• JP partners with schools and districts across the country to provide intensive professional development for scientifically-based programs.

  • JP works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.

  • JP Associates offers our sites grant writing assistance. Take advantage of our experience writing successful grant requests.

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism

  • JP brings together several critical factors in the development of an effective school.
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JP Associates, Inc
The School Improvement Specialists
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Factors Influencing Student Achievement Workshops

Factors Influencing Student Achievement Domain:

JP brings together several critical factors in the development of an effective school. These factors when woven together in a structured, systematic way create a strong foundation for academic acceleration and achievement.

JP has developed a series of strategies that helps principals, coaches and teachers establish concrete objectives, identify data that lets staff know if those objectives are being achieved and helps instructional staff manage and analyze data so it can be used to improve instruction and increase student achievement.

Whether the focus of the instructional program is reading, mathematics, science or history, a well-designed curriculum is critical to academic achievement and acceleration. JP Associates provides program-specific training for a variety of research- and eveidence-based instructional curricula as well as Responsive Staff Development that is designed to improve the results schools achieve with instructional materials that require additional engineering.

Factors Influencing Student Achievement: 8 Factors That Impact AYP

This session explores the factors impacting students making adequate progress---those areas include: Instruction, Curriculum, Classroom Management, Organization, Stability School Climate, Organization, and Family. Participants will actively respond to research in each area and will apply knowledge to "real life" situations through coaching role plays, small group discussions, developing rules and procedures, and exploring curriculum design. Participants will have the tools necessary to develop a rubric for assessing students and subgroups not making adequate yearly progress and research to support the change necessary to ensure all students receive quality instruction in a safe and orderly school delivered by a highly qualified teacher.

Establishing Benchmark Performance and Progress Monitoring

(Next steps for intervention when progress is not adequate): During this session, participants will have the opportunity to review various examples of student data to determine appropriate placements for interventions. Assessment tools will be examined in order to confidently pinpoint weak student skills. Participants will use also the team approach to identify strategies that successfully monitor student progress in intervention groups, and provide teachers support through the intervention process.

Data Driven Instruction

In order to adjust our instruction, we must first analyze the data which reflects our students' level of mastery of previously taught skills. This session provides experienced teachers with an understanding of how time impacts instruction and how to analyze the collection of data from their current programs. Participants will review examples of Pacing Guides and Data Analysis Feedback Reports and determine how to provide support to staff members to increase their students' achievement. Participants in this session will learn how to set learning goals and use available data to create Trend Lines to project success, or lack thereof, in meeting the goals which have been set. Creating Trend lines will be demonstrated and participants will have the opportunity to practice this skill. Participants will also be provided with written instructions so that they can create Trend lines for the classes in their school. All participants will need to bring a laptop computer. The following versions of Microsoft Office Excel will be included: o Microsoft Office for PC 98-2003 o Microsoft Office for PC 2007 o Microsoft Office for Mac 2004 o Microsoft Office for Mac 2007

Managing Independent Workers

Whether you're a first year teacher or an experienced instructor, this session will help you meet the needs of diverse learners by designing and managing the inclusive classroom. Discover how to meet your goal of differentiated instruction by reducing classroom interruptions and optimizing instructional time. Examples for today's classroom will be shared throughout the presentation

The Challenge of Learning to Read: Introduction to the Five Big Ideas of Effective Reading

This session is a prerequisite for attending the Five Big Ideas of Effective Reading Instruction Series. Participants will be provided the research and background information supporting the inclusion of phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction in your reading program. Participants will gain a deep understanding of the “Challenge of Learning to Read.” *Participation in this Introduction session is a prerequisite for all other “Big 5” sessions 

Phonemic Awareness and Phonics

Participants will apply increased knowledge and understanding of the processing systems of the brain, dyslexia and other reading disabilities, the speech sounds of English, and phoneme/ phonological awareness to provide effective interventions for increasing student achievement. 


