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Providing an educational experience empowering students to maximize their potential

Chagrin Falls


Exempted Village Schools

Curriculum and Instruction

Curriculum & Instruction

The mission of the Chagrin Falls Exempted Village School District is to provide an educational experience empowering students to maximize their potential. Chagrin Falls Exempted Village Schools utilizes this mission to guide decision-making that informs course and program offerings, teacher professional development, and ongoing refinement of educational opportunities for students.

Exemplary student performance on standardized measures have led to local, state and national recognition. Each year, a high percentage of our student population (92% - Class of 2016) pursues postsecondary education; therefore, the school’s curriculum is structured towards college preparation. SAT and ACT test scores are consistently above national averages. Our Class of 2016 graduates were accepted at 184 colleges and universities located across the United States, Canada, and the United Kingdom, and chose to attend 74 different colleges and universities in 23 states and Canada.

Although the Common Core State Standards (CCSS) in Math and English Language Arts and the State of Ohio Academic Content Standards serve as the foundational basis for our curriculum, we strive to deepen student understanding by incorporating content and skills that best prepare students for the future. We offer an extensive list of Advanced Placement course offerings (26 AP courses are offered in 2016-17). It includes the new AP Seminar and AP Research courses which yield access to the AP Capstone Diploma. According to the College Board, 720 exams were taken by 291 of our high school students last year. (All students enrolled in AP courses are required to take the AP exams.) Of these students, 127 students were AP Scholars (a score of 3 or higher on 3 or more AP exams), 19 were AP Scholars with Honor (a score of at least 3.25 on all AP exams taken and scores of 3 or higher on 4 or more of them), 65 were AP Scholars with Distinction (a score of at least 3.5 on all AP exams, and scores of 3 or higher on 5 or more exams) , and 15 students were National AP Scholars (a score of 4 or higher on all AP exams and scores of 3 or higher on 8 or more). Last school year, 83.3% of the AP exams administered yielded scores of a 3 or higher. We administer the PSAT 8, 9, and PSAT/NMSQT to all students in grades 8-10. This continuum of assessment not only best-prepares students for taking college entrance exams, but also yields critical college and career readiness information and AP Potential Data. This information assists students in maximizing their potential for success throughout high school and beyond. Ongoing student access to the RTI (Response to Intervention) Center and The Writing Center on the 7-12 Campus supports all students in their pursuit of rigorous course offerings.

During the 2015-16 school year, departments worked to identify Selection Criteria for all leveled courses across grades 4-12. These sets of multiple and varied data points are transparently posted on the district website, within the Intermediate School and Middle School Advanced Programming brochures, and within the Course Selection Guide to assist students and their families in determining readiness for more rigorous course offerings. The ongoing collection of data points each year ensures that student readiness is monitored and used in decision-making each year. See the flexible and responsive nature of our course trajectories here: Grades 4-12 Math, Grades 4-12 ELA

Our commitment to holistic and personalized education is also reflected in our continuum of extensive course offerings which extend beyond the core areas (including World Language, Music, Art, and Technology coursework beginning in Kindergarten). We seek to promote a passion for learning within each of our students and encourage them to be contributing members of the community. In the 2015-16 school year, ongoing Intervention/Enrichment periods were identified within the school schedules across grades 4-12. This provided an opportunity for students to access support and or coursework of interest throughout the school year. This programming will extend to include grades K-3 in 2016-17 and access to the STRETCH Enrichment programming for cognitively gifted students in grades 4-6.

As a part of our recently received ODE Competency-Based Education Grant, which is providing $400,000 to our district over 2 years, our district has engaged in a variety of intiatives designed to maximize the potential of our students and staff. Grant-funded work includes:

  • Training of 3 teachers and purchase of materials to support Project Lead the Way STEM programming for all K-8 students as of 2016-17

  • Funded support of 25 district staff from all 4 schools in their pursuit of Gifted Endorsement coursework in partnership with Ashland University by June 2017

  • Provision of funded teacher training to grow the capacity of our staff, including College Credit Plus Credentialing in English (graduate coursework to prepare a CFHS teacher to teach college English coursework for HS and college credit within our campus, as early as 2017-18), Tech Endorsement (enabling a CFHS Math teacher to all teach Computer courses and enhance STEM offerings), Reading Endorsement (enabling a Gurney teacher to grow capacity to reflect student competencies in ELA), initial Wilson Reading Training (enhancing the ability of 10 teachers to reflect stduent competencies in Reading), and AP training for teachers of the new AP Research and AP World History courses to be offered in 2016-17

  • Development and implementation of K-12 enrichment programming designed to personalize student learning - REALIZE U Summer Enrichment courses offered beginning in Summer 2016, new K-12 enrichment courses developed during summer 2016 for implementation in the 2016-17


Please feel free to contact our offices with any questions or concerns regarding curriculum and instruction.

Becky Quinn
Director of Curriculum and Instruction
440-247-2432


Biography

Becky Quinn has served as the Director of Curriculum since 2013. After receiving her Bachelor’s Degree in Elementary with Gifted Education from Kent State University, Becky taught gifted elementary students and middle school students in both regular and gifted settings in both SC and NJ. During her time in NJ, she earned her Masters’ in Educational Leadership from Saint Joseph’s University, in Philadelphia, PA. She returned to SC in 2000 and resumed teaching at the middle level while completing her administrative internship. Upon completion, she became an Assistant Middle School Principal within this school.

After the birth of her first child in 2003, Becky and her husband decided to return to Ohio to be near family. Becky joined the Cleveland Heights-University Heights City School District as the Gifted Coordinator in summer 2004. Throughout her 6 years within the district, her responsibilities grew to also include supervision of the K-12 Music / Arts Programs and Directorship of the 3 middle schools. During her tenure, she received numerous grants and grew new opportunities for students, including new gifted service models, new gifted course options, and summer programming for all students. Becky also earned her Superintendent’s License from Cleveland State University during this time.

In 2010, Becky joined the Willoughby-Eastlake City School District, as the Director of Curriculum, Instruction, and Assessment. In this position, Becky grew her experience in K-12 curriculum. She wrote and facilitated several grant projects, supervised the Race to the Top grant, grew new testing, course, and program opportunities for students, and worked to prepare the district for implementation of the new standards, assessment, and evaluation programs. Becky served on numerous committees and worked closely with community organizations to foster partnerships to promote student learning.

Becky joined the Chagrin Falls Exempted Village School District in 2013 and was hired to supervise K-12 curriculum and instruction and to serve in the role of Gifted Coordinator within the district.

 
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