News & Updates
JP Associates is continually undertaking new initiatives with school organizations, attending conferences, and further establishing ourselves as the leaders in the field of school improvement. Below, please find our latest news and check back frequently for more up-to-the-minute information.
Interview with Janie Fienberg on the Common Core State Standards
02.04.13 - The Common Core Standards are not only important, but confusing, as well. In a recent interview, JP's President and founder clears up the confusion surrounding the standards and shares why they are so important for educators to understand.
Q. The Common Core State Standards Initiative is a hot issue these days. Why is that? Why now?
A. The standards are a "hot issue" first, because it will drastically change the way teachers teach. It raises the bar significantly, especially in the area of text complexity. Our students are going to be required not just to deliver the information the teacher wants to hear - Initiate, Respond, Evaluate, which has been the process until now - but to provide thoughtful and in-depth answers about text dependent questions. These are national standards that ALL children will be expected to attain in ELA, math, and content area subjects. It means a real shift in teaching and learning for Pre-K-12. Research tells us that currently approximately 80% of what is read by or to younger children, K-2, is literature or narrative. Now that percentage is going to change with non-fiction becoming more prevalent throughout grades K-2. It is important to have strategies like effective Think Alouds or Read Alouds in place in Pre-K-and for that to happen teachers must receive effective, evidenced-based, job embedded professional development. In order for teachers to feel comfortable with these changes, they will need consistent, continuous support in implementing this new shift. For our older grades, there will be much more in-depth analysis of our texts. Teachers will need to be trained on how to provide students with more effective questioning techniques and strategies on how to question the author-what the author wrote, how they wrote it, why they wrote it, etc. To summarize, this is a real shift in how we teach and how children will learn and, therefore, the Standards are a hot topic. Any time change occurs, that particular change becomes the source of much discussion. The topic is also hot at this particular time because the assessments for the Standards will be rolling out 2013-2014. Online assessments will be forthcoming in 2014-2015. So many new things, including teacher evaluations, are happening, and teachers feel overwhelmed. Rightfully so! So many new initiatives at one time can certainly cause anxiety. We, who are in charge of teacher training-principals and professional development providers, must recognize this anxiety and fully support our teachers' PD needs.
Q. What are some of the problems and hopes for implementing Common Core?
A. I like to frame this as challenges rather than problems - I think it puts a different spin on it. Some of the challenges are having the resources, including that precious commodity of time, to make sure the Standards are implemented effectively. Again, it is HOW we do something, not just what we are doing. Teachers must, again, have the most effective PD we can provide. The one indisputable fact throughout all the research is the teacher of quality is the number one factor in closing the achievement gap. Therefore, let's make sure our teachers are fully prepared to know how to teach the Standards. If we don't provide evidenced-based PD, then this initiative will fail. It could appear on reading the Standards, for example, that teachers just need to teach the grade level Standards in sequence of how they are presented - UNTRUE! These are not a set of isolated skills grade by grade as in the past. There are anchor Standards that are taught across all the grades- they just get more sophisticated as the students' skills increase. Teachers can no longer remain in their traditional role of teaching just their grade requirements- we must make even KGD children ready for college and career Standards. This is a totally different mindset. It can no longer be the isolated classroom. PD must provide teachers with how to work in PLC's so that a team of teachers can formulate effective lessons and assessments. These challenges can become problems if we are not planning the implementation of the Standards with close attention to all the necessary details: appropriate planning time; effective PD; continuous, on-going coaching. The hope for the CCSS is that ALL children will now have to have a common knowledge base. ALL our children will be, in fact, be college and career ready. In addition, my supreme hope is that, with a new mindset and a new set of teaching skills, the achievement gap that plagues our country can be eliminated. No matter where our children go to school, no matter how often they move, ALL children will be required to meet the same standards.
