Loyola University Chicago

School of Education

2014 Award Citation

School Psychology Program
Distinguished Alumna Award

Kathy Pluymert, 2000

Kathy Pluymert received her Ed.S. degree from Loyola in 1984 and her Ph.D. in 2000.  She has been a leader in the State of Illinois and Nationally serving as ISPA (Illinois School Psychology Association president in 1989 and holding a number of Leadership positions in NASP (National Association of School Psychology) including Credentialing Chair and a member of the Executive committee.  She has spearheaded a number of important initiatives that has helped to solidify the prestige and integrity of the profession.

Kathy has worked as a school psychologist and an administrator since her graduation in 1984 continually impressing the school districts where she worked, the professionals with whom she has worked and the parents whose children she has made her life’s work.  Kathy’s focus has been to provide services for all children to maximize their learning potential and provide those resources that will equalize opportunities for all children.

She continues to work in the area of standards and common core, MSLS and teacher training to be able to provide those resources to the professional which are on the cutting edge and provide the intervention which have the best chance of success based on the evidence and the data which she has arduously collected since her first work as an intern in Mundelein.

Her focus, openness to new ideas and ability to work with teachers, administrators and parents has made her a go to person in the profession.  In her role as an administrator she has brought her knowledge of human behavior and learning together to help Palatine be a model district for new ideas and training.

Kathy uses these new ideas with her staff to generate a more enhanced learning environment for the children in the district.   She has an impressive resume, but her real mark is in the many children she has impacted and the professional staff she has nurtured to think in divergent ways in order to make changes to enhance learning.