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

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

  • 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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LATEST ACHIEVEMENT RESULTS REVEAL SLOW PROGRESS, STUDENTS UNPREPARED FOR THE FUTURE

Booker T

http://www.conncan.org/Community/media-room/2017-07-latest-achievement-results-reveal-slow-progress-stud 

July 19, 2017

Booker T. Washington—A Bright Spot and Beacon!

 “Schools like Booker T. Washington—its leaders, teachers, students and families—are a beacon to other schools,  pointing the way to success. Their results shout out, ‘Success with all students is within our reach.”  Congratulations to an exceptional school!”  Janie Feinberg, President, JP Associates.

Far too many students in our cities are not getting the education they need to succeed. More than two-thirds of children who attend schools in our cities like New Haven, Hartford, and Bridgeport are not on track for postsecondary readiness in either math or ELA.  (ConnCAN-Connecticut Coalition for Achievement Now).

Bright Spots:

Seven districts with a higher percentage of Black, Hispanic/Latino, and/or students eligible for free or reduced-priced lunch that the state overall outperformed the state average in ELA and math. Three are traditional districts: Griswold, Montville, and Groton. Four districts are state charter schools (individual charter schools are considered districts in Connecticut): Booker T. Washington Academy, Brass City Charter School, Elm City College Preparatory School, and Side by Side Charter School.

Of the 186 districts with available data, New Haven’s Booker T. Washington Academy is the highest performing overall in math and 33rd highest-performing district in ELA: 87.1% of Booker T. Washington Academy’s students are on track be ready for college and career. 86% of students who attend Booker T. Washington Academy are Black or African American, and 82% quality for free and reduced-price lunch.

“We must do more, faster, to ensure that our children are ready to succeed. Our students and our economy cannot wait decades,” said ConnCAN’s Alexander. “Fortunately, we know what it would take to deliver a quality public education to every student in Connecticut. The bright spots in these scores point to a way forward. We call on our state and local leaders to accelerate progress and make bold strides to deliver a high-quality education to all children.” 

“We are already getting a lot of attention from folk who want to know what we use to get our results.  JP Associates is a significant part of our success,” states Booker T. Washington’s Executive Director, John Taylor.

“When you enter the school, the culture is so present you can feel it. Leadership provides a clear vision coupled with effective support.  Teachers are engaged with students and each other.  They share information.  They are open and eager to work with us to identify both challenges and solutions.  They are just a pleasure to work with,” says Dan Link, JP School Improvement Specialist.

JP is honored to be working with Booker T. Washington’s leaders and teachers.

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Why writing doesn’t just prove learning, it improves all learning-including STEM

writing education

Writing is used to assess student learning more often than it is used to facilitate learning. We talk about writing as a product for assessment, a subject where paragraphs and commas are taught, or a skill that one either has developed or lacks. Rarely do we hear people, even teachers, discuss writing as a process for learning.

Imagine if a teacher said, “Go write on it and see what you come up with,” after a student asked a question. “Writing organizes and clarifies our thoughts,” writes William Zinsser in Writing to Learn: How to Write–And Think–Clearly about Any Subject at All. “Writing is how we think our way into a subject and make it our own. Writing enables us to find out what we know—and what we don’t know—about whatever we’re trying to learn.”

Simply put, writing is our critical thinking made visible.

Through the process of writing, writers put nascent thoughts into comprehensible language for others to read. In their pursuit of self-expression, they often find themselves challenged to find new words or motivated to develop academic vocabulary.

Because it is a critical thinking process, writing isn’t merely an act of jotting down what you have in your head. Once the initial thoughts in your head start to flow, you naturally begin iterating on them.

In academic writing, this leads back to the text, where writers rethink, re-evaluate, and understand a detail or main idea more deeply. As Robert Frost points out, “All there is to writing is having ideas. To learn to write is to learn to have ideas.”

Learn More how writing improves stem learning

5 ways to get the U.S. to a 90 percent high school graduation rate

high school graduation rate

 

The nation could miss its high school graduation rate goal if more states don't improve progress.

The latest annual report in a series tracking the U.S. high school graduation rate reveals that, while the national graduation rate is 83.2 percent, the nation could miss its goal of a 90 percent high school graduation rate by 2020 due to persistent equity gaps.

The 2017 Building a Grad Nation report, the eighth annual update on progress and challenges in boosting high school graduation rates, reveals that only half of U.S. states are on track to reach a 90 percent high school graduation rate by 2020.

A close look at the data shows disparities in graduation rates in five key areas.

Low-income students: Nearly half of the country’s 2015 graduating cohort–48.2 percent, a slight increase from 2014–came from low-income families. Nationally, the gap between low-income students and their middle- and upper-income peers now stands at 13.7 percentage points.

Black and Hispanic/Latino students: Graduation rates for black students have increased 7.6 percentage points and 6.8 percentage points for Hispanic/Latino students since 2011–some of the highest gains of any student subgroup. However, black and Hispanic/Latino students make up 54 percent of all students who did not graduate on time.

Students with disabilities: Thirty-three states reported high school graduation rates for special education students below 70 percent, and nearly half of those 33 states had graduation rates for students with disabilities below 60 percent. Four states–South Carolina, Louisiana, Mississippi, and Nevada–graduated less than half of their special education students.

English Language Learners: The number of ELL students in America’s public schools is climbing. The 10 states with the highest proportion of ELL non-graduates accounted for 66 percent of all ELL non-graduates in the country, while more than one-third of English Language Learners who did not graduate on time are located in California alone.

Low-graduation-rate high schools: Since 2002, the number of large, low-graduation-rate high schools (enrolling 300 or more students) has been cut in half and there are now fewer than 900,000 students enrolled in them, down from 2.5 million. There were 2,249 low-graduation-rate high schools (enrolling 100 or more students) in 2015, making up just 12 percent of all public high schools enrolling 100 or more students. Two out of three students in low-graduation-rate high schools are black or Hispanic/Latino. Six in 10 students in low-graduation-rate high schools qualified as being low-income in 2015, meaning that there is little economic diversity in the nation’s most challenged high schools.

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3 ways to use technology for amazing parental engagement

parental engagement

 

Customized tech, the LMS and video conferencing are all tools today’s younger gen parents like to use for communicating.

Involving parents in their children’s progress in the classroom has long been shown to significantly increase student outcomes. With parent engagement top of mind in many school districts–partly because the Every Student Succeeds Act (ESSA) requires it–teachers can benefit from these best practices from peers for using education technology to get, and keep, parents engaged.

1. Tools within the LMS can Help Teachers with Outreach

One big advantage of a good learning management system is the potential time savings it offers to teachers in reaching out to parents. That’s because an LMS can include a number of built-in tools that make it easier for teachers to perform common daily activities on a single platform. Taking time to train teachers on efficient use of the LMS platform can pay off in better outreach.

For example, if students can enter their work into a secure personal folder or drop box in the LMS, access to that folder can also be shared with the parent. That’s a suggestion from Jeff Allison, the e-learning and blended learning coach at Hamilton-Wentworth District School Board in Hamilton, Ontario. Content sharing helps ease teachers’ daily workflow, Allison said, giving them an automated way to show parents a student’s work and collect feedback. That sort of time saving should be one result of a pilot “parent portal” that Hamilton-Wentworth is planning to launch this fall, built in the district’s learning management system, Brightspace from D2L.

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