Bi-County Collaborative
397 East Central Street
Franklin, MA 02038
P: 508.520.1998
F: 508.520.1445



2018-2019: Professional Learning Communities


ELA Elementary: Chairs, Kristin Boni and Julie Lambert

The elementary ELA PLC meets monthly to analyze student writing samples and common assessments.  The group uses criteria analysis to gather data from scored writing rubrics of common assessments and works in small groups to score everyday writing samples.  Data is used to determine which areas of the writing traits are lagging in each grade level. Intervention strategies are brainstormed and trialed in the classrooms with the goal of improving student writing.


ELA Middle School: Chairs, Suzanne Prall, Kristen Sousa, and Melani Galante

The ELA Middle School PLC is made up of a variety of teachers, paraprofessionals, and therapists. This school year, the committee has been working on analyzing students’ work throughout every middle school program at the Collaborative. The topic the students are working on this school year is to be able to identify the main idea and themes from passages, along with identifying supporting evidence from the passage. Once student data is collected and their work analyzed, the goal of the committee is to identify areas of concern and work as a team ascertain applicable strategies and interventions for students to increase their skill level.


ELA High School: Chairs, Jon Morgan, Bill Kickham and Beth Hebb

The English Language Arts Professional Learning Community meets  to interpret data collected on student performance toward common core curriculum standards. Educational team members identify student strengths and areas of need. Teachers collaborate on methodology of instruction in areas of student need to reteach material. This year we are currently focused on literacy. Targeting specifically plot, character analysis, and author's craft. Our community commits to data driven dialog based on analysis of student work.


Math Elementary: Pam Ludwig and Lauren Masseur

The elementary Math PLC meets on Professional Development Days to analyze student work on predetermined math common assessments. The group uses data from the assessments to determine skill areas that are deficient. They use this information to develop interventions to bridge the gap in student learning. Teachers provide input on methodology that is working and recommendations for strategies to increase student retention of learned skills. The group is targeting vocabulary and problem solving skills as foundational areas that will provide overall improvement in math.


Math Middle School: Chairs, Dan Nadeau, Gian-Christian Paris and Ben Giuffrida

This school year, the committee has been working on creating assessments and discussing the GoMath Program. The team has been analyzing student work, specific chapters and concepts and creating mapping tools to help instruct the students.  This community of professionals meets on a monthly basis to analyze work given to the students from assessments throughout the school year. Once work is analyzed and the data is collected, the goal of the committee is to identify areas of concerns with our students and work as a team to come up with and apply strategies and interventions to help build these skills within our students. This has been an ongoing committee of to help foster growth in mathematics.


Math High School: Chairs, Joel Hoffman and Jonathan Drake

The purpose of the High School Math PLC is to look at student data and student work to drive dialog that results in better teaching and targeted re-teaching to improve student’s math skills. In particular the PLC will engage in error analysis of the AGS Math Level Indicator, MCAS data, MCAS practice tests, and chapter Common Assessments; as well as identify and share resources, strategies of interventions, and best teaching practices for teaching particular types of math problems.    


Transition: Chairs, Lisa Sleboda and Valerie Jones

The work of the Transition PLC aligns with the principles of the Massachusetts Student Driven Secondary Transition Model. The group is diverse and includes teachers, speech language pathologists, a transition coordinator, an occupational therapist and paraprofessionals.  This collaborative group is sharing their expertise on the instruction of communication skills so that students "know how to interact effectively with others... [and] feel empowered to express their preferences." Students are receiving both explicit instruction in the classroom as well as support in work/community site based learning.  The group is engaged in data driven dialogue in order to improve instructional practice and student outcomes. (


Intensive PLC: Chairs-Nancy Regan, Julie O’Connor, and Sara Gustafson

The Intensive PLC focuses on increasing individual student growth using components from Unique Learning Curriculum.  Participants analyze results from benchmark assessments, develop plans for guiding teacher instruction, and improving student performance towards skills in Unique Learning.


ABA (Applied Behavior Analysis): Chairs, Michelle Dunham and Paul Reedy

The ABA PLC is comprised of BCBAs, BCaBAs, RBTs, and others with an interest in the practices of ABA. Our goal is to increase the quality of ABA services across the Collaborative. This has been accomplished by activities such as organizing the ABLLS kit to make it easier to use, developing a common system for developing skill acquisition programs, and sharing resources among the various BICO programs represented and serviced by our members. The current focus is on the development of a rubric with which to assess the quality of the ABC data gathered by staff within their classrooms; once the data have been assessed, staff will be taught to improve this skill. This will better enable Behavior Support Plans and other interventions to be more precisely tailored to meet individual student needs.


Physical Therapy (PT): Chair, Kristin Piscatelli

The Physical Therapy Professional Development Committee is working on researching the most current evidence to guide our team in providing the best quality care for our students.  Our research is focusing on standardized assessments that are appropriate for both the student's functional abilities and grade level. These assessments will allow us to accurately track each individual student's progress over time and help guide our treatment plan.  In addition, the committee plans to do further research on various physical therapy treatment approaches as well as equipment prescription for student's with altered mobility. As a discipline, we are excited to have the committee to combine our expertise and pass this along to our students.  


Adaptive Physical Education (APE): Chair, Patrick Gann

Our PLC aims to collaborate on new ideas that we can use with our students. Currently, our PLC is working on trialing a new assessment tool that will be universal throughout our programs. The assessment tool will be used to generate goals for our students as well as play a part in grading our students. We also have the opportunity to use this assessment system when evaluating our students who need it for IEP progress.


School Adjustment Counselors (SAC): Chair, Laurie Cunningham

After piloting the Rating Scale of Impairment (RSI) and the Child and Adolescent Functional Assessment Scale (CAFAS), as a team, we decided that the CAFAS was a tool that was able to show growth or decline in our student’s social/emotional learning and was the assessment we wanted to move forward with for the 2018-2019 school year. We also determined that utilizing the Preschool and Early Childhood Functional Assessment Scale with our younger population. Counselors will be finishing their first round of the CAFAS or PECFAS by the end of November. We will then be analyzing the data to determine areas of need that we should be addressing for our student’s social emotional learning.  In addition, counselors will administer a minimum of one more round of the assessment by the end of May to measure student growth. One of the goals of our PLC is to research and explore appropriate SEL curriculum that can be utilized collaborative wide by SACs and teaching staff to address social emotional learning within our classroom environments. Our hope is to utilize the results that we receive through our SEL common assessment and align this with user friendly curricula that can address the areas of need for our students as well as align with the SEL state standards. To jumpstart the progress towards this goal, we have decided to develop a staff training on the Social Thinking curriculum for staff working in our social emotional programs in grades K-12.  Social Thinking is a curriculum that is already used by many of our counselors and some of our teachers.


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