Q. Can you outline what a successful implementation of the standards would look like?
A. Evidenced-based professional development (PD) is the foundation for a successful implementation of the Standards. Teachers need to experience a close reading of the Standards assigned to each grade and the foundational/anchor Standards that go across all grades in order for our students to be college and career ready. JP has a series of PD workshops that can be customized to meet the needs of a particular school/district in terms of where that school/district is in the process of implementing the Standards. One of the first steps is to conduct a Needs Assessment so a Gap Analysis can be completed to determine how the schools' current curriculum aligns with the Common Core Standards. How do we unpack the "Outcome" standards to meet the needs for ALL students' and improve teaching and learning through assessment? Teachers need to know how to identify high quality instructional materials using evidenced-based indicators. Then they need to learn how to use their new found knowledge of these indicators to develop instructional content and strategies that bridge any gaps. Developing a deeper understanding of how to differentiate instruction through teaching practices will enable all teachers to meet the needs of Special Needs Students, English Language Learners, and Standard English Learners. One of the biggest areas in which teachers need support is how to formulate effective, on-going assessments that ensure there is mastery of the particular Standards. Assessments provide information that can and should be used as feedback to modify teaching and learning activities. Teachers should be trained in how assessment becomes formative assessment-- when the evidence is actually used to adapt the teaching to meet student needs. In addition, it is important for teachers to learn how formative assessments help them identify and name areas of strengths for students. Teachers will to learn how to identify the purpose of assessment starting with the end in mind; align assessment to the standards and ideally to the curriculum and instruction, and ensure the quality of assessments. Part of a successful implementation of the Standards will be training a school how to form effective, efficient PLC's. For the first time, a school must work together to ensure that from Kindergarten through 12th grade, all students are experiencing the same high level of learning. The research has shown that when teachers learn to work in small professional learning communities, this group effort greatly enhances the ability of teachers to plan effective lessons that meet the needs of all their students. Teachers will need to be supported with on-going coaching in the classroom. To expect a teacher to implement these many, new and varied processes without guided practice in real time in the classroom is absurd. To do so, would be like showing a 16 year old all about the dash board on a car, taking him/her practicing for a few times in a parking lot and then asking that adolescent to get on an expressway. I, absolutely, believe that without on-going, job-embedded, side by side coaching in those classrooms during instruction this initiative will fail!
Q. Principals and teachers are feeling overwhelmed these days, feeling more and more is being placed on their plates. What would you say to them regarding the addition of the Standards?
A. First, as I stated earlier, I think we need to verify their feelings of being overwhelmed. So many new initiatives are being rolled out for the first time, that it is, truly, overwhelming! "Saying" that we will make it easier for educators to implement these new Standards is an empty gesture. Let's actually DO what is necessary to stem their anxiety. This is a process. Let's start by giving our teachers the most schema we can provide for them about the Standards. Let's provide them with specific, practical, take-it-back-to-the-classroom strategies that will make them feel successful immediately! Let's have expert coaches in their classrooms guiding their practice as our teachers implement something new! Let's make sure that teachers have regularly scheduled planning time and support from the instructional leader who understands the demands of implementing the Standards. And, let's show teachers that once they create these lessons that have the Standards embedded in them, they will have more effective lessons that reach ALL their students. We need to guide their practice and structure their practice in small bites, so that the implementation of the Standards becomes manageable and understandable for our teachers. We, both administrators and professional development providers, need to let teachers know we will be their partner in this process every step of the way!
Q.What do the standards mean for improving instruction in the U.S.?
A. I believe the Standards will be a major influence in changing the face of education as we know it. Now, for the first time, ALL students will be held to a certain level of knowledge that is consistent across zip codes! Children in poverty areas will be receiving the same education as students who live in high to middle income areas. There will be no more room, if done effectively, for a watered down curriculum for our special needs students. It has been shown that our students steeped in the culture of poverty move from school to school far more often than their middle class peers. With the introduction of the Standards, no matter where students move, the curriculum should be consistent. Right now, 38% of freshman in 4 year colleges are dropping out. Over 40% of freshman at community colleges need remediation courses prior to entering into the regular college curriculum. Employers are telling educators that our students are not prepared for the job opportunities that are out there. The implementation of the Standards will help to stem these dismal statistics. And, our teachers will improve their ability to teach all students. Again, if provided with the appropriate PD, our teachers will begin to be and feel successful with students whom they previously failed. Success builds upon success. A teacher of quality is the number one factor in closing the achievement gap. I believe that the Standards will improve the academic effectiveness of our teachers which will, in turn, significantly increase student achievement.
This was taken from a special edition of our RSN Newsletter in January 2013 featuring the Common Core State Standards. You can view the issue by clicking here.
Vocabulary By Colors!
