Penn State York Summer Institute

Location: Penn State York Summer Institute Discussion Forum

Discussion: Barbara Marinak

Category: Discussion Forum / Keynote Presentations

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juliebwise	Barbara Marinak Jun 12 2011, 10:06 PM EDT How do the six leadership attributes guide practitioners to move toward the systemic, sustained change required for effective RTI? Post reply 1 out of 1 found this valuable. Do you find this valuable? Do you? Keyword tags: Barbara Marinak keynote presentation proximal practitioner
carriemarvis	1. RE: Barbara Marinak Jun 24 2011, 8:37 AM EDT Dr. Marinak mentioned building in an additional layer of assessment (aside from, say, DIBELS). What might that look like? How often would it be administered? Post reply Do you find this valuable?
debraahicks	2. RE: Barbara Marinak Jun 24 2011, 8:39 AM EDT "We are building the car as it is running". - Love the phrase!!! The term "early" , meaning that as soon as students are struggling with reading, need intervention of some sort. This is where professional development needs to occur within our building so that teachers are aware of what various interventions are available and what can be done to differentiate instruction within the classroom setting. The tiers must be flexible and can not be "gate keeping mechanisms" is also a clear message that needs to be sent to classroom teachers as they plan and differentiate instruction. Post reply Do you find this valuable?
LonaKluttz	3. RE: Barbara Marinak Jun 24 2011, 8:39 AM EDT \| Post edited: Jun 24 2011, 8:47 AM EDT Intervention cannot be considered effective unless it provides for greater levels of proficiency in core instruction—in the classroom. Kids will not become more proficient as readers unless there is collaboration among the classroom teacher, reading specialists, and intervention specialists. We teachers need to share this importance with our administrators and "fight" for the time to do this. Post reply Do you find this valuable?
mjmatcham	4. RE: Barbara Marinak Jun 24 2011, 8:46 AM EDT "Basals undermine your professionalism". What a powerful idea. "We lost the humanity of what needs to happen in intervention". As a reading specialist , I need to make sure my kids don't feel way! Post reply Do you find this valuable?
KirstyHouck	5. RE: Barbara Marinak Jun 24 2011, 8:47 AM EDT "The more you focus on instruction the less you will need the intervention." This statement is so true. We have heard every day that effective core instruction is the key to unlocking the success of our students. Some of the breakout sessions that we have attended this week have provided us with some additional tools in order to help us improve our core instruction. I have attended sessions on engagement and motivational strategies, manipulatives, and Web 2.0 tools. I don't see these sessions and being separate entities form our keynote presentations. They actually support the messages from the keynotes by providing us with ways to "beef up" our core instruction so that we will have less need for intervention. Post reply Do you find this valuable?
KristinHahn	6. RE: Barbara Marinak Jun 24 2011, 8:48 AM EDT We need to all use the same language! If kids don't carry skills back to their classroom all the skills they are learning, we are not being successful yet. Effective educators are proximal -at all times - to teaching and learning! We need to increase our lively discussions! ~ Wow! Great motivational comments and ideas from Barb to wrap up the week! Post reply Do you find this valuable?
patriciaking	7. RE: Barbara Marinak Jun 24 2011, 8:51 AM EDT I liked the reference that Barbara made in regards to "instruction" being most important. When developing plans for struggling students and making recommendations for interventions to be used, I have had individuals who would ask if my recommended strategy was a special education strategy; if so, they would say the child should be in special education. I would respond that the interventions being recommended were just "good instructional practices"; practices that every child should/could benefit from in the classroom. Some teachers would embrace the strategies and use them for other students as needed. Other teachers would grimace because the strategies were "different" than what they were used to. The RTI initiative clarifies what good intense instruction does for all and I embrace this initiative! The leadership attributes that were covered in this presentation also make perfect sense and when followed, should guide the success of the RTI initiative. Post reply Do you find this valuable?
JulieBeard	8. RE: Barbara Marinak Jun 24 2011, 8:52 AM EDT "Basal readers are not sensitive to diversity" - we heard so much this week about the basals. If our districts have them and if we are required to use them, we have to know their place in instruction. Also early intervention - as much as it sounds like it's for emergent readers - Barbara Marinak clarified that it means "as soon as you know" a reader is struggling. So, intermediate teachers also need to be aware of the needs of all readers on all tiers. Post reply Do you find this valuable?
patriciaking	9. RE: Barbara Marinak Jun 24 2011, 8:54 AM EDT I liked the reference that Barbara made in regards to "instruction" being most important. When developing plans for struggling students and making recommendations for interventions to be used, I have had individuals who would ask if my recommended strategy was a special education strategy; if so, they would say the child should be in special education. I would respond that the interventions being recommended were just "good instructional practices"; practices that every child should/could benefit from in the classroom. Some teachers would embrace the strategies and use them for other students as needