• 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.

  • 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.

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism
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5 Highly Effective Teaching Practices

I remember how, as a new teacher, I would attend a professional development and feel inundated with new strategies. (I wanted to get back to the classroom and try them all!) After the magic of that day wore off, I reflected on the many strategies and would often think, "Lots of great stuff, but I'm not sure it's worth the time it would take to implement it all."

We teachers are always looking to innovate, so, yes, it's essential that we try new things to add to our pedagogical bag of tricks. But it's important to focus on purpose and intentionality -- and not on quantity. So what really matters more than "always trying something new" is the reason behind why we do what we do.

What Research Says

This leads me to educational researcher John Hattie, who wrote Visible Learning for Teachers: Maximizing Impact on Learning. Through his research, one of his goals is to aid teachers in seeing and better understanding learning through the eyes of their students.

Hattie has spent more than 15 years researching the influences on achievement of K-12 children. His findings linked student outcomes to several highly effective classroom practices. Here I'd like to highlight five of those practices:


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Study identifies children at risk for persistent mathematics difficulties

A recent study published in the Journal of Learning Disabilities suggests early screening and intervention may prevent persistent math difficulties (PMD) for at-risk children.

The study identifies at-risk  as being those as young as 2 years old from low socioeconomic status (SES) households; with cognitive and behavioral issues; and with vocabulary and .

Previous studies have found that  experiencing  difficulties will likely continue to experience these difficulties as they grow older. Yet researchers, policymakers and practitioners previously knew very little about which children are likely to experience PMD, according to Paul L. Morgan, associate professor of education in Penn State's College of Education and lead author of the study funded by the U.S. Department of Education's Institute of Education Sciences.


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JP's Work in Singapore

JP School Improvement Specialists Julie Burke and Dan Link spent last week in Singapore working with their Ministry of Education. We are looking forward to hearing what new achievements were accomplished and seeing some photos.  In preparation, here is a FANTASTIC video produced by our Partners in the Special Education Branch of the Singapore Ministry of Education. The results they're seeing are INCREDIBLE!


Click for Video

Benefits of Social-Emotional Programs Far Outweigh Their Costs, Study Finds

For every dollar schools spend on six common social-emotional learning programs, those interventions return an average $11 worth of benefits.

That's the finding of "The Economic Value of Social and Emotional Learning," a study released this week by the Center for Benefit-Cost Studies of Education at Columbia University's Teachers College. 

To arrive at their conclusions, researchers analyzed existing evaluations of six prominent social-emotional learning interventions, which are described in this graphic I pulled from the report.

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Osseo kids get Lucky in learning with instructional robot on wheels

OSSEO — Sitting at a table, Lex Globke watched as intervention specialist Trudy Horlacher held up flashcards with vowel sounds on them.

Using one of his fingers, he wrote the letters “ar” in the air, saying the sound as his index finger made the “a” and the “r.” Horlacher then held up another card and asked the third-grader at Osseo Elementary School to repeat the exercise, but this time, Globke didn’t provide the correct sound.

“We’ll get these, bud,” said Horlacher, who turned him over to a new kind of teacher’s aide — an instructional robot.

Named Lucky, the robot resembles an iPad on a small Segway, a two-wheeled, self-balancing, battery-powered electric vehicle.


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  • Detailed Needs Assessment
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  • Strategies for serving students with Autism
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  • Effective Reading Instruction
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