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

  • JP brings together several critical factors in the development of an effective school.

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

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

  • JP works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.
  • 1
  • 2
  • 3
  • 4
  • 5

JP Associates, Inc
The School Improvement Specialists
Sign up for our Newsletter 

(516) 561-7803
Fax (516) 561-4066

Follow Us facebook-logo twitter-logo youtube-logo

How to use social media in the classroom

Here are three social education platforms teachers love

Today’s educators have a love-hate relationship with social media. They recognize that five-year-olds know how to use tablets better than their parents and that many kids have smartphones by the time they are 12. Digital natives live and breathe on social media platforms, sending messages and posting pictures and videos almost constantly. In fact, a recent CNN study on social media and teens found that among the 8th-graders surveyed, the heaviest social media users check their feeds up to 100 times a day.

A new generation of education apps is gaining traction in the classroom by combining the powerful features of social media with a focus on helping teachers. Some of the most successful ones include Seesaw, ClassDojo, and Flipgrid. By analyzing what they do well and how they improve the learning experience, we can get a better sense of what it takes to harness the power of social in education.

3 social media platforms for teachers to try
1. Seesaw uses a social media-like platform to record and organize students’ work; at its center is the concept of a digital portfolio. Students record their work in blog-like posts, and the app organizes their portfolio of work by subject area, project, or class. Students can create posts by adding videos, recording audio notes, and using drawing or caption tools to comment on what they are showing. By encouraging students to comment on the work in their Seesaw portfolio, teachers gain insight into their learning process in a way they could not by simply viewing the finished product.

Learn More

Transformataion is a NOW Thing

RL Transformation

3 key levers for school improvement

 

Big initiatives may attract attention, but to move the needle on student achievement, the smartest choice is investing in teachers and school leaders

District and school leaders today are being asked to do more with less. Shrinking budgets and changes to federal and state policies have made their jobs harder. In addition, to help increase student achievement, leaders are trying all kind of new initiatives—curricula and assessment systems, school-improvement-planning processes, learning methods—that have promised to deliver greater student achievement results. However, as the recent findings from the USDOE School Improvement Grants show, most school-improvement initiatives—especially in high-needs, disadvantaged schools—are continuing to fail or create little improvement.

The strategies and techniques that used to work, even a couple years ago, just aren’t working anymore. We all acknowledge that change takes time, but it is important to put systems in place that allow for the examination of signals along the change horizon that help ensure that leaders’ decisions lead to improvement, result in some early wins, and ultimately ensure a good use of human and fiscal resources.

3 levers for improvement
While many factors go into successful school improvement, research and on-the-ground experience have helped us identify three levers that create systems for investing in teachers and school leaders—and increasing student achievement.

Learn More

 

 

Direct Instruction: The Rodney Dangerfield of curriculum

 

Did you hear the one about a curriculum with fifty years of research that actually demonstrates its effectiveness? There’s a new meta-analysis in the peer-reviewed journal the Review of Educational Research that looks at over five hundred articles, dissertations, and research studies and documents a half-century of “strong positive results” for a curriculum regardless of school, setting, grade, student poverty status, race, and ethnicity, and across subjects and grades.

Ready for the punchline? That curriculum is called “Direct Instruction.”

Hey, wait. Where’s everybody going? I’m telling you, Direct Instruction is the Rodney Dangerfield of education. It gets no respect.

I know what you’re thinking. “Direct Instruction? DISTAR, Corrective Reading and Reading Mastery? Basal programs? Scripted curriculum? That stuff’s been around since the Earth cooled. It’s not just old school, it’s the oldest school. Who cares about ‘DI’ when there’s so much cool, cutting edge, and disruptive stuff going on education? This is the age of ed tech, personalized learning, and competency-based progressions. The future is here and it’s OER, social media integration, virtual reality, and makerspaces. Direct instruction!? You gotta be kidding me. See you at SXSW EDU!”

Hold on and look again. The central assumption of DI is that every child can learn and any teacher can succeed with an effective curriculum and solid instructional delivery techniques. When a student does not learn, it doesn’t mean something is wrong with the student, DI disciples insist. It means something is wrong with the instruction. “Thus, the theory underlying DI lies in opposition to developmental approaches, constructivism, and theories of learning styles,” write Jean Stockard and Timothy W. Wood of the University of Oregon, lead authors of the new meta-analysis, “which assume that students’ ability to learn depends on their developmental stage, their ability to construct or derive understandings, or their own unique approach to learning,”

Learn More

 

The 10 Most Important Work Skills in 2020

Preparing students for the work world begins in the foundations set in elementary and high school.  What are you doing to prepare your students? Give us a call or contact us at 516-561-7803 or .  Together we can make a difference!

 

workforce skills

 

 

Today’s workforce, as nearly everyone knows, is increasingly global. And with that global nature comes fierce competition–students will need an arsenal of workforce skills in order to stand out from their peers.

According to a recent McGraw-Hill Education survey, just 40 percent of college seniors said they felt their college experience was helpful in preparing for a career. Alarmingly, that percentage plummeted to 19 percent for women answering the same question.

That same survey also found that students in STEM majors were the most likely out of any group to report that they are optimistic about their career prospects (73 percent).

According to data from the nonprofit Institute for the Future, there are 6 drivers of change in today’s workforce.

These 6 drivers are leading employers to seek out new and unique skills–skills that are quickly becoming some of the most in-demand in the workforce.

The top 10 workforce skills of 2020 include:

1. Sense making

2. Social intelligence

3. Novel and adaptive thinking

4. Cross cultural competency

5. Computational thinking

6. New media literacy

7. Transdisciplinary

8. Design mindset

9. Cognitive load management

10. Virtual collaboration

Learn More

Find Us on Facebook!

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
Login

Login Form