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

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

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

Introducing JP’s Re-Start Academy (RESA)

Image result for teacher shortage

The nation’s current teacher shortage is having an intense impact on the school system. In 2013–14, 62% of school districts had unfilled teaching positions three months into the school year. 

In the same school year, close to 1,000 teachers were on substitute credentials—a 29% increase from the previous year. With one of the highest turnover rates of any state and 24% of the workforce eligible to retire by June 2018, the future outlook points to continued shortages.

(A Coming Crisis Teacher Report)

Among all beginning teachers in 2007–08, 10 percent did not teach in 2008–09, 12 percent did not teach in 2009–10, 15 percent did not teach in 2010–11, and 17 percent did not teach in 2011–12.  Voices from the field tell us the trend has continued!

 

  • Interested in preventing teacher burnout?
  • Faced with filling teacher vacancies every year?
  • Want strategies that address teacher retention?

JP can help you address these and other needs.

With over a quarter of a century of experience in designing and implementing professional development to thousands of schools JP can assist you in creating a plan that will work for you.

RESA Academies focus on preventing high teacher attrition identifying it as the one factor within a school’s sphere of influence.

Strategy: RESA (Re-Start Academies)

RESA Academies provide a two-pronged approach to the challenge of teacher retention. The first prong targets new teachers (1-5 years in the field) providing training that can be implemented at intervals during the school year.  Information and strategies are based on current data collection identifying reasons teacher are leaving the field. Training is supported by ongoing coaching on a regular basis by trained School Improvement Specialists. 

The second prong focuses on school leadership and their role in creating a culture that supports teachers and develops a teacher-leadership pipeline.  Strategies presented include both a focus on classroom support and establishing school-wide processes and policies.

An integral element of both prongs is the identification of local teachers/administrators who can be trained as coaches so the project can sustain itself. 

Objectives:

  • To improve teacher retention
  • To establish effective and evidenced based mentoring
  • To create positive school environment via collaborative efforts among districts and schools and schools and staff and community
  • To provide training for principals/leaders enabling them to create and support an environment/culture that affects teachers’ decisions to remain or leave the field. 

Avoid These 4 Behaviors That Derail Conversations

When difficult conversations at work go wrong, they can rapidly devolve into unproductive arguments. Keep your discussion on track by minding the A-BCDs: Avoid Blame, Contempt, Defensiveness, and Stonewalling.

  • Blame. Try not to make assumptions about what your colleague is thinking, and don’t make groundless accusations. Keep the conversation focused on facts.
  • Contempt. Acknowledge when you’ve lashed out in exasperation, and do your best to avoid making judgments.
  • Defensiveness. Take responsibility for your part in the conversation. Are you open to input, or do you interpret new ideas as criticism?
  • Stonewalling. Commit to listening and contributing with an open mind, instead of avoiding an unpleasant topic or refusing to participate fully in the conversation.

Any of these behaviors can derail a discussion, so make a commitment to yourself — and your teammates — to avoid them.

Adapted from “8 Ways to Get a Difficult Conversation Back on Track,” by Monique Valcour

6 Strategies for Taking High-Quality Notes

The below article targets college students, but the same concepts apply to adult learners, staff members. Some great strategies for how staff can walk away from professional development events with good information. 

Students take notes in class.

 

In my practice as a professor, I’ve noticed an anecdotal difference between the notes that my A and C students take during lectures. According to one study, students who take notes in an interactive fashion are more likely than those who record what they hear verbatim to be engaged in metacognition (thinking and evaluating one’s thought processes and understanding) and self-regulation (managing one’s behaviors for optimal results). And these two processes are more likely to lead to deeper processing.

The good news is that teachers can show their students how to take better notes. Even better, good note-taking activities are themselves learning processes that can help students think metacognitively about their own studying, and can improve their retention of course material. A virtuous cycle!

Six Powerful Note-Taking Strategies

1. Organize the blank page. 

2. Putting in time is important.

3. Pen beats computer.

4. Make use of the margins.

5. Rereading is essential. 

6. Use abbreviations for speed

Learn More

 

 

 

New Data Reveal 250 Preschoolers Are Suspended or Expelled Every Day

 Pre-K students play with educational toys at an education center, April 2, 2014, in San Antonio.

