The LEARNING-FOCUSED Strategies Model

Brenda Hill
Jul 25, 2011

How does the LEARNING-FOCUSED Strategies Model help leaders focus on and plan for learning?

In 2006 the United States Department of Education released a report stating that a Balanced Achievement Model leads to the greatest gains in student performance and closes the achievement gap faster.  Components of a Balanced Achievement Model include:

  •     Research-based Instruction
  •     Integrated Literacy K-12
  •     Catching Kids Up Models
  •     Assessments
  •     Leadership
  •     Standards Driven Curriculum


Additionally, research shows that in high achievement schools there is a connection between planning, curriculum, instruction, assessment, and organizing; the connections between these practices impact every aspect of how a school operates. The LEARNING-FOCUSED Strategies Model realizes the importance of clearly focusing on and collaboratively planning for learning.  School and district leaders play a critical role in planning for learning; therefore, leadership which provides high support with high accountability is pivotal in increasing student performance and achievement.  A clear focus on planning for learning requires leaders to understand the characteristics of a quality plan, know how to get started, and what planning for learning is and is not.

School leaders and/or leadership teams develop and review improvement plans and set goals each and every year; however, these plans are not necessarily of good quality and often do not achieve the desired learning outcomes.  An effective plan of quality includes several characteristics.  The characteristics of planning for learning include:

  •     identifying the determined focus
  •     using data to determine needs
  •     believing in everyone’s dedication
  •     organizing and defining the specifics of those involved
  •     relying on the accuracy of data and experiences
  •     requiring cooperation of all
  •     elevating everyone to concentrate on quality implementation
  •     attaining success through courage and conviction
  •     acting upon set benchmarks
  •     making needed adjustments
  •     focusing on taking immediate action.


These characteristics are a beneficial guide for the development and implementation of a quality plan which focuses on student learning outcomes.

A clear focus on planning for learning is contingent upon leaders developing and implementing a focused plan of quality.  The following are steps and guiding questions that will aid leaders in “getting started” with the plan:

1.    Focus plans on obtaining Balanced Achievement.

Which Balanced Achievement frameworks are you implementing?

What is working well and what is being implemented but needs some refinement or modification?

2.    Schedule time for learning.

Is your school schedule based upon learning, not lunch, specials, etc.?

Is time built into the schedule for students who need extra help or support to get a “double dose?"

Are there uninterrupted blocks of time for math and reading at each grade level?

3.    Encourage team planning.

Are teachers provided uninterrupted times for planning (grade level and vertical teams) focused on school learning goals and outcomes?

4.    Gather and analyze data.

Is data - school, grade level, and classroom - being analyzed to determine the instructional needs of students?

Remediation vs. Acceleration:  Are you accelerating the learning for students who are performing below grade level instead of just remediating them?

5.     Allocate quality resources where they are really needed.

How are you providing support to teachers while holding them accountable for increases in student performance and achievement?

Are teachers being provided with quality professional development that correlates with school learning goals and expected student outcomes?

Developing an effective plan with a focus on learning and knowing how to “get started” are key important first steps for improving student performance and achievement.  As you reflect upon and revisit the developed plan or as you develop a new plan, you will want to consider some additional criteria.  Additional criteria to consider includes:

  •     Make sure the plan has a limited number of goals
  •     Include specific actions for improving learning
  •     Establish short, mid, and long range goals
  •     Use specific benchmarks
  •     Include everyone
  •     Implement practical and realistic goals that are standards-driven


          (The above criteria meet the requirements for what planning for learning “is”.)

The LEARNING-FOCUSED Strategies Model provides a framework that supports administrators and teachers with planning for learning using research-based and evidence-based strategies which positively impact student performance and achievement.  Successful student outcomes hinge on effective, engaged leaders that consistently and pervasively monitor instructional practices based upon state standards and benchmarks.  Leadership that stays focused on learning by including everyone in goal attainment through the development of an action plan with a limited number of practical, realistic improvement goals will successfully meet today’s academic challenges.

Information from this article obtained from The Amazing Book of Connections for Learning, by James Riedl and ShannonThompson.  For leaders and teachers wanting additional ideas, suggestions, and principles the book is available for purchase through LEARNING-FOCUSED.  

References:

The Amazing Book of Connections for Learning, Riedl and Thompson

How does the Learning-Focused Strategies Model support and/or sustain your focused efforts on planning for learning in your school or district?