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Project Information:

Learning-Focused is a comprehensive continuous school improvement model that:
 * provides schools with consistent learning
 * provides exemplary strategies instruction
 * Integrates research-based exemplary practices


 * Learning-Focused helps teachers make decisions about:**
 * Deciding what to teach
 * Using what you already know to teach your best
 * Connecting and using the most important practices/strategies in every lesson
 * Helping your administration observe and understand your professional teaching practices
 * Finding instructional time for higher level thinking activities/lessons
 * Quickly assessing student learning
 * Differentiating instruction easily
 * Quickly building background knowledge and moving students from where they are
 * Accelerating learning
 * Integrating writing, reading comprehension, and higher level thinking
 * Focusing on key vocabulary and good vocabulary strategies
 * Learning-Focused helps administrators make decisions about:**
 * Which (2 - 4) goals to focus on consistently and pervasively
 * Monitoring for learning and achievement
 * Providing teachers with high levels of support
 * Providing substantial planning time
 * Providing students with double dose learning
 * Providing students with Acceleration
 * Lesson and unit planning
 * Adapting, not adopting (programs, texts, etc...) [[image:lfn7-bg.gif align="center"]]



Research based: Not only is Learning-Focused based on educational and brain research ([|click here to see some of the reseach base]), but independent studies have shown the effectiveness that Learning-Focused has with increasing achievement by connecting strategies and research in a framework for learning. Just speak to school and district administrators and teachers that implement Learning-Focused solutions and their response is typically, "I may or may not like it, but this stuff works!!". Here is a short list of researchers and research institutes that have had tremendous impact on the Learning-Focused model: Art Costa, MCREL, Dougla Reeves, Michael Schmoker, Richard Stiggins, Robert Marzano, Larry Ainsworth, US Dept. of Education, and many others.

Learning-Focused Addresses Common Misconceptions Misconception: **Learning-Focused** **is a program.** Learning-Focused is a planning model, not a program. Teachers, schools, and districts should adapt the Learning-Focused model by implementing what best fits with their curriculum, styles, and goals. Learning-Focused does not dictate instruction. Instead, Learning-Focused helps teachers implement a balanced plan and focus instruction based on what we know works best for learning (research based). One of just a few strong suggestions of Learning-Focused is to **adapt**, not adopt. Do not blindly implement anything in your school or classroom. Having too many initiatives without focus and purpose is just as harmful for learning as having none. The Learning-Focused model provides teachers with the connections between practices, so that strategies are not randomly chosen, but instead selected to support the **//purpose//** of instruction and the other strategies. Learning-Focused is a continuous model for planning – teachers plan and provide, students do. Misconception: **Learning-Focused** **doesn’t work for me.** The model incorporates the strategies proven by brain and educational researchers to most impact learning in all grade levels and content areas. **__All__** research proves that these strategies and practices work better than any others. You can choose not to implement in your classroom, but you cannot say it does not work. This is the case for thousands of teachers across the country. Adapt it to make it work for you. Teachers who walk into a Learning-Focused workshop with a negative mindset (being forced to change) do not open their minds and make the connections. If they think Learning-Focused workshops are just about strategies, then they did not listen and learn. It is about teachers determining purpose and making connections. If teachers are not making connections for students between a learning strategy and content, they are choosing not to implement or adapt what our country’s best teachers are doing. These teachers assume all students know **//how//** to learn. Big mistake! It is not the workshop or Learning-Focused that creates improvement; it is what teachers and administrators do with it that makes a difference. Misconception: **Learning-Focused** **isn't research based.** Not only is Learning-Focused based on educational and brain research ([|click here to see some of the reseach base]), but independent studies have shown the effectiveness that Learning-Focused has with increasing achievement by connecting strategies and research in a framework for learning. Just speak to school and district administrators and teachers that implement Learning-Focused solutions and their response is typically, "I may or may not like it, but this stuff works!!". Here is a short list of researchers and research institutes that have had tremendous impact on the Learning-Focused model: Art Costa, MCREL, Dougla Reeves, Michael Schmoker, Richard Stiggins, Robert Marzano, Larry Ainsworth, US Dept. of Education, and many others. Misconception: **Learning-Focused** **is “selling” strategies as its own.** At no point does Learning-Focused claim to have “created” exemplary practices and strategies. Almost all exemplary practice strategies have been created by very good teachers. They are called **exemplary** practice strategies because they were created by and used by the country’s best teachers. Learning-Focused has not even named most of the strategies. Researchers and teachers have! Learning-Focused provides the connections between the strategies and a plan for implementing them the best way, which most teachers do not have. The strategies are most often chosen at random or not chosen at all. Learning-Focused guides teachers in how to make these strategies work. Are we able to show teachers strategies or adaptations that they may not have seen before? Absolutely! Misconception: **Learning-Focused** **is only for Title 1 or low performing schools.** Learning-Focused is for all learners. Doesn't every school want and need to increase achievement? Misconception: **Learning-Focused** **forces teachers to teach to the test.** Learning-Focused does not “force” teachers to do anything. Learning-Focused is a standards driven model. Instead of teaching from a text book, a scripted program, or “favorite” things, teachers learn to identify what students are to know, understand, and do from state standards. The standards are provided by the state and required by law to be used as a guide for instruction. Most states have not provided teachers with information on how to translate the standards into lessons. Learning-Focused provides this through a model that teachers can use and adapt for transforming standards into learning. Teaching from the set of standards prepares students for the test because what they have learned is tested. Misconception: **Learning-Focused** **promotes memorization.** Learning-Focused promotes long term understanding. Using brain research we now know how students best learn and retain (store) information in order to use it throughout their lives. Graphic organizers and other learning tools are not fill-in-the-blank charts. Learning-Focused teaches how they are appropriately used. There is no viable argument that the strategies Learning-Focused promotes (such as graphic organizers) require memorization and do not help students learn. It would be in the face of our giants of educational and brain-based research to conclude they don’t work. As for graphic organizers, the simplest way to understand how they work is an old saying: "A picture is worth a thousand words." Misconception: **Essential questions, graphic organizers, etc… will never be used in college or the real world.** To say that students will not encounter “essential questions” throughout their lives is like saying they will never eat. Examples: What are the consquences of not attending class today? How does _ work? How will I pay my bills? Which job should I choose? What is the meaning of life? Should I marry him/her? What if I don't read this? How can I help? Why does __happen? What would__ do? Why am I afraid of change? Why do I need this change? As for graphic organizers, an example of a real world use is if we decided to create a flow chart. It would be... yes.... a graphic organizer! Graphic organizers guide thinking and by doing so they develop thinking routines. In K-12 schools, our goal is to ensure that students have thinking routines in place for success in college and the real world in order to help them navigate, store, and retrieve all new learning. Misconception: **Learning-Focused** **does not prepare students to think critically, learn independently, make inferences, draw conclusions, etc..** Anyone who **listens** in a Learning-Focused workshop or **reads** a Learning-Focused book couldn’t draw this conclusion. The concept of a planning model is to ensure that specific things happen. More than any other model, Learning-Focused helps teachers ensure time to extend student thinking. We strive for teachers to get past just teaching acquisition (new knowledge) lessons to teach extending thinking lessons for all important standards. Teachers instruct students in higher level thinking (thinking critically and drawing conclusions) and using these skills to do something with the knowledge. Because of the breadth of most state standards, teachers have a difficult time moving getting students to “know” something and actually having them “apply” their knowledge for a purpose. This is **extending thinking**, a major component of Learning-Focused. If extending thinking isn’t happening in a classroom after a teacher has been trained in Learning-Focused, this is the teacher's choice. Misconception: **"Consistent and Pervasive" mandates we all teach the same way.** Schools identified as “exemplary” choose three or four strategies, and **all** teachers use these strategies **all** of the time. How a strategy is implemented is up to the teacher (Some ways are better than others.), as long as it is being used. An example is previewing vocabulary and then teaching vocabulary in context. If all teachers in a school do this, based on thousands of school’s results and research, students will learn and retain more. When a school chooses to do something consistently and pervasively, it is typically monitored by administrators to ensure it is being done and to support teachers as they are learning how to best implement the strategies. Misconception: **There is not enough time to do Learning-Focused .** Learning-Focused is not an "add on", but an "instead of" model. Therefore, as long as you are prepared to do things a little differently, you will have the time. In fact, because students are doing more work in a Learning-Focused classroom, teachers find they have more time with students. Implementing Learning-Focused with quality requires planning - which takes time. Learning-Focused is designed and coordinated for team collaboration which expedites the planning process. Additional tools for helping with planning time include: rotating substitute teachers, staff development time, scheduled team planning time, and using time after school and during the summer to plan. Most of this takes quality leadership to implement and provide teachers with the resources and time necessary. Misconception: **Learning-Focused** **is new or a fad.** Learning-Focused has been working with teachers and leaders for over twenty-five years. Once a school has determined to plan a certain way or to do something consistently and pervasively it usually becomes a part of the school culture. Learning-Focused is not based on any other model. It is based on what works for exemplary schools and is continuously updated as research and practices evolve. Most recently, brain research has had a tremendous impact on the model and classroom instruction. Misconception: **Learning-Focused** **ignores ESOL students, culture, and parent involvement.** Learning-Focused aligns perfectly with nationally accepted practices for teaching students whose primary language is not English. Learning-Focused actually goes a step further by providing **Scaffolding** for these students in order to increase understanding. A key component of Learning-Focused is to activate student thinking before learning something new. This step ensures that all students are able to bring their culture, experiences, and background into their education by building from what they already know. If there are gaps, part of activating thinking is to help students build background knowledge as well. A great deal of the research basis for Learning-Focused is based on what works best for at-risk, minority, and ESOL students! Many of the strategies in the Learning-Focused training are those that we find in the ELL literature - using graphic representation for vocabulary instruction, using graphic organizers, teaching explicitly, etc. Other strategies that are included in our Scaffolding training are also found in the ELL literature - the various ways to provide access to curriculum, scaffolding organizers, additional vocabulary strategies, review strategies, etc. For beginning readers whose first language is other than English, we know that it is important to provide not only a strong early reading program but to also work on second language acquisition. A combination of our early reading training and a new workshop for general education teachers that address the specific needs of ELL students is how we are hopefully meeting the needs of this group of students. The new ESOL/ELL training will be available in spring 2009. Specialized training for the ESOL/ELL licensure is not likely to become a part of our training but feel that we can significantly improve the skills of general education teachers in meeting the needs of these students in the regular classroom. As for parent involvement, most schools already have plans, procedures and goals for parent involvement. Hopefully, schools make Learning-Focused a part of these activities. Learning-Focused provides the ability for schools to easily share learning maps (what is being studied), vocabulary, lessons, strategies, and more with parents. In addition, Learning-Focused has an overview presentation which encourages schools to demonstrate with parents how different learning strategies work. As for addressing the 'culture of poverty', Learning-Focused is about engaging the learner and typically kids in this group are labeled as "kids who don't care" which is an expectation problem, not by them, but by us, as educators. Learning-Focused works for all students, including and especially at-risk students. You will experience success, and you will encrease expectations. How do administrators sometimes impede the success of Learning-Focused ? How do teachers sometimes impede the success of Learning-Focused ? Does Learning-Focused increase achievement? Absolutely! If implemented with quality, schools will see a significant difference in classroom and test performance. Learning-Focused is successful in K-12 schools with many variations of population, culture, environment, and location. All schools want to get better. Learning-Focused can help all types of schools – and has! Just ask us for a referral. There are hundreds of schools that would like to share their successes with you. Learning-Focused is from research about what works in schools and has been around a long time. Learning-Focused makes connections where previously there were none. By linking what works we are able to create the greatest possible gains. Although most of the strategies used in the model are not new, the research-based implementation, connections, and framework (what, when, and how) are what make Learning-Focused powerful and unique. [|Click here for some data collected in two different states]. Learning-Focused also has a Preferred School Program that recognizes schools for their efforts and successes implementing Learning-Focused. Beginning August 2008, these schools will be listed on our website with the criteria for which they were chosen.
 * 1) Too many arbitrary mandates that do not have a purpose.
 * 2) Lack of collaboration and teacher input.
 * 3) Failure to follow through and support.
 * 4) Lack of planning and not providing time for teacher planning.
 * 5) Lack of providing conferencing for teachers (with other teachers and consultants).
 * 6) Not allowing teachers the time to learn new strategies and experiment with them.
 * 1) Pretend to do something because it is mandated. If you are going to do something, do it with quality! Students deserve nothing less.
 * 2) Avoid doing something altogether. Either because they don’t want to, or because they are upset by weak implementation by administrators.
 * 3) Do not continue growing as a professional.
 * 4) Interfere with other teachers trying to implement or grow.
 * 5) Allow pressures to overwhelm and interfere.
 * 6) Do not think critically - Always ask: Does it make sense? What is the purpose?
 * 7) Just do something instead of adapting and differentiating for their students.
 * 8) Waste energy on things they cannot change.

Cost - The cost is less than our competitors. The Power Curriculum Tool comes with licenses for staff, Learning-Focused consultant guide and resource materials for reference by staff participating in the development process.

Learning-Focused Focus on Funding helps you locate sources and acquire funding for professional development and materials. Follow the links below to information about current initiatives and assistance as you seek funding to help you meet the requirements.
 * Funding Assistance Resources**

Learning-Focused Professional Development to Reach Balanced Achievement //All products and services are guaranteed. Learning-Focused will work with you to ensure complete satisfaction!// Workshop fee includes __ALL__ Associate expenses. Books and workshop materials sold separately. Add 5% per day for Conferencing. Add 5% per day for workshops conducted by one of our Directors of Instruction. All Leading Academy and Leadership professional development workshops are $3,000.00 per day. Max Thompson's fee is not included in this rate schedule. Depending on your location and state, Learning-Focused may add up to 15% on your contract due to increasing travel expenses. Learning-Focused will charge an additional $25 per participant over 75 participants for most workshops.         Custom Developed Plan ** A custom designed package for schools in "needs improvement" or "corrective action." Call 866-955-3276 to have a [|FAST TRACK TO ACHIEVEMENT] Alliance Package customized to your School's needs. Workshop fee includes __ALL__ Associate expenses. Books and workshop materials sold separately. Add 5% per day for Conferencing. Add 5% per day for workshops conducted by one of our Directors of Instruction. All Leading Academy and Leadership professional development workshops are $3,000.00 per day. Max Thompson's fee is not included in this rate schedule. Depending on your location and state, Learning-Focused may add up to 15% on your contract due to increasing travel expenses. Learning-Focused will charge an additional $25 per participant over 75 participants for most workshops.
 * __The Learning-Focused 2008 Workshop fee schedule is:__**
 * $2,700.00 per day for 1 day**
 * $2,550.00 per day for 2 or more consecutive days**
 * Rates good through October 2008. Please verify current rates before budgeting because Learning-Focused reserves the right to change rates at any time for any reason.
 * [|Leadership, Balanced Achievement, and Accountability] || 1 or 2 Days || $3,000.00 ||
 * [|Starting and Sustaining Exemplary Practices] || 1 Day || $3,000.00 ||
 * [|Leadership Conferencing] || 1 Day || $3,000.00 ||
 * [|Connections For Learning] || 1/2 - 1 Day || $3,000.00 ||
 * [|Supervising for Learning] || 1 Day || $3,000.00 ||
 * [|Monitoring for Achievement: District Level] || 1 Day || $3,000.00 ||
 * Leadership Academies || 1/2 - 1 Day Each || $3,000.00 ||
 * [|Power Curriculum] || 3 - 11 Day Alliance || $2,700.00 ||
 * [|Actualizing the Power Curriculum] || 1 Day || $2,700.00 ||
 * [|The Model Curriculum] || 1 - 2 Days || $2,700.00 ||
 * [|Unlocking the Secrets of] [|Learning-Focused] [| Version 7] || 1 Day || $2,700.00 ||
 * [|Learning-Focused] [| Strategies: Transforming Standards into Learning] || 1 Day || $2,700.00 ||
 * [|Learning-Focused] [| Strategies: Connecting Exemplary Practices in Acquisition Lessons] || 1 Day || $2,700.00 ||
 * [|Learning-Focused] [| Strategies: Connecting Extending Thinking] || 1 Day || $2,700.00 ||
 * [|Learning-Focused] [| Strategies: Planning Units for Learning] || 1 Day || $2,700.00 ||
 * [|Advancing Extending Thinking] || 1 Day || $2,700.00 ||
 * [|Vocabulary Instruction] || 1 Day || $2,700.00 ||
 * [|Vocabulary Development in Language Arts (2-12)] || 1 Day || $2,700.00 ||
 * [|Toolbox Training] || 1 Day || $2,700.00 ||
 * [|Differentiated Assignments] || 1 Day || $2,700.00 ||
 * [|Making Units Work] || 1 Day || $2,700.00 ||
 * [|What Moves You series] || Self Guided Professional Development ||  ||
 * [|Learning-Focused] [| Refresher] || 1 Day || $2,700.00 ||
 * Advancing Learning-Focused Connecting Strategies || 1 or 2 Days || $2,700.00 ||
 * [|Comprehensive Mathematics K-5] || 1 Day || $2,700.00 ||
 * [|Connecting Strategies in Math Acquisition Lessons] || 1 Day || $2,700.00 ||
 * Planning Math Units || 1 Day || $2,700.00 ||
 * [|Comprehensive Literacy] || 1 Day || $2,700.00 ||
 * [|Learning to Read Whole Group Teacher Directed Lessons K-2] || 1 Day || $2,700.00 ||
 * [|Learning to Read in Flexible Groups K-2] || 1 Day || $2,700.00 ||
 * [|Reading Comprehension for Language Arts Teachers (3-5 and 6-12)] || 1 Day || $2,700.00 ||
 * Flexible Grouping (2-5) (coming Fall 2009) || 1 Day || $2,700.00 ||
 * [|Reading Assignments in All Content Areas (all teachers) (K-5 and 6-12)] || 1 Day || $2,700.00 ||
 * [|Strategies for Assessments (all teachers) (2-8)] || 1 Day || $2,700.00 ||
 * [|Writing Assignments and Benchmark Assessments (all teachers) (K-2, 3-5, 6-8)] || 1 Day || $2,700.00 ||
 * [|Writing Assignments (all teachers) (9-12)] || 1 Day || $2,700.00 ||
 * [|Learning to Write K-2] || 1 Day || $2,700.00 ||
 * [|Catching Kids Up] || 1 Day || $2,700.00 ||
 * [|Vocabulary Instruction] || 1 Day || $2,700.00 ||
 * [|Vocabulary Development in Language Arts (2-12)] || 1 Day || $2,700.00 ||
 * [|Scaffolding Grade Level Learning] || 1 Day || $2,700.00 ||
 * [|Scaffolding with Technology] || 1 Day || $2,700.00 ||
 * [|Differentiated Assignments] || 1 Day || $2,700.00 ||
 * [|Strategies for Assessments (all teachers) (2-8)] || 1 Day || $2,700.00 ||
 * Assessments for Learning (coming Fall 2009) || 1 Day || $2,700.00 ||
 * [|Writing Benchmark Assessments (all teachers) (K-2, 3-5, 6-8, 9-12)] || 1 Day || $2,700.00 ||
 * [|Planning for Instruction] || 1 or More Days || $2,700.00 ||
 * [|Conferencing] || 1 or More Days || $2,700.00 ||
 * [|Monitoring for Achievement] || 1 Day || $2,700.00 ||
 * [|School-based Coaching] || 2 Days || $5,100.00 ||
 * Training of Trainers || 2 - 6 Days Depending on Solution || $2,700.00 ||
 * Facilitator Training || 2 - 4 Days Depending on Solution || $2,700.00 ||
 * Fast Track to Achievement Alliance Package:
 * Rates good through October 2008. Please verify current rates before budgeting because Learning-Focused reserves the right to change rates at any time for any reason.



What is Power Curriculum ? What makes Power Curriculum better? Why implement Power Curriculum ? What are the results of implementing Power Curriculum ?
 * 1) A model for developing a high quality, standards driven curriculum
 * 2) The most comprehensive model and tool available for connecting standards, exemplary practices, instruction, and assessment in a logical, manageable way
 * 1) Completely standards driven, not just influenced, aligned, or correlated with standards
 * 2) Focuses curriculum development on the anticipated needs of students in the future, not what they've been taught in the past
 * 3) Leads to teacher developed instructional units and lessons driven by your state standards
 * 4) The only online tool that begins with your standards and connects units, lessons, activities, assessments, and resources with exemplary practices
 * 5) The most effective research-based model for prioritizing and mapping curriculum
 * 1) Focused on what students really need to learn
 * 2) Provides the time necessary to teach higher level thinking
 * 3) Revisions are easily incorporated based on achievement data or changes in state mandates
 * 4) Delivered via instant web publishing, print copies, and the online Toolbox
 * 1) Creates a living set of documents consistent with student needs, state standards, exemplary practices and state assessment demands
 * 2) Implementation of the #1 initiative for raising student achievement
 * 3) Drives continuous improvement throughout your district

Learning-Focused Research For over twenty years, the Learning-Focused Model has continued to improve with the latest educational, brain, learning style, and instructional practices research. Much of the original research for the model is [|referenced here]: Additionally, the research of Robert Marzano, MCREL, Douglas Reeves, the Pew Educational Forum projects, and the US DOE Evaluation Consortium has provided the basis for the model updates over the past ten years. Robert Marzano and the USDOE have provided us with an extensive research base for instructional practices: Douglas Reeves and The Leadership and Learning Center ([]) conducted extensive research on practices that 90/90/90 (exemplary) schools implement on a consistent and pervasive basis that typical schools do not. Currently, all of the research that uses federal funds is released on the What Works Clearinghouse website ([]). The research on High Impact, Rapid Response Strategies that Learning-Focused implements is slated to be released in the summer of 2008 (the final draft has been held up due to current legislative mandates/evaluations that have priority). Studies presented in Educational Leadership (ASCD) in the 1990s started the Learning-Focused commitment to making connections between all of the strategies and practices stated above in order to achieve maximum effectiveness on student achievement in a planning framework. Instructional strategies research provided educators with a list of the instructional strategies most effective in student learning and achievement. Layered above all of these strategies is how and when teachers apply them in lessons, along with how the strategies are sequenced and connected. The focus of teacher planning should not be simply to choose which strategy to use in a particular lesson or unit, but to connect and sequence strategies across lessons and units to generate achievement gains well above teachers who randomly choose strategies. These research-based strategies shape the base of the Learning-Focused lesson and unit planning model. Strategies 2-3-4-5 from the above chart are in every Learning-Focused acquisition lesson, and the first strategy, extending thinking skills, occurs 2-5 times in every Learning-Focused unit. Is the Learning-Focused Model evidenced-based? There have been several independent analyses conducted to provide evidence of the effectiveness of the Learning-Focused Model. These meet the criteria set by the US DOE for “evidence-based blind studies”. A few of the analyses have looked at individual schools, while others have examined data across many schools, and another one examined the data by individual teachers. The range of the schools’ student populations: 57 Schools - 4 Districts - 3 States ||
 * Strategies That Most Impact Achievement ||
 * ~ Rank ||~ Strategy ||~ Effect Size ||~ Percentile Gain ||
 * 1 || Extending Thinking Skills || 1.61 || 45 ||
 * 2 || Summarizing || 1.00 || 34 ||
 * 3 || Vocabulary In Context || .85 || 33 ||
 * 4 || Advance Organizers || .73 || 28 ||
 * 5 || Non-Verbal Representations || .65 || 25 ||
 * Study 1:** The largest study concerned 57 schools across 4 school districts in 3 different states. All of the teachers were trained in the 2003 – 2004 school year on the following Learning-Focused strategies:
 * Prioritize and map the curriculum
 * Learning-Focused lessons and units
 * Acceleration and Scaffolding with students with disabilities and at-risk learners
 * Reading comprehension strategies and reading assignments
 * Learning-Focused Math
 * 63% - 89% Eligible for Free/Reduced Meals
 * 47% - 63% African-American
 * 20% - 50% Caucasian
 * 12% - 46% Hispanic
 * Average Percentage of Students Meeting or Exceeding Standards
 * || Learning-Focused Training || Learning-Focused in all classrooms ||  ||   ||
 * ~ Reading ||~ 2004 ||~ 2005 ||~ 2006 ||~ 2 Year Gain ||
 * All || 66.0% || 76.0% || 84.4% || 18.4% ||
 * Black || 56.0% || 72.0% || 83.3% || 27.3% ||
 * Hispanic || 59.2% || 71.3% || 82.6% || 23.4% ||
 * White || 74.0% || 78.0% || 85.3% || 11.3% ||
 * SWD || 53.7% || 71.0% || 82.4% || 28.7% ||
 * Econ Dis. || 65.0% || 74.0% || 81.8% || 16.8% ||

Percent Gains On State Tests
 * ~ Math ||~ 2004 ||~ 2005 ||~ 2006 ||~ 2 Year Gain ||
 * All || 56.0% || 70.0% || 79.8% || 23.8% ||
 * Black || 44.0% || 65.0% || 71.2% || 27.2% ||
 * Hispanic || 46.1% || 66.2% || 84.9% || 38.8% ||
 * White || 66.0% || 73.0% || 86.3% || 20.3% ||
 * SWD || 50.3% || 62.0% || 79.1% || 28.8% ||
 * Econ Dis. || 54.0% || 69.0% || 78.0% || 24.0% ||
 * Study 2:** Three regional area educational service agencies analyzed the Learning-Focused Model by looking at student test data by individual teachers across a total of 43 schools. Because of the number of teachers, LFS professional development took place in cohorts across three years. Data was examined in the first full year of teaching after the training for each cohort. Data was reported by percentage gain on previous year’s tests for each teacher.


 * Grades 3-5: 393 Teachers ||
 * ~  ||~ Cohort 1 ||~ Cohort 2 ||~ Cohort 3 ||
 * Reading || 27% || 24% || 30% ||
 * Math || 23% || 20% || 27% ||
 * Social Studies || 19% || 24% || 24% ||
 * Science || 25% || 21% || 26% ||


 * Grades 6-8: 268 Teachers ||
 * ~  ||~ Cohort 1 ||~ Cohort 2 ||~ Cohort 3 ||
 * Reading || 21% || 22% || 24% ||
 * Math || 17% || 18% || 23% ||
 * Social Studies || 22% || 23% || 22% ||
 * Science || 20% || 20% || 25% ||

The results of implementing Learning-Focused?
 * Grades 9-12: 234 Teachers ||
 * ~  ||~ Cohort 1 ||~ Cohort 2 ||~ Cohort 3 ||
 * Reading || 20% || 18% || 22% ||
 * Math || 14% || 16% || 16% ||
 * Social Studies || 20% || 23% || 24% ||
 * Science || 21% || 21% || 22% ||
 * Study 3:** An Individual School
 * Demographics:**
 * 1479 students on February 1, 2007
 * 39 new teachers in 2006 – 2007 school year
 * Students: African-American: 20%; Asian: 8%; Caucasian: 3%; Hispanic: 65%
 * 92% eligible for Free/Reduced Meals
 * 75% of students do not have English as native language
 * 54% served in ESOL program
 * 601 of the 2006-2007 students were at this school in 2005-2006
 * Only 15% of 2006-2007 5th graders attended this school in 1st grade
 * 50%+ mobility rate
 * Monitoring/Evaluation (EVERY Classroom)**
 * 1) Learning-Focused unit with Student Learning Maps guiding and structuring learning and Learning-Focused lesson plan
 * 2) Only grade-level content in all classrooms
 * 3) Monthly focus on reading comprehension strategies
 * 4) Graphic Organizers USED for writing, reading comprehension
 * 5) Extended reading passages for all students
 * 6) Collaborative planning time using the Learning-Focused planning model
 * 7) Student Writing samples posted and extended writing response on answering essential questions


 * 2005/2006 School Year Percent Passing State Tests: ||
 * ~  ||~ Reading/Language ||~ Math ||
 * All || 85% || 91% ||
 * Black || 88% || 90% ||
 * Hispanic || 81% || 91% ||
 * ESL || 77% || 88% ||
 * SWD || 67% || 84% ||
 * Economically Disadvantaged || 84% || 93% ||

SWD = +30 in Reading in 3 years; +45 in Math in 3 years LEP = +31 in reading in 3 years; +44 in Math in 3 years All other subgroups at least +15 Met AYP in all sub-groups last 4 years
 * 2006/2007 School Year Percent Passing State Tests: ||
 * ~  ||~ Reading/Language ||~ Math ||
 * All || 91% || 96% ||
 * Black || 92% || 95% ||
 * Hispanic || 93% || 96% ||
 * ESL || 83% || 96% ||
 * SWD || 81% || 94.7% ||
 * Economically Disadvantaged || 91% || 96% ||

Brochure:



Reaching Balanced Achievement Learning-Focused provides the most comprehensive model for reaching Balanced Achievement using a research-based framework and support solutions focused on learning. In 2006, the USDOE announced reaching a balanced achievement leads to the greatest increases in student performance and closes the achievement gap faster and more long-term than stand-alone solutions.