion of all is absolute necessary in order for everyone to enjoy their time while at Crestwood. Teachers continue to volunteer their time outside of the classroom in order to ensure that everyone is happy."
"We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners by providing multiple means of representation, expression and engagement."
"Crestwood offers a family feel. We are a community who believes strongly in the old saying that it takes a village to raise a child. Each and every teacher, administrator, cafeteria staff and fellow students proudly take a hand in helping to make Crestwood feel like a close knit community."
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"In the next five years, Crestwood will continue to inspire excellence and nurture individuality. We will continue to do this by integrating the latest technology and continuing to expand and meet the academic needs of all of our students. Crestwood also aims to continue to focus on wellness and mental health while still providing diversity, equity and inclusion initiatives."
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.
“Crestwood’s most important mandate is to provide an environment where students can walk into school every morning and know that they will be respected for who they are and what they bring to the school as individuals. With this mindset, success on all fronts is virtually limitless. The entire Crestwood community is proud to be part of this philosophy. We constantly strive to uphold this promise and give our students the best possible education. ”
Dave Hecock,
Head of School,
Crestwood Preparatory College
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners, by providing multiple means of representation, expression and engagement. We create optimal learning conditions for all types of learners, while coaching our students to develop effective learning behaviours that help them become autonomous and resilient learners for life. All of our students follow the Québec government curriculum and write the Québec government exit exams. Although 90% of our students have one or more learning challenges, more than 90% of them graduate in five years and go on to CEGEP and university. Our school day includes a 45-minute period to complete homework under the supervision of teachers and learning professionals.
Our curriculum approach essentially involves two important attributes, enrichment and preparation. Students are regularly provided in class and out-of-class opportunities to participate in activities and subjects that will only add to their life's experience in a positive manner. Many of these pursuits will become the basis and raw material for more specific or sophisticated skill development or awareness.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Not applicable
Information not available
Equal Balance
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Students must take both physical education and fitness courses. During physical education, students work in a team to reach a desired goal in an activity. During fitness, students take part in individual exercises to develop their personal fitness level
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We help students with learning challenges become autonomous, resilient, life-long learners. Since we know that every child learns differently, we provide our students with many different pathways to learning, which maximizes their chances of success. Centennial is the only high school in the province that helps students with learning disabilities master their learning challenges and graduate on time.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our goal is to help our students develop effective learning behaviours so they become autonomous and resilient learners.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We are firm believers in the Universal Design for Learning, a completely inclusive approach that meets the learning needs of the greatest number, and diversity, of students. UDL ensures that all types of learners can learn, by providing multiple means of representation, expression and engagement. At Centennial, all students follow the rigorous Quebec curriculum, without differentiation, reducing requirements or competencies. Our curriculum is planned and delivered in an engaging and predictable manner by our highly-qualified teachers, making it accessible to all learners. Our multidisciplinary team of specialists works with students outside the classroom to help them develop and acquire the learning and social skills they need to become life-long learners.
Crestwood has developed program accommodations that address varied learning needs. We understand the importance of providing students with a foundation in basic skills through a structured environment and with a process-based approach to learning. Academic and life skills success does not solely rely on mastering content; it is critical that students begin to acquire skills such as time management, self-advocacy, study habits and communication skills with the end goal of independently accomplishing them.
Centennial welcomes students with ADHD, dyslexia, dysgraphia, anxiety and autism spectrum disorders. No student should be expected to fit into a mold. We aim to be academically and socially inclusive and strive to make learning both accessible and meaningful. Based on data and needs, students might be offered additional support through our after-school program. Support includes help with homework, planning and organization, either in groups or individually.
Crestwood feels it imperative that the learning style of each student is understood and encouraged in order to inspire success. Our Student Services Department meet with students on an ongoing basis and these meetings allow us to communicate directly with students about their academic experience, and then liaise with teachers and parents regarding each student’s strengths and needs. During these sessions, we have the opportunity to discuss strategies and tools that students can apply to experience future success.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 11
7 - 12
0%
5%
$7,000
$10,000
95%
30%
7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
Rolling
Feb 08, 2021
Not available
Not available
Yes: grades 7 - 11
Yes: grades 7 - 12
No
No
No
No
Yes: grades 7 - 11
No
No
Yes: grades 7 - 9
No
Yes: grades 7 - 12
No
No
If your child is not happy going to school, lacks motivation, cannot concentrate, spends hours on homework, struggles with reading/writing, if his/her marks don't reflect his/her efforts or if he/she has a diagnosis of Autism spectrum disorder, ADHD, ASD, Anxiety, Dyslexia, Dysgraphia, Dyscalculia and/or Dyspraxia, you should consider Centennial.
A future Crestwood student is one that is willing to join the school community both academiclly and socially.
Entrance Procedures for Crestwood Preparatory College: