Professional Learning Community
Professional Learning Communities ask four main questions:
What do we expect students to learn?
How do we know they are learning it?
How do we respond when they don’t learn?
How do we respond when they already know it?
Pilot News published, "As a PLC, PCSC teachers will collaborate every week with the other teachers in their subject and grade levels across the corporation throughout the school year. In these meetings, they will determine what the students should know and accomplish on a daily basis, and how to evaluate success. This will enable teachers to bounce ideas off each other and collectively implement the most successful strategies that have been—and are being—employed in the classroom.
Teacher Erin Sarber was quoted saying "We walked out (of the conference pictured above) with this common belief that, ‘we can make a difference in these students’ lives, we can make a difference in our school, we can make a difference in our community. We’re not alone in it. We have each other. We will work together, combine our efforts, and we will come out better in the end."
She continued, “Maybe we say, ‘I don’t know how to teach this standard yet. Let’s all try something that we think is going to work.’ And then what we do is after we’ve taught it, we give the assessment, and we come back and together analyze the data to determine who’s students mastered this best, and how did those teachers teach it? Because clearly those teachers were effective in getting the students to master that content, so we should learn from those teachers."
STEM
Plymouth Community School Corporation is in the process of becoming STEM certified. Using CREATE2THINK curriculum, K-8 classrooms complete projects in the realm of Earth and Space Science, Engineering Science, Life Science and Physical Science.
Pictured below: 4th graders building arcade games for their final Create2Think unit of the 2023-2024 school year. Kindergarten and first graders then tested the games out!
Goals
By June 2025, PCSC will increase the district proficiency rate for ELA by 5%.
By June 2025, PCSC will increase the district proficiency rate for Math by 5%.
PCSC will achieve and maintain a 95% retention rate or higher of all teachers Excluding retirements and non-renewals
Growth
2024 IREAD-3
2022-2023 ILEARN 3-8
High Ability
PCSC High Ability Program
*Revised 4/30/2024
Mission Statement
Plymouth Community School Corporation will continue to provide opportunities to students with high abilities that enrich their thinking, support their identified abilities and guide them through numerous experiences. We will continue to empower them to be future leaders.
PCSC acknowledges the following:
Students with high abilities have unique cognitive, social, and emotional characteristics.
Students with high abilities need accelerated curriculum, differentiated instruction, and/or social-emotional support to meet individual needs.
PCSC recognizes and commits to identifying students with high abilities in all racial, ethnic, and socio-economic populations.
Student Definition
The Indiana Code (IC 20-36-1-3) defines a student with high ability as one who:
Performs at, or shows the potential for performing at, an outstanding level of
accomplishment in at least one domain when compared to other students of the same
age, experience, or environment; and is characterized by exceptional gifts, talents,
motivation, or interests.
Identification Process
PCSC recognizes that some students perform at, or show the potential to perform at, an outstanding level of accomplishment in the core academic areas of math and language arts. These students are found in all socio-economic, cultural, and ethnic backgrounds. Plymouth Community School Corporation identifies students as high ability in one of the following areas: General Intellectual (K-12), ELA (6-12), Math 6-12).
Elementary
PCSC begins with administering CogAT screener to all students in 1st grade and 5th grade as well as any new students. If indicated in the screener, then students will take the full battery CogAT.
Students with a CogAT composite score of 90-95
Students with above average iReady scores
Junior High
Students receiving 96th percentile or above on the math or reading on ClearSight End of Year assessment will be identified.
High School
Students receiving a 96th percentile or higher on the PSAT will be identified as high ability
Students taking AP courses and pass with a 3 or higher
Assessments
Verbal and Quantitative Ability/Potential:
CogAT Screener/Full Battery
Measures three cognitive abilities, Verbal, Quantitative, and Nonverbal.
Provides an overall composite of general reasoning abilities and a score for each of the three domains.
Verbal and Quantitative Achievement/Performance:
NWEA
Measures academic quantitative achievement performance and reflects the instructional level of each student and measures growth over time.
Both Reading and Mathematics assessments are computerized adaptive tests.
Percentile scores on the NWEA test indicate a child’s instructional achievement level in Reading and Math.
iReady
Measures academic quantitative achievement performance in mathematics and is an adaptive assessment.
World-class Instructional Design and Assessment (WIDA Access Online)
Measures students’ progress in English language development on a yearly basis in grades K-12.
Computer-based, adaptive test that responds to student performance in four domains: Listening, Reading, Speaking, Writing.
Qualitative/Observational Measures
SIGS
Assesses seven areas: general intellectual ability, language arts, mathematics, science, social studies, creativity, and leadership, and each area is assessed at home and at school.
*Approximatly 95% of grades 1 and 5 tested. With the fluidity of enrollment and transfers, not all students are tested depending on when they enroll and transfer out.
Academic Options
The services available for those students identified as High Ability are:
Enrichment opportunities grades K-4
Use higher level rigor within curriculum
Flexible grouping utilized
Accelerated track grades 5-8
Advanced Placement (AP) classes at the High School
Dual Credit Courses at the High School
Based on interest and needs of identified students academic supports are in place: inquiry and exploration of higher level academic rigor, experiments and design, and individualized educational plans.
Small group and individualized support sessions have been designed to assist students with their high ability needs. This may include but is not limited to: career and college exploration, goal setting and assessment support needs.
All program materials adopted by our School Board of Trustees. The programs have all embedded enrichment materials that address the needs of our high ability students. We also offer after-school enrichment with the focus on Robotics for students that have been identified as high ability.
Guidance/Counseling
School counselors assist in supporting K-12 high ability students. Our junior high and high school counselors help with class selections and any college and career guidance.
This takes place with individualized or small group meetings with students that have been identified led by a member of our GO CENTER.
Professional Development Plan
Teachers, administrators and student support specialists will receive professional development that will enhance the learning opportunities for High Ability students. Teachers and counselors understand the characteristics of high ability students.
Educators:
We offer a variety of opportunities for professional development: intensive support via our adopted programs addressing enrichment and high ability, virtual trainings around content topics that address high ability students and local and state conferences.
Counselors :
Counselors and administrator training is based on the needs of their school and students to ensure that the needs of the students are specific and specialized. Counselors attend meetings, trainings via multiple measures to address the needs of the students this includes new age careers and higher education opportunities.
Administrators attend trainings and professional development on how to address the needs of diverse learners and how to support staff on how to address their needs. They attend high ability training that involves the identification of students and how to read and use the data to support their needs.
Parent Resources
National Association for Gifted Children (NAGC) provides support and a wealth of information regarding the growth and development of gifted and talented children.
Ball State University Center for Gifted Studies and Talent Development assists families in addressing the social and emotional needs of their gifted child as well as sharing strategies for working with their gifted children.
Davidson Institute supports profoundly gifted children.
Appeals
Any family may appeal the High Ability identification decision if they supply a written rationale for why the above process was not valid for identifying their student as high ability. PCSC may offer an alternative measure of ability or achievement to re-assess the student and determine the best academic placement.
Exit Procedure
If a student is struggling in the high ability program, an exit procedure may be initiated by completing the High Ability Exit Request Form. Once the form is reviewed, parents, teacher(s), and high ability coordinator should meet to discuss the issue, determine interventions that should be put into place with fidelity for at least one grading period, and then meet again to determine the effectiveness of the interventions. If the student is still struggling, an alternative academic placement may be made at that time.
Program Evaluation Plan
Program evaluation is completed by a team of invested stakeholders. This includes members of the community workforce, administrators, parents, students and school board members. We are hopeful we will be able to add members of higher education.
Evaluation Plan Audit. We continue to review if we are meeting the needs of our high ability students. Especially during a time in high turnover of staff. We look and analyze the chosen assessment and multiple measures to ensure the selection standards are equitable and precise. We look at the offerings at every level and if areas of growth and improvement are necessary. We continue to grow the capacity of those that are directly servicing high ability students such as counselors and guidance staff to ensure that opportunities for the future are met.
Broad-based committee meets quarterly to review present measures. Such as assessment timeline, parent/guardian communication, academic readiness, career and college exploration and development for the next year.
Dyslexia
90 Day Dyslexia Timeline
ALL K-2 Students are administered as stated for BOY and MOY
All measures on chart have to be administered for mClass to Flag for Characteristics of Dyslexia
Goal: Complete the Universal and Level 1 within 90 days
Week 1
8/7
Back to school night - all parents receive the Dyslexia Friendly awareness letter/ Notification of Universal Screener.
Benchmark
R&R
4
Week 2
8/13
Administer the BOY measures on dyslexia chart
Benchmark
R&R
11
Week 3
8/18
Send results home with a reminder that this is not diagnosis, this is identifying areas we will focus on with your chid to build their reading skills. Use the data to start interventions for 2 weeks.
Benchmark
R&R
18
Week 4
8/18
relationships/ interventions
Unit 1
25
Week 4&5
8/25
9/1
intervention
Unit 1
32
39
Week 6
9/8
PM students on those skills adjust as needed
Unit 1
46
Week 7&8
9/15
9/22
2 more weeks of intervention
Unit 2
53
50
67
Week 9 & 10
10/1
10/6
Administer the MOY measures to all K-2 students. Coach and Principal MTSS analyze and consider factors - EL just needs more time, EL more than language barrier, IEP already to decide what additional info needs to be attached to results. Does the child need the deeper dive level 1 diagnostic at this time? I think they all do if they are not making growth in the interventions, it is the step to make sure they are in the right intervention.
Unit 2
74
81
Week 11
10/13
Results and Consent to administer the Level 1 goes home to parents that we are requesting to do a deeper dive into their learning. Dyslexia characteristics are present and their child benefits from additional supports and Coach/EL/SPED teachers administer the LEVEL 1-Diagnostics ( QPS or M.Rooney) and those results create a new intervention plan and Parents are notified of the results and the next steps.
Level 1 administered by Coach/Sped/EL
Unit 2
88
Dyslexia Specialist with Stephanie Burger and approval of JV before roll out
Here’s a 90-day timeline for implementing a Universal Screener, providing results, and administering Level 1 diagnostics for teachers. This timeline includes key activities, deadlines, and responsibilities to ensure a smooth process.
90-Day Timeline for Universal Screener Implementation
Week 1-2: Planning and Preparation
Activity: Form a screening team (administrators, teachers, and specialists).
Responsibility: School leadership.
Outcome: Team established and roles assigned.
Activity: Select the Universal Screener tool and finalize logistics (materials, schedule).
Responsibility: Screening team.
Outcome: Chosen tool and logistics planned.
Week 3-4: Training and Communication
Activity: Conduct training sessions for teachers on the Universal Screener.
Responsibility: Screening team.
Outcome: Teachers are trained and understand the screening process.
Activity: Communicate with parents about the upcoming screening, its purpose, and importance.
Responsibility: School leadership.
Outcome: Parents informed and engaged.
Week 5-6: Administer Universal Screener
Activity: Implement the Universal Screener with students.
Responsibility: Teachers and support staff.
Outcome: Screening data collected for all students.
Activity: Monitor the administration process to ensure consistency and fidelity.
Responsibility: Screening team.
Outcome: Screening conducted smoothly.
Week 7: Data Analysis
Activity: Analyze screening results to identify students needing additional support.
Responsibility: Screening team and data specialists.
Outcome: Identification of students at risk.
Week 8: Report Results
Activity: Prepare reports summarizing screening results for teachers and parents.
Responsibility: Screening team.
Outcome: Reports completed and ready for distribution.
Activity: Share results with teachers in a staff meeting and provide guidance on next steps.
Responsibility: Screening team.
Outcome: Teachers informed about results and next steps.
Week 9: Administer Level 1 Diagnostics
Activity: Schedule and administer Level 1 diagnostics for identified at-risk students.
Responsibility: Teachers and support staff.
Outcome: Level 1 diagnostics completed for all identified students.
Week 10-11: Data Review and Planning
Activity: Analyze Level 1 diagnostic results to determine specific areas of need.
Responsibility: Screening team and data specialists.
Outcome: Identification of targeted interventions needed.
Activity: Develop individualized plans for identified students based on diagnostic results.
Responsibility: Teachers and specialists.
Outcome: Individualized support plans created.
Week 12: Implementation of Interventions
Activity: Begin implementing targeted interventions for identified students.
Responsibility: Teachers and support staff.
Outcome: Interventions in place and underway.
Week 13-14: Monitoring Progress
Activity: Regularly monitor the progress of students receiving interventions.
Responsibility: Teachers.
Outcome: Ongoing assessment of effectiveness of interventions.
Activity: Schedule follow-up meetings with parents to discuss progress and next steps.
Responsibility: Teachers.
Outcome: Parents updated and engaged in their child's progress.
Week 15: Review and Reflect
Activity: Conduct a review meeting with the screening team to evaluate the screening process and outcomes.
Responsibility: Screening team and school leadership.
Outcome: Reflection on the process and identification of areas for improvement.
Activity: Plan for future screenings and adjustments based on lessons learned.
Responsibility: Screening team.
Outcome: Action plan for future screening cycles.
This timeline provides a structured approach to implementing the Universal Screener and ensuring teachers are equipped to support students effectively. Adjustments can be made based on your specific school context and needs.
9/23/24 Stephanie and Jill @ WDA
Criteria for students that are AT RISK for CHARACTERISTICS OF DYSLEXIA, (not a diagnosis) and will receive interventions for their specific skills they are striving to still master.
What do we want students to be able to do?
What is the biggest impact?
MA Rooney Level 1 screener
No EL, No K, No 1st - Need more time and we a structured framework with progress monitoring to catch
Education Letter for Parents includes:
ACCURATE, FLUENT READING
Reading words accurately is complex: it requires the integration of visual, auditory, and cognitive skills. For example, reading the word “cat” accurately in print requires the following: • Seeing each letter (three different letters in “cat”—visual acuity); • Producing the sound each letter makes (in “cat,” each letter makes a distinct sound—auditory perception); • Putting the individual sounds together to pronounce the word (the three sounds are put together quickly to produce “cat”—a cognitive skill).