This session provides a research base to increase understanding of the importance of fluent reading. Participants will use this knowledge to identify the characteristics of fluent vs. dysfluent readers. In turn, Reading Coaches and teachers alike will implement research-based strategies to improve fluency. 


Join us in this session to examine the pros of explicit instruction of vocabulary/word knowledge. Investigate the prerequisite components essential for proficient comprehension skills. AND…explore differentiated, interactive resources and activities that meet the needs of all learners! 


We will begin by reviewing the essential comprehension skills students should learn. Participants will explore the critical features of comprehension instruction and work in teams to develop plans for effectively sequencing its delivery. 

Restructuring Curriculum for Student Success

This session will identify the effective practices used in DI that can be generalized to other curricular areas at all grade levels to increase teaching effectiveness and student achievement in those areas. The process will be modeled in examples, and then, participants will have the opportunity to prepare a lesson, using their knowledge of DI practices. Participants will leave with an outline for using the process with the adopted curricula in their own school. 

Positive School Culture and School-wide Positive Behavior Support

School-wide Positive Behavior Support (PBIS) is a proven method to help schools successfully educate all students and especially those with challenging behaviors. Participants in this session will be introduced to the Positive School Culture Domain and School-wide Positive Behavior Support as well as be guided through a self-evaluation process to determine their readiness to implement these approaches in their schools. 

Enhancing Student Achievement through Classroom Management

Effective classroom management is the foundation upon which all student achievement is built. As Harry Wong stated, “…without classroom management, you’ll never be able to do what you want to do.” Participants in this session will be introduced to the core principles of classroom and behavior management and use those principles to develop a usable action plan for developing superior classroom management in their schools resulting in superior student achievement. 

Strengthening Parent Involvement

The educational literature, our own experience as educators and the voices of national organizations, parents, administrators and teachers has led us to know that parent involvement in this process of educational growth is needed. Parent involvement is not a sufficient condition in and of itself to produce school-based academic success (Hoover-Dempsey & Sandler, 1995); however, parent involvement does have the capacity to increase the chances for student success. Participants will explore and learn about field proven strategies that enable schools to proactively involve parents in their children’s education. 

The Mindset of the Effective Educator

In this 90 minute session, we will examine the principles that serve as the foundation for our profession as studied primarily by Robert Brooks, Ph.D. and Dr. Martin Haberman, Distinguished Professor, UWM. This session is for new or experienced educators who are continually seeking to refine their skills to increase student achievement. 

Co-Teaching/Collaborative Team Teaching: Building Teaching Partnerships to Support Student Learning

Teachers are responsible for the learning and success of ALL students because of their instruction. During this session, participants will examine the theory and the effective practices to implement collaborative co-teaching in the inclusive classroom. 

Planning for Explicit Instruction

During this session, participants will master the theoretical foundations for the Elements of Explicit Instruction and the Underlying Principles for delivery of lessons. Participants will apply this knowledge base to planning focused and explicit lessons that incorporate the Elements and Principles. 

Academic English and Vocabulary Development for ELL and SEL

This session focuses on developing an understanding of the impact of Vocabulary Instruction and Academic English for English Language Learners and Standard English Learners. Participants will learn to identify the Language-Literacy Connection; develop an understanding of the importance of Academic English; learn the difference between Academic and Social English; analyze steps in effective vocabulary instruction; and apply strategies and review activities to teach Academic English and vocabulary systematically. 

Reading in the Content Areas: Introduction to Grades 4 - 12

This introductory session is designed with teachers in grades 4-12. The session discusses why it is important to help all students in reading and understanding content area texts. After briefly reviewing the struggles of older students with under-developed language, literacy and executive function skills to meet grade level expectations, the session explores what structures may be needed to support students. This introduction provides the participant with the background knowledge to focus on Word Study and Advanced Phonics, Reading in the Content Area and Digging Deeper into the Text, and Building Academic Vocabulary. 

