Gifted Program - SPARC

Yes, our SPARC Institute classroom is a self-contained classroom. Students remain with their cohort with the SPARC teacher for all academic rotations. 

Our goal is to meet the needs of all students at Chestnut Hill Academy. Our general education teachers have continued access to accelerated curriculum and resources and will continue to differentiate instruction regardless of a student’s participation in the SPARC Institute. Further, our baseline SPARC program provides accommodations and academic opportunities to all students with an identified need for support or enrichment based on their psycho-educational assessment. 

For the fall of 2021, we will host 15 students in a self-contained 1st Grade classroom. Students will have a dedicated teacher, will rotate with the general student body to Specialists classes, and maintain the standard schedule, excepting that they will not rotate for core classes. 

Yes, we understand that some families would like their highly capable child to remain in a classroom with a broader spectrum of learners. In these cases, prospective families would only need to complete the standard Chestnut Hill Academy admissions application. Current CHA families who have a child who meets the criteria but would like to remain in the general classroom would only need to submit their recurring contract for the 2021-2022 school year. 

As is traditional at Chestnut Hill Academy, class placements for all grades are posted at the Ice Cream Social at the start of the academic school year. The class list for the 1st Grade SPARC Institute classroom will also be shared at this time. 

Further information regarding our program will be shared at the SPARC orientation on May 5th. The invitation to register for the SPARC orientation will be sent out closer to the event. 

Building upon the rigor, exceptional academic standards, and leadership focus of our general education classrooms, The SPARC Institute will offer a highly differentiated and accelerated curriculum. This curriculum will allow high achievers to remain challenged through curricula extensions, research projects, and enhanced opportunities to develop critical thinking skills while fostering creativity. With a singular focus on developing the whole child, each student will take a partnering role in setting the pace and intensity of their academic program. A student’s readiness, interests, and learning profile shape instruction. The instruction includes activities for multiple intelligences and flexible grouping is used for instruction. The development of student potential is encouraged, and students are assessed in accordance with their abilities. 

There is no additional fee to be part of the SPARC institute. The tuition cost will be in line with the standard 1st Grade tuition for the 2021-2022 academic year.

The Student Personalized Academic Resource Coordination (SPARC) program was developed to serve students with special and gifted needs. Students with current test results conducted by a licensed Educational Psychologists will be eligible for consultation with the SPARC program administrator to determine if interventions are appropriate.

The goal of our SPARC Resources program is to meet the needs of each student within the context of providing instruction in an inclusive classroom environment, and as such is not a pull-out program. To accomplish these goals, our teachers have access to several tools, including but not limited to differentiated curriculum both at and above grade-level, lesson extensions and enrichment opportunities, modification of intensity and rigor, and the modification of expectations. Pull-out programs are often designed to place the student in a small class setting, which already exists at CHA.

Students at CHA are paired based on capability, work habits, and maturity, regardless of their SPARC status. As a result, some instructional peers may be part of SPARC, while others will not. This is to create an inclusive environment. Each classroom teacher endeavors to meet the needs of all students, so while some families have elected to not pursue testing, their child, based on demonstrated abilities, will be provided with instruction consistent with their aptitude and needs.

SPARC students have undergone Psychoeducational Assessments to identify needs unique to that student. For students with learning differences, SPARC helps to create and implement a 504 Plan that helps identify and guide classroom accommodations to ensure academic and social success. For students with highly capable evaluations, the Cognitive Assessment and report will guide the instructional staff in developing accommodations to ensure that the student continues to be challenged academically within the classroom. 

Students do not need to be part of the SPARC program to receive social-emotional support.   All CHA students practice social-emotional skills throughout the day as part of our school’s mission to create an environment where children become educated global-leaders, problem solvers, and life-long learners. All CHA students begin building social-emotional skills in kindergarten with our Superhero Social Thinking and Second Step Curriculum.

Your participation in SPARC and details about your student are considered confidential information and are shared internally with faculty and staff to the extent necessary to provide instruction and meet the needs of the student. If you are seeking resources to build relationships and community with families with similar interests and questions, CHA can share recommendations for online resources and peer groups matched to your family’s needs.

With access to a wealth of resources, it is uncommon for us to be unable to meet the academic and social needs of students within the classroom environment. However, if teacher input, assessments, or formal and informal observations indicate that a student’s needs cannot be met in the classroom, we will schedule a meeting to discuss alternative options. These include, but are not limited to, working with an instructional assistant, tutoring, or recommending an outside specialist for Occupational, Vision, Speech, or other therapy.

No. Testing is tailored to the needs of the individual student based on the judgment of an Educational Psychologist. Families who have recent test results or are considering testing would independently provide those results to the SPARC program. A complete report summary should be included as part of any assessment submission.

The full testing report offers valuable insights that inform our review of the testing results. These often include a narrative of how the child presented on the day of testing, the perceived effort and attention that was given to the tests, and any additional professional observations to understand the validity and rigor of the testing. The full report also generally gives us valuable insights into each child’s learning profile and relevant academic and/or developmental history which help to guide our team in recommending the most effective instruction.  

A neuropsychologist will design the battery of tests based on the specific concerns raised by the family, as well as on his or her medical evaluation. The specific subtests and individual evaluation can vary based on the age of the student and desired objectives for learning. Additionally, most Neuropsychologists provide examinations for neurocognitive mediators and a variety of other factors that can moderate abilities. Any tests conducted and recommended by a Neuropsychologist are considered relevant for SPARC evaluation.

While we realize that there are many test protocols available, we have elected to only accept the Wechsler Intelligence Test in the interest of having standardized and equitable admissions criteria. 

To be eligible for SPARC participation, families should present current testing and a report summary from an Educational Psychologist. Students who are participating in SPARC on an ongoing basis are recommended to update testing at 2-year intervals.

Currently, we are accepting test results from any licensed Educational Psychologist. This will provide families with the flexibility to choose the specialist that best fits their needs. Please refer to the following list of local licensed psychologists should you need a recommendation:

Eastside Psychological Associates - Dr. Reilly, 8226 Bracken Place SE Ste 200, Snoqualmie, WA 98065 (425) 427-2474    
Cindy Dupuy - 9725 SE 36th St., Ste. 206. Mercer Island, 98040 (425) 378-7634 
Dr. Kawena Begay - DrBegay@KawenaPLLC.com 425/998-6435 (messages only) For the fastest response, please email
Kinderminds - Elizabeth A. Smith, Ph.D., 5400 Carillon Point, Building 5000, Kirkland, 98033 425-301-1816 www.kinderminds.com (Complete Comprehensive Neuroeducational Evaluation Only)

Test results and evaluation reports should be submitted to sparc@chestnuthillacademy.com

A member of our SPARC program will reach out to schedule an Intake meeting to discuss if intervention is needed. Upon completion of the Intake, a meeting will be arranged with your child’s teachers to form a plan of support.  Ongoing meetings will occur throughout the year as needed.