SPARC Resources

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 American Disabilities Act prohibits discrimination against individuals based on disability and requires access to reasonable accommodations in all public places, including independent schools. Reasonable accommodations are defined as those which do not fundamentally alter the nature of the school’s program or create an undue burden on the school. To learn more about the American Disabilities Act, please visit www.ada.gov.

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.

Chestnut Hill Academy uses the recommended accommodations from an Educational Psychologist as the basis for a support plan. We can support accommodations such as:

• Extended testing time
• Preferential seating
• More frequent breaks

We cannot support on-site related services, such as occupational therapy, speech language therapy or mental health counseling. We are also unable to provide toileting assistance. If you have questions on the scope of support Chestnut Hill Academy can provide, please email Chelsea Roberts.

CHA offers accelerated curriculum for math (K-5th) and ELA (1st-5th) and continued teacher training on implementing best practices for gifted education. Our approach to gifted education is guided by the National Association of Gifted Children’s Gifted Programming Standards, which are considered best practices in gifted education.

With our approach to curriculum and instruction, most gifted students can have their needs met in the general education classroom. In some cases, a student may not be significantly challenged by the subject curriculum in their classroom. Students who have demonstrated the need for gifted support that extends beyond what is available in the general education classroom may be eligible for a support plan to provide more individualized gifted intervention upon the review of classwork, assessment data and other factors.

• National Association for Gifted Children
• Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD)
• Supporting Emotional Needs of the Gifted (SENG)
• Autism Speaks
• Understood.org
• Made by Dyslexia
• CDC Children’s Mental Health

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.

To be considered for SPARC resources, testing must have been completed in the last two years. If a child has already completed full battery testing prior to enrolling at Chestnut Hill Academy, the family may submit the evaluation to be considered for a support plan. To best meet the needs of students during a time of rapid childhood development, Chestnut Hill Academy reserves the right to require updated full battery testing should a submitted test evaluation be from more than two years prior.

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 and on their 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

Cadence Therapy - Milani Smith, 5210 Carillon Point Kirkland, WA 98033 (425) 658-3200

Cindy Dupuy - 9725 SE 36th St., Ste. 206. Mercer Island, 98040, (425) 378-7634

Kinderminds - Liz Smith, 800 Bellevue Way NE Bellevue, WA 98004 (425) 301-1816

Eastside Neuropsychology PLLC - Jessica Horsfall, Ph.D.1215 120th Avenue NE, Suite 104 Bellevue, WA 98005, phone (425) 761-8928, fax (208) 439-7406 web jessicahorsfall.wix.com/phd

Dr. Connie K. Craig - Clinical Psychologist, 7464 W. Mercer Way, Mercer Island, WA 98040

Sandbox Therapy Group - 102 E Main St, Suite #7, Monroe, WA 98272, (425) 558-0558

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.