Reading in the Content Areas and Digging Deeper into Texts Grades 4 - 12

This intensive and interactive session will provide educators with the tools, including effective questioning, to guide and engage their students in deeper discussions about information found in content area texts. Participants will explore identifying content knowledge and comprehension strategies, learn the difference between Queries and Questions and leave with an action plan for immediately implementing these strategies in their classrooms. 

Reading in the Content Areas: Building Academic Vocabulary Grades 4 - 12

This introductory session is based on the work of Robert J. Marzano and several other educational experts and researchers. Basic theoretical foundations, research-based explicit strategies, practical principles, and activities for how to successfully teach vocabulary will be explored. Participants will learn a six-step direction instruction process to teach academic vocabulary. 

Reading in the Content Areas: Word Study and Advanced Phonics for Adolescent Readers

The session is designed to give you the basics of the structure of the English language and the current research to support instruction Participants will walk away with specific, basic tools to enable you to scaffold instruction for your struggling students to achieve high standards such as identifying, categorizing and applying advanced word study skills and reviewing a framework for teaching recognition of multi-syllable words. Participants will learn to articulate the value of teaching word structure, advanced decoding, morphographs, and spelling skills beyond grade three.

Differentiated Instruction in Standards-Based Classrooms

Learning is a direct result of our instruction. Students learn because of their teachers and effective instruction based on student need. Teachers are often faced with finding specific strategies that address the unique needs of the students enrolled in their classrooms. Participants will learn to articulate the NEED and Process for differentiation; develop tiered lesson plans for Standards Based Classrooms; analyze the value of assessment in determining net steps for instruction; and identify resources to make the curriculum accessible. 

Active Engagement: Increasing Opportunities to Respond

During this session, participants will explore how the joint functioning of motivation, conceptual knowledge, cognitive strategies, and social interactions in literacy activities impact student learning. Participants will learn how to identify best practices for active engagement; describe less desirable practices; and apply the practices to planning differentiated lessons. 

Guided Instruction

As teachers, we are at our best when we guide learners to new or deeper understandings. The Gradual Release of Responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher as model, to joint responsibility between teacher and student, to independent practice and application by the learner. Participants will explore the definition of the Gradual Release of Responsibility; learn to identify scaffolds to support children in their learning; determine (Assess) robust questioning to uncover misconceptions and student knowledge; and analyze effective instructional feedback.

Reciprocal Teaching

This session trains classroom teachers at any grade level how to use the highly effective process of Reciprocal Teaching (an evidence-based process which involves teachers actually modeling their own thinking, and leading students through highly scaffolded practice) to teach students four critical comprehension tools: predicting; clarifying; questioning; and, summarizing. Participants learn how to ensure that their students achieve and are able to demonstrate, both in class as well as on assessments, the highest levels of text comprehension, while at the same time addressing requirements of the Common Core Standards. 

Responding to a Writing Prompt

This session presents proven strategies based on the Gradual Release of Responsibility instructional model. By the end of this session you will have concrete strategies you can teach your students, which will enable them to select, analyze, synthesize and present information (elements identified in the Common Core Standards) coherently, regardless of the kind of writing prompt to which they are responding-- whether it appears on a homework assignment or a high stakes test. 

Reading in the Content Areas: Strategies that Motivate!

This workshop provides Content Area teachers with concrete tools and comprehension strategies they can teach their students which will allow them to meet the rigorous Common Core State Standards which require students to dig deeper into texts and gain a more robust understanding and appreciation of material found in content area texts. Additionally, and equally as important, this workshop gives Content Area teachers strategies for motivating challenging students to fully engage in this vital reading to learn process.

Click here to download all of our workshop descriptions: PDWorkshopDescriptions


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JP’s Services

  • Detailed Needs Assessment
  • Customized Professional Development
  • Grant-writing
  • Strategies for serving students with Autism
  • Creating a positive school/classroom culture
  • Leadership training and coaching
  • Common Core State Standards
  • Effective Instructional Practices
  • Differentiating Instruction
  • Effective Reading Instruction
  • Job-embedded, side-by-side, onsite coaching

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