Programs

Elementary Program 

The elementary program consists of four classrooms with students ranging in ages from 6 to 12 years old.  Staff works as a team to reduce problem behaviors and increase overall student achievement. 

Students are instructed at their individual level based on their Individualized Educational Programs and ongoing assessment data.  Teachers use research-based strategies to actively engage students and

increase their success rates in school. The focus of instruction is on reading, writing, math, and social skills that provide the foundation for all other learning. Teachers use data to make academic and behavioral decisions to best meet students’ needs. 
The team adheres to the belief that all students can learn and control their behavior, thus teachers follow systematic procedures to help students be successful. 
Teachers use components of a direct instruction model, explicit instruction, clear expectations, and structured routines to foster independence and coping skills. 
Team work and a sense of community are emphasized through cooperative learning groupings and planned social activities. Students are also taught skills to use and generalize within their homes and community settings. 

The goal of the elementary program is to teach and prepare students to return to a less restrictive environment, ultimately a general education classroom in the public school setting. 

Middle School Program

The Middle School program at Centennial School strives to implement best practices in academic instruction along with positive behavior supports and direct social skills instruction to teach the skills necessary for a successful return to the home schools.

To promote student-teacher-peer relationships, the Centennial Middle School program uses a team teaching approach among its three classrooms. Students follow a bell schedule, change classrooms and take instruction from different teachers throughout the day.

Middle School students are assigned a homeroom where they start their day, have break, share lunch together with their peers and teachers, and return for study hall and dismissal.  Homeroom provides a great opportunity for building relationships, working on homework, and socializing with one another. They receive instruction reading, language arts, mathematics, social skills, gym, history, and science.

To meet the Pennsylvania Curriculum Standards, teachers employ the following curricula:

  • Open Court Reading Series
  • Rewards Reading Program
  • SRA Decoding
  • Paragraph Writing Strategy from the University of Kansas
  • Houghton Mifflin Math program
  • AGS Pre-Algebra and Algebra

Teachers also use standardized measures to determine appropriate instructional levels and to assess student progress. Instruction is provided within homogeneous groupings to allow for maximum differentiation within each classroom.  Throughout the school year, teachers monitor progress towards students’ IEP goals and use data to make instructional decisions for maximizing student progress.

Because students we serve students who have histories of behavior problems in school, social skill instruction and performance feedback is part of what we do every minute of every hour of every school day.  Middle school staff strives to create a safe yet fun learning environment where teachers and students want to be. 

High School Program

The High School program serves students from ages 14-21 and consists of two primary components: academic and pre-vocational. High school students’ educational needs are defined in the Individualized Educational Program with an emphasis on post-secondary goals.

Students receive instruction that is aligned with Pennsylvania Curriculum Standards in reading, language arts and literature, mathematics, career development, physical education, technology, English, social studies.  Just like a regular high school, students move from class to class throughout the day. Because the students we serve have had past histories of behavior problems in school, direct social skills instruction is imbedded throughout the entire curriculum.

Returning to the Home School District:  If a student has an interest in returning to the home district, more emphasis is placed on the general curriculum. Transition back to the home school is a highly structured process that involves the student, their family, the home school staff and Centennial Staff. 



Seeking a Career Path: Students who have post-secondary goals of gaining competitive employment, acquiring pre-vocational skills and exploring job opportunities may receive services from the Career Development/ In-School Jobs Program (http://isj.weebly.com). The program provides students with career exploration and supervised, simulated work experiences within the school environment. Students learn technical skills such as resumes, applications, and job skills for obtaining and maintaining employment, that include interviewing, accepting corrective feedback, communicating with co-workers, calling off of work, and resigning from the job.

Inclusion into local vocational-technical schools is available for students 16 and older who have chosen a career path. 

Students gain opportunities and privileges by moving through the Steps to Success System. Behavioral goals are monitored on a daily basis and achievement is celebrated weekly.