Twelve years ago, Yale University researchers uncovered a surprising fact: Preschoolers were more likely to be expelled than children in any other grade. In fact, preschoolers were being expelled at rates more than three times higher than school-aged children. Subsequent research found that the effect of this phenomenon was also racialized. A report by the U.S. Department of Education’s Office of Civil Rights showed that African American children represented 18 percent of public preschool enrollment, but 48 percent of preschoolers receiving multiple out-of-school suspensions.

While these numbers are undeniably appalling, they only account for a small portion of the overall preschool population. Many 3- and 4-year-olds attend preschool in private programs, which are not required to report suspensions and expulsions.

The Center for American Progress analyzed new data from the 2016 National Survey of Children’s Health, finding that an estimated 50,000 preschoolers were suspended at least once. Another 17,000 or so preschoolers are estimated to have been expelled.* This is the first nationally representative survey of preschool discipline that includes private preschools as well as public schools. Which means that, across all types of settings, the average school day sees roughly 250 instances of a preschooler being suspended or expelled.

Zero tolerance discipline has gone too far

These disciplinary rates are particularly shocking since suspending and expelling young children has not been shown to produce positive behavioral results. Quite the opposite, such practices can often intensify the challenges faced by these children and their parents, and have even been discussed as the first stage in a preschool-to-prison pipeline.

As with incarceration, consistent patterns of racial discrimination have emerged from each successive study of preschool suspension and expulsion. Yale University Professor Walter Gilliam first identified them in his team’s groundbreaking research more than 10 years ago. At that time, it was found that the three best predictors of preschool expulsion were the three B’s: “big, Black or boy.” That is, teachers are more likely to recommend preschool suspension or expulsion when the child is black, a boy, or is physically bigger than their peers. Obviously, this puts black boys in the greatest danger of being excluded from early learning opportunities.

Learn More

 

 

Accelerate Learning Through Independent Reading

Image result for student reading

In his address to the American Library Association in 2005, then-Senator Barack Obama noted that "literacy is the most basic currency of the knowledge economy." The knowledge economy relies on people who can communicate with others, engage in self-reflection and self-direction, and learn autonomously. In a world where information and technology are moving at ever-increasing rates of speed, our students need to know how to build their knowledge independently and not simply wait passively for someone else to present it to them. The path to building these skills, habits, and dispositions begins with independent reading. Whether in school or out, independent reading builds knowledge. And knowledge, in turn, amplifies reading skills.

Independent Reading Builds Knowledge

Research on the correlation between achievement on standardized tests and reading outside of school is clear—reading volume is associated with academic performance (Anderson, Wilson, and Fielding, 1988). To illustrate this point, consider three hypothetical 5th grade students. The first reads 40 minutes a day on average, meaning she is consuming more than 2.3 million words per year. Her test scores show it; she's in the 90th percentile on standardized assessments. The second—an average student—scores in the 50th percentile. The correlational data show that he reads on average for 12 minutes a day, resulting in about 601,000 words consumed per year, or 1.7 million fewer words than his high-achieving classmate. Of even more concern is the child who reads for only 90 seconds a day on average outside of school. This child is exposed to a deeply impoverished 51,000 words per year (about the same reading volume the first student reads in a week) and scores in the 10th percentile on standardized tests. He will enter high school nearly 7 million words behind his high-achieving classmate. This sobering data is correlational, not causal, but it points to the multiplicative effect of low reading volume across the school years.

Knowledge Builds Independent Reading Ability

Now let's look at the reciprocal: what does knowledge do for reading? Evidence comes from studies like this one done with 7th graders. Students were sorted into four groups across two criteria: current reading level and baseball knowledge. After reading an informational passage about baseball, they were assessed on their comprehension and recall of what they had read. To no one's surprise, those who were strong readers and possessed high knowledge of baseball scored at the most proficient. But to everyone's surprise, the students with lower reading skills but high levels of baseball knowledge performed at comparable levels. In fact, they outperformed those who had high reading skills but low levels of baseball knowledge (Recht and Leslie, 1988). In other words, prior knowledge had a mediating effect on reading performance. The takeaway from these two iconic studies? Knowledge is acquired through reading and in turn plays an influential role in what is understood when reading.

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