12.14.12 - Shannon Torres is a third grade teacher at Della Lamb Charter School in Kansas City, Missouri and she has come up with a colorful and effective way to teach vocabulary. The picture below is from her classroom where she has implemented Easy-Smart-Brilliant-Antonym! Shannon pre-reads her reading program (Signature 2) and creates an “Easy-Smart-Brilliant-Antonym” lists for every word. For example: weird (easy)—strange (smart)—bizarre (brilliant)—ordinary (antonym) She put them on sentence strips. They are posted all around her room. They are color coded- Easy is always red, smarts yellow, brilliant is green and the antonym is black. She encourages kid to use the posted words- especially the "brilliant" ones. Great work, Shannon and thanks for sharing!
Buffalo Elementary School of Technology Revitalization Under Way
10.09.2012 - JP is very proud to announce our newest initiative - working with Buffalo School #6, Elementary School of Technology. We are very excited to be working alongside Ms. Brown, the principal, and her dedicated staff to improve student performance in a School Restart effort.
School #6 was one of the first schools built by the Buffalo Board of Education in 1839. In 1977, School #6 became one of the first magnet schools and was named Academic Challenge Center. Twenty years later, the school coordinator began an initiative in order to revitalize the school. In an effort to prepare students for the future, School #6 became the first elementary technology magnet and was renamed Buffalo Elementary School of Technology.
JP is part of a collaborative effort with Research to Practice, a not-for- profit organization which "transforms schools and makes them successful for both teachers and students through training and support, strategically guided by research based, field tested strategies." Research to Practice and partners submitted and secured a grant to oversee the restart efforts. Additional partners in this effort include McGraw-Hill Education, Global Partners and EPIC.
President Janie Feinberg says, "JP is looking forward with great enthusiasm to working on this newest endeavor. It is a chance to put all of our experience and expertise to work in a comprehensive approach to school improvement!"
This article was taken from the October 2012 issue of our RSN Newsletter. You can view the issue by clicking here.
Coaching in Atlantic City
10.09.2012 - Here's a picture of JP's Executive Director of Professional Development, Barbara Proctor, coaching at Oceanside Charter School in Atlantic City, New Jersey on a beautiful sunny day!
This was taken from the October 2012 issue of our RSN Newsletter. You can view the issue by clicking here.
Kudos to Wilmot Elementary for their Video Skit on Literacy
06.07.2012 - Kendra Streeter, DI Coordinator of Wilmot Elementary in Arkansas, shared this super cool video of a skit created by the first grade teacher as part of the school's Annual Literacy Program. Accoding to Ms. Streeter, each classroom was asked to present a skit, song or some type of production for the program.
Although the first graders' skit in this video is considered a comedy (watch it and see!), Ms. Streeter reports that many of the parents could see the difference that Direct Instruction was making in their children's reading skills and lives.
The school, a long time JP Partner School, uses Reading Mastery as the core of their reading study, which they have found to be "very effective in providing our students with the strategies and skills required to build a solid foundation in reading," says Ms. Streeter. Coincidenally, they also use JP as part of their professional development program.
Click here to see this fabulous and entertaining video of first grade readers!
This article was taken from the June 7th issue of our RSN Newsletter. You can view the issue by clicking here.
Della Lamb Charter School Makes Great Strides with Language for Writing
05.15.2012 - Here's something to celebrate - Della Lamb Charter School has observed amazing progress in their second graders' writing skills! Principal Jennifer Wilson shared the following information with us in a recent email:
"During the 2010-2011 school year, Della Lamb Charter School began implementing the Language for Writing program for all second grade students. All second grade students were placed at Lesson 1 in Language for Writing at the beginning of the school year." During the 2011-2012 school year, significant growth in its second grade students was observed, as measured by a Quarterly Writing Assessment. The school-level writing assessment is directly aligned to the Missouri Grade Level Expectations and the Common Core State Standards. The school expects to see similar gains reflected on the annual state assessment for students who have completed the Language for Writing program.
This article was taken from the May 15th issue of our RSN Newsletter. You can view the issue by clicking here.
East St. Louis Middle School Receives Award - Mason-Clark Middle School in Illinois Earns Academic Improvement Award
03.13.2012 - More good news on the school success front - our partner, Mason-Clark Middle School, was one of only nine middle schools in the state of Illinois to earn the Academic Improvement Award for showing substantial improvement in achievement. Congratulations to Principal Lelon Seaberry and his hard working faculty and staff!
Academic Improvement Awards are given to schools that have shown at least 7.5 points improvement in state test scores in both reading and math between 2010 and 2011 and at least 15 points in state test scores in both reading and math between 2009 and 2011, thereby showing an upward trend in state test results.
This article was taken from the March 13th issue of our RSN Newsletter. You can view the issue by clicking here.
Big Congratulations to Lakeside Lower Elementary's Principal Tim Watkins - Lake Village, AR School Principal Honored by Delta State University
02.21.2012 - We are thrilled to share the news of Principal Tim Watkins' recent honor from the College of Education at Delta State University - he was recently bestowed the title of Outstanding Alumnus during homecoming festivities.
Even better, Dr. Watkins was presented with a plaque and a gift during the annual alumni luncheon at Delta State by one of his former professors, Dr. Joe Garrison. Dr. Watkins has known Dr. Garrison since August of 1979. Said Dr. Watkins, "He was my advisor in the education program at Delta State University when I enrolled as a freshman." And later, Dr. Garrison served as the chair for Dr. Watkins' dissertation committee.
Dr. Watkins has continued to stay connected to Delta State University since his days as a freshman in 1979. He received his undergraduate degree from DSU and then in 2008, his graduate degree, which included his Doctorate of Education. He also serves as an adjunct professor for the College of Education, teaching graduate students in the master, specialist and doctorate programs.
When asked how he felt about receiving the Outstanding Alumnus award, Dr. Watkins said he was delighted. "I could hardly believe it when I received the notice in the mail. It was an unexpected surprise and it made me feel blessed and thankful."
Dr. Watkins and his school, Lakeside Lower Elementary have been partners with JP for years, and he feels JP's professional development played a large part in his success as an educator and award recipient. "Professional development has allowed me to grow as an educator in both acquiring knowledge and applying knowledge in a school setting." Furthermore, he credits much of the professional development he received from JP as having a positive impact on the achievement level of students in his school and the instructional expertise of his teachers. He has been the principal of Lakeside Lower Elementary for eighteen years.
Lakeside Lower Elementary has been working with JP's Veronica Stevens for several years. Veronica says the Lakeside staff are always welcoming and supportive. "The people are very friendly and willing to do whatever it takes to make children successful." She feels Dr. Watkins is the epitome of an inspirational administrator, and she appreciates the fact he knows his staff and students so well. "Many times," says Veronica, "Dr. Watkins knows the students who are having difficulty and is already working with the Reading Coach and classroom teacher to plan an intervention to help the student be successful before I get there for my regular visit."
This article was taken from the February 21st issue of our RSN Newsletter. You can view the issue by clicking here.
The Plain Talk About Reading Institute is Coming Soon!
April 30 - May 2, 2012
Join JP in beautiful New Orleans for the 2012 Plain Talk About Reading Institute! This year, JP will be presenting Problem Solving in a Culture of Change and Supporting Students with Autism in the Regular Classroom: Elements for Literacy.
Join Doug Blancero and Omar Tabb as they present Problem Solving in a Culture of Change. This interactive breakout session will show participants how to use problem solving models that will also serve as team building and coherency building strategies that can be implemented immediately upon return to their schools.
Janie Feinberg, David Whiting and Natalie Beach will present Supporting Students with Autism, which will familiarize attendees with the core elements of a current, successful model for preparing and supporting regular classroom teachers who currently struggle to meet the needs of mainstreamed students on the Autism Spectrum.
Appling County Elementary School Achieves Silver Award - Baxley, GA School Earns "Greatest Gains" on State CRCT
02.07.2012 - Boy, are we proud of Appling County Elementary School - they just won the coveted Silver Award from the Governor's Office of Student Achievement for "Greatest Gains" on state assessments under the Single Statewide Accountability System. Now that is something to celebrate!
The Governor's Office of Student Achievement in Georgia awards schools that show excellence and/or progress in student performance. The award means Appling County Elementary was able to meet AYP for two consecutive years, 25% of their students exceeded the state testing standards and they were in the 96% of greatest gains.
Appling County Elementary has worked with JP and SIS Maggie Boozer for the past ten years. Maggie says the award is well-deserved and no surprise to her considering how hard the leaders of the school work.
According to Maggie, Appling County has always been on top of their game. Since joining forces with JP Associates back in 2002, they have consistently managed to stay a bit ahead of the learning curve. Says Maggie, "We've taught them to develop specific plans to address needs based on what data reveals, and they have always made efforts to follow what research indicated was needed."
Appling County's Superintendent, Scarlett Copeland, and Special Education Director, Darlene Schieber, have been extremely receptive to JP and understand and believe in the importance of ongoing professional development. Appling County continues to call and rely on JP's ongoing training, guidance and support. The district feels JP's Professional Development Services provides realistic training to the teachers at Appling County Elementary, and according to school leaders, this has been a major factor in their continued gains on high stakes testing.
Appling Special Education Teacher and JP Teacher of the Year for 2011, Elaine Black, is grateful to have JP's guidance and support. "JP has taught me how to teach reading!" And beyond reading, Ms. Black says JP encouraged Appling to use the program in other areas, as well, and they have met with success for teachers and students. "I am a better teacher because of JP," claims Ms. Black. She remembers years earlier feeling frustrated that her students could not read, no matter how many programs she tried to use. The frustration soon gave way to joy once she became trained by JP, and "the reading ability of my students improved greatly in just one year. It was the most amazing thing to watch. My kids loved it and I did, too!"
The folks at Appling County Elementary hold a special place in Maggie's heart. "I love many things about Appling County. I have always loved South Georgia, and these folks are for real South Georgians. They are all so welcoming and open to new learning!" Due to the low teacher turnover many of the teachers have remained the same over the years, and Maggie says she feels like she is at home when she is on their site. She counts the teachers and leaders there as some of her dearest friends.
To learn more about the Professional Development Workshops JP offers, click here You will find full descriptions of all the workshops JP has developed. Take advantage of these wonderful professional development opportunities!
This article was taken from the February 7th issue of our RSN Newsletter. You can view the issue by clicking here.
Noble Elementary Scores Big on Iowa Test Series - Best Scores in Ashely County, AR
01.24.2012 - The proof is in the pudding, as they say, and Noble Elementary has proven to be exceptional based on student scores on the Iowa Test Series. Of the participating schools in Ashley County, Noble had the best overall score at 73. The score means Noble students performed at the same level as the top 27 percent of students in the nation.
A JP partner for eight years, Noble is reaping the benefits of their commitment to increasing student achievement by selecting a research-based curriculum (Direct Instruction) and maintaining the fidelity of the program for many years. Noble Elementary has ensured a high level of proficiency for their students by continuing to utilize ongoing Responsive Coaching™ support with JP Associates.
Noble Elementary is in the Hamburg School District in Southeast Arkansas. The district has utilized the Direct Instruction Model with JP for over fifteen years. No elementary school in the Hamburg School District is currently in any state or national school improvement status. Marilyn Chambers, Special Program Director/District Curriculum, credits perseverance and cooperation with JP Associates in improving the literacy skills of all students. Says Ms. Chambers, "Based on mastery of fluency, rate, accuracy, comprehension and reading skills, students in Hamburg Schools have benefited from this very structured, sequential program which differentiates instruction based on individual needs."
Noble Elementary Principal Tracy Streeter echoes Ms. Chambers' feelings, and likens their success to a "three legged stool." Says Principal Streeter, "We must first have a credible curriculum and program. Next, we must have people that can push the curriculum/program. Then, we must bring all of this together with support to make it work and that is what JP offers us - without the third leg, it would not work. The coaching and support they provide is the difference maker."
Specifically, Noble Elementary staff have used The Five Big Ideas of Effective Reading Instruction (click here to view this workshop - scroll to the Responsive Coaching™ Domain) along with the Common Core Standards. Furthermore, the school has utilized teams as an active component of their system. Members of the team closely monitor "at-risk" students and provide supportive supervision to the staff to ensure success of these students. "JP Associates has worked with us for eight years and has helped us embrace the challenges within our district," said Principal Streeter.
Ms. Chambers credits the work of JP not only in Noble, but in the entire Hamburg School District as being most beneficial to the staff in aiding their teams with developing capacity for teaching reading, spelling and language skills. "The regularly scheduled coaching sessions by skilled educators have provided research-based reading strategies and have helped principals hold the teachers accountable for every student's learning," claims Ms. Chambers.
Success is recognized and positive reinforcement is given to students and staff at all Hamburg Schools. Recognition is given individually as well as in groups/classes. Says JP School Improvement Specialist Kim Burgess, "The atmosphere and positive school culture makes Noble very enjoyable to visit." Kim has worked with the team at Noble for eight years.
To learn more about the Responsive Coaching™ Workshops JP offers, click here and then scroll to the Responsive Coaching™ Domain on the Workshops/Seminars page. You will find full descriptions of all the workshops JP has developed. Take advantage of these wonderful coaching and professional development opportunities!
This article was taken from the January 24th issue of our RSN Newsletter. You can view the issue by clicking here.
Meet Julie Burke, One of JP's CCS Experts - Learn Why Julie is So Passionate About the Common Core Standards
01.12.2012 - With over twenty years of experience in leading school reform, Julie Burke was a natural choice to help develop JP's Common Core Standards Workshops. And thanks to the team's fervent dedication, JP is able to offer a series of Professional Development Workshops to help school systems ensure they have a clear understanding of the CCS and also have confidence in aligning their current curricula to the CCS.
When asked about her thoughts on the CCS, Julie said, "I believe the Common Core Standards have the potential to ensure that all of our children, no matter where they grow up, will be prepared for success in college and the global workforce. But that potential will only be realized through careful implementation."
In developing the CCS Workshops for JP, Julie thought about the many questions and concerns educators and parents would have on how they would be affected by the CCS, and what the impact on students would be.
"I think classroom teachers are the most important group in moving the Common Core Standards from mere words to actual improvements in learning," explains Julie. She feels it isn't enough to simply distribute the new standards to teachers with the expectation of positive, meaningful change. "We need to provide educators with targeted professional development that helps them understand the new standards, plan lessons and deliver instruction that are are aligned to them." The next step, according to Julie, is evaluating learning on an ongoing basis to determine how well students are mastering the standards and to provide additional support to the students who need it.
JP's series of Common Core Standards Workshops address every aspect of what schools will face when implementing the Standards. There is an introductory session for participants to work alongside JP School Improvement Specialists as they model the process of analyzing and rating how schools current curriculum aligns with the CCS. From here, participants are taken through the process of implementing the Standards on their own, complete with a take-home rubric for future analysis. Four workshops in all, every detail of implementing the standards into current school systems is addressed in JP's CCS Workshops.
You can learn more about these workshops by clicking here. Simply scroll to the Curriculum Domain at the bottom of the Workshops/Seminars page to view full descriptions of these stimulating professional development opportunities.
This article was taken from the January 10th issue of our RSN Newsletter. To view past newsletters or to sign up to receive future issues, go to the Newsletter Archive page by clicking here and then click the button at the bottom of the page, "Sign up for our newsletter."
Department of Education Awards $200 Million to Seven States to Advance K-12 Reform
12.23.2011 - The U.S. Department of Education announced today that seven states -Arizona, Colorado, Illinois, Kentucky, Louisiana, New Jersey, and Pennsylvania- will each receive a share of the $200 million in Race to the Top Round 3 (RTT3) fund to advance targeted K-12 reforms aimed at improving student achievement. Click here to read the original article.
A Big JP Welcome to David Whiting!
It is with great pleasure that JP introduces the newest member of our team, Mr. David Whiting of Williamsburg, Virginia!
David comes to JP with over forty years of experience in education. A graduate of Northeastern University's Cooperative Education Program, he has worked a variety of positions, including elementary teacher, tutor, remedial reading teacher, school district integrator, coach, scoutmaster and nearly every job in educational publishing.
A fan of JP for nearly fifteen years, David brings his love of education and his love of working with autism to JP and JP partners. He is greatly looking forward to expanding JP's influence in autism support for schools throughout the country. "There will soon be at least a million children with autism in our public schools, yet there is no increase in the number of teachers who know the techniques which will improve the opportunities for these kids. We need to help these educators with practical, research-based instructional techniques." For the past year, David has been working with Putnam County Schools in Tennessee to translate their internal program for teaching children with autism into a training and coaching program for universal use.
Currently, David is focusing on JP's ideas, Improving the Development and Education of Autistic Students, a program that addresses the ever-increasing need to provide solutions to schools and teachers related to autism, providing them with classroom-proven, evidence-based assistance to improve instructional practices.
David and his wife Sally are the proud grandparents of 15 grandchildren, ranging in age from one to eleven. They currently make their home in Williamsburg, Virginia where they enjoy the warmer side of winters and the joy of each season. They love how the area provides a variety of places for their children and grandchildren to see and experience.
To learn more about David, please visit the Our Team page on the JP website by here: Our Team. JP is thrilled to have his experience and enthusiasm on our journey as we share our knowledge and reach as many educators as we possibly can. Welcome, David!
