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

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

  • JP partners with schools and districts across the country to provide intensive professional development for scientifically-based programs.
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Rural districts band together to promote innovation across schools

JP has worked with rural schools to set up such successful collaboration.  Interested?  or 516-561-7803


In many cases, collaboration is proving to be the key to student success

Rural schools and districts are viewing their location as an asset — not an obstacle — to providing students with a highly engaging education that prepares them for college and a career.

“We’re really capitalizing on the strengths of the local area,” says Nate McClennen, the vice president of education and innovation for Teton Science Schools, a nonprofit organization based in Jackson, WY. “We try to imagine a curriculum that emerges from the place.”


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Reading with children starting in infancy gives lasting literacy boost

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New research at the 2017 Pediatric Academic Societies Meeting shows that reading books with a child beginning in early infancy can boost vocabulary and reading skills four years later, before the start of elementary school.

The abstract, "Early Reading Matters: Long-term Impacts of Shared Bookreading with Infants and Toddlers on Language and Literacy Outcomes," will be presented on Monday, May 8, at the Moscone West Convention Center in San Francisco.

"These findings are exciting because they suggest that reading to young children, beginning even in early infancy, has a lasting effect on language, literacy and early reading skills," said Carolyn Cates, PhD, lead author and research assistant professor in the department of pediatrics at New York University (NYU) School of Medicine. "What they're learning when you read with them as infants," she said, "still has an effect four years later when they're about to begin elementary school."

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The Critical Need for Critical Literacy

In 2014, we surveyed 788 teachers from grades 1–12 and asked them how they define the term nonfiction for their students. The most common answers included "an informational text," "facts," "true," "real," and "not fake." Then we surveyed 1,300 students from grades 1–12 and asked them to define nonfiction. The most common responses from students included "information books," "true stories," "things that are real," and "not fake."

We understand the temptation to tell students that non means "not" and fiction means "imaginary," so not imaginary must mean "real" or "true." And yet this is not accurate. The term nonfiction was invented as libraries categorized books into two sections, one for novels (called fiction) and one for everything else (this became nonfiction). So nonfiction comprises a lot of imaginary musings: mythology, comic books, joke books, short stories, poetry, drama, philosophy, editorials, political cartoons, and satire. Even children's letters to Santa Claus are nonfiction, though they may not make it into any library collection. By this classification, nonfiction literally meant a work that wasn't a novel—a work of fiction. Now, however, we've lost that nuanced understanding, and too often we tell students that the term nonfiction means "not false," or, in other words, "true."

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Education and Work Plans of U.S. High school Students

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 A new Data Point report from the National Center for Education Statistics (NCES) provides a look at the education and work plans of high school students

This report uses data from the High School Longitudinal Study of 2009, which follows a cohort of public school students who were in 9th grade in 2009. The Data Point examines the 2013 plans of the cohort as of 2012, when most of the students were in the 11th grade. The findings include:

  • Most students expected that postsecondary education would be their primary activity in 2013, while about one-fifth expected their main activity to be work;
  • A higher proportion of female than male students expected their main activity to be postsecondary education; and
  • Students' expectations for postsecondary education increased as family socioeconomic status increased.


Download the report here

How to prevent accidental plagiarism in an online world

Students write a lot, and the issue of plagiarism (or, at least, wrong paraphrasing) remains topical. As educators, what can you do to help students avoid the problem?

plagiarism online

Don’t hurry up to blame a student. They might plagiarize accidentally. A responsible educator, you can help students write original academic papers and teach them to distinguish whether they opine on the topic or simply paraphrase statements, taken from third party sources. Here’s how:

Teach Paraphrasing

Teach Referencing 

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