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

  • 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.

  • Common Core State Standards, Factors Influencing Student Achievement, Responsive Coaching, Teacher Evaluation, Autism
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Della Lamb Makes 10 Point APR Improvement

Della Lamb Charter School is making great strides in their Annual Performance Report - this past school year they achieved a growth of 10 percentage points! APR award factors include academic achievement, high school readiness, subgroup achievement and student attendance.

School officials from Della Lamb believe a contributing factor in this growth was the addition of Common Core State Standards Professional Development paired with monthly follow-up coaching provided by JP Associates.

This is great news! We are so proud of everyone at Della Lamb and can't wait to see the improvements this year brings. In the meantime, congratulations, Della Lamb Charter School!

Buffalo School #6 Summer School Success

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JP is very proud to share and recognize the great work of all the teachers at Buffalo School #6 this summer. Under McGraw Hill, JP is one of the collaborating partners in the  work of this school improvement grant. Congratulations Building #6!

Click <HERE> to view full story. 

The Power Pack: Data Talks "Putting Students First"

Written By JP School Improvement Specialist Wanetta Jones
 
There is no I in TEAM, "Together Each Achieves Much," with this power pack. You can't help but notice the collegiate comradeship of Mrs. Tina Frye, principal, and her team sitting around the conference table discussing data, strategies, and next steps. They complete each other's sentences, make eye contact when something doesn't sound quite right, and there is mutual support to ensure explanations are clear to all who are listening. Officer Elementary in East St. Louis, Illinois, is a model school that exemplifies that school mergers can work. Let's take a look closer at how the power pack gets the job done.
 
It is no easy task to effectively merge staff and students of two schools who have been acclimated to their own local school environment. Salient factors and challenges to be considered-not impossible. Many of those factors not enumerated for discussion in this article, but for certain, academic performance was and remains high on the list of priorities for Mrs. Frye and her team. Her model of capable and consistent leadership has been key to the school's success. How do we know?
 
Data does the talking and everything else does the walking at Officer Elementary. Mrs. Frye will quickly tell you, "we depend on the data to tell us what to do and how to plan. Our teachers are prepared, we observe great teaching and learning, we regroup and revise, data is our friend," she says. Her leadership team and teaching staff has bought into the organized process of documenting, collecting, and analyzing data for the benefit of student achievement. 
 
The "power pack" knew they needed to assist teachers not dread the laborious RTI (Response to Intervention) process. The RTI process was a non-negotiable to tier students. Teachers didn't have an option. The TEAM needed to act quickly, producing a "doable" plan. Like the Marvel Comics Power Pack superheroes, Mrs. Frye and her team came to the rescue and developed a practical and succinct step-by-step template that utilizes formative and summative data to assign students to tiers. The template worked. Teachers' were happy and students demonstrated progress.
 
Good news travels! When a district representative was invited to Officer to observe their RTI collaborative meeting, the inevitable happened. The smooth execution of the RTI process as they used the school-based created template, received kudos. That day, Mrs. Frye and her team were honored to know that their step-by-step template became the district's model for other schools to replicate. Well, isn't that what "power packs" do? Superheroes in education know how to put students first.

The Gentle Giant

Written by JP School Improvement Specialist Wanetta Jones
 
Mr. Anson Mitchell, soft spoken yet poised principal of Lincoln Middle School, East St. Louis, Illinois was determined to find a viable solution to a systemic challenge that was affecting his total school program-smooth hallway transitions.
 
Respectfully, I call him the "gentle giant." That is, gentle in his approach but giant in confidence. He knew that he needed students to transition from class to class quickly and efficiently; he knew he needed the change now; he knew that a reduction in referrals and suspensions needed to decrease; and he knew he needed something that would work effectively and permanently. Mr. Mitchell didn't stop until that goal was accomplished.
 
Like most students in middle schools, regardless of socio-economic status and academic ability, the generalized personalities of this group of developing young people must be handled with "kid gloves," so to speak. Even though they like to be treated as independent thinkers and doers, the inward cry that lies underneath the need to be independent, is the need for structure when executed positively. Mr. Mitchell understood that need of his students. Further, he heard the spoken and unspoken voices of teachers who said, "Help!" 
 
Several trials of various methods to garner smooth daily hallway transitions from class to class were good, but not for the long haul. The data indicated, tardiness to class, referrals and suspensions were high, and teachers were frustrated. "There has to be something that will work and we'll get there," I recall hearing him say in a coaching support session. 
 
Mr. Mitchell put his teaching and learning knowledge and experience into motion. He tried one last strategy. Music, the universal language would work. He researched types of music that would be most appropriate for students of middle school age-the best music to get the best results. Music that would bring about an expected positive end to that-systemic challenge. He found the top ten to twenty tunes he could rotate that provided motivational messages to students as they transitioned from class to class. Students responded positively to this new strategy! Teachers were happy! Tardiness to class, referrals and suspensions decreased! The school environment looked and felt differently. Once again, the data was the "proof in the pudding."
 
Says Mr. Mitchell, "We have been using music instead of the ringing of bells to dismiss classes and to let a student know that he/she should be in class. We have received positive feedback from students, staff and visitors. The staff has brought songs in for us to use and recommended songs to be played. We use songs with positive messages, inspiring messages or we may choose a theme based on the time of the year. We have noticed a change in the behavior since we started this process." 
 
Mr. Mitchell embraced and successfully implemented the IFSaM problem solving method for this systemic challenge. That is, Identify the problem, Function (find the cause of the problem), Solution, and Monitor. This method was created by Chris Jones and Doug Blancero for school administrators in East St. Louis' LIFT (Leadership Innovation for Today) program. Now, the "gentle giant" has another tool in his toolbox that will be applicable for effective use in the total school environment. Bravo! Mr. Mitchell.

Congratulations to Omar Tabb

thumb Omar.Tabb.CroppedJP wants to congratulate Omar Tabb on the publishing of his paper, "Putnam County: Successful Use of Best Practice Strategies with Children with Autism," in the journal, Report on Emotional & Behavioral Disorders in Youth.  The paper describes the successful program for students with autism developed in Putnam County over a decade.  Achievements ranged from increased student achievements to increased social skills.
  
Click here to learn about the product and training JP developed based on the Putnam County program: IDEAS
 
 

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  • Detailed Needs Assessment
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  • Strategies for serving students with Autism
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