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

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

  • 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 works with schools providing training on how to ameliorate teacher weaknesses brought to light through the process of teacher evaluation.
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JP Associates, Inc
The School Improvement Specialists
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Don’t Express Yourself – Communicate Instead

In life, the most important skill is communication. It’s the bottleneck to almost every problem in almost every area of our lives. Effective communication is similar to magic, for it transmutes the unseen concepts in our minds into tangible form, so that they can once again disappear into, and transform, the unseen structures of other minds.

There, however, is a large divide between expression and communication. Expression consists of our raw utterances, free of any translation or refinement. Communication, on the other hand, is expression that has been modified and honed in order to fit into the mental models of an intended audience. It’s expression with empathy.

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In 23 states, richer school districts get more local funding than poorer districts

Children who live in poverty come to school at a disadvantage, arriving at their classrooms with far more intensive needs than their middle-class and affluent counterparts. Poor children also lag their peers, on average, on almost every measure of academic achievement.

But in 23 states, state and local governments are together spending less per pupil in the poorest school districts than they are in the most affluent school districts, according to federal data from fiscal year 2012, the most recent figures available.

In some states the differences are stark. In Pennsylvania, per-pupil spending in the poorest school districts is 33 percent lower than per-pupil spending in the wealthiest school districts. In Vermont, the differential is 18 percent; in Missouri, 17 percent.

Nationwide, states and localities are spending an average of 15 percent less per pupil in the poorest school districts (where average spending is $9,270 per child) than they are in the most affluent (where average spending is $10,721 per child).

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Digital Learning Success Is About More Than the Technology

Across the world on Friday, educators celebrated Digital Learning Day by sharing the strategies that have worked in the classroom.

Technology’s role in schools includes connecting the informational dots, capturing and reflecting on student artifacts and helping teachers personalize their approaches.

In an EdSurge article from 2014, education blogger Shelly Terrell identified four trends she sees in K–12 schools as technology becomes more ubiquitous:

  • Web tools and platforms will integrate apps to allow users to do more.
  • Individuals will document their online learning.
  • Teaching trends will focus on student creation and critical thinking.
  • Online professional development will offer participants versatile, community-driven experiences.

Below, are examples of how three teachers in our elementary school use digital tools to provide meaningful learning experiences.

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You’re under appreciated and overworked.

Bitterness follows ingratitude, the most self-destructive quality of all.

10 reasons you’re ungrateful:

#1. Expectation ends gratitude. Results are expected. When you deliver them, someone gives you another goal. There’s no appreciation for doing things you were supposed to do.

#2. Pressure ends gratitude. There’s no time for appreciation when everyone’s barely keeping their head above water.

#3. Problems end gratitude. We can’t stop to say thanks when the world’s coming to an end.

#4. Greed ends gratitude. You aren’t thankful because you want more. Who can appreciate having less than they want?

#5. Inequity ends gratitude. You work harder than others. Why should you thank them for doing less than you?

#6. Complaining ends gratitude. It’s hard to see the good while talking about the bad.

#7. False humility ends gratitude. You belittle compliments. “I didn’t do that much.”

#8. Entitlement ends gratitude. People who work are more thankful than those who don’t.

#9. Negative history ends gratitude. Bad experiences with a person cause you to reject their thankfulness and make you ungrateful for them.

#10. Not receiving gratitude ends gratitude. “If they aren’t thankful, I won’t be thankful.”

4 projects:

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Self-Directed Professional Development for Leaders

The amazing talent and energy of teachers and school leaders in continuing the education of the changing population of students with changing information, standards, and curriculum is being depleted and needs sustenance.  We have arrived at an important crossroads. But the question is how are we going to manage all the new information and capacities that the 21st century has brought us while operating within a structure that is held in place by laws, regulations, and union contracts? The structure of schools must change.

School change cannot take place within the boundaries of the class schedule, school day and year and the four walls of a school building.  Change cannot take place by simply changing the questions on a test or making the test weigh heavily within an accountability system. The architecture of the system, itself, must become flexible. Can we envision a system in which the local needs dictate the length of class sessions, the school day and year, the way subjects are organized and taught, and the manner in which external partnerships contribute to the education of teachers and their students? The design of the schools needs to be dictated by what we know about children's learning and organization capacity enhancements; then goals for the design of the instruction, and partnerships follow. The changes local school districts will be making require new learning, ongoing, daily, mindset changing learning.

Leading the Change
The role of the 21st century leader is complex, gathering the voices of all constituencies, listening deeply to the beliefs and opinions of the community, and building the vision and the plan to achieve it. Becoming the lead learner in the organization is essential. The change process unveils places where knowledge and skills need attention. New ways of doing things always requires new information and new learning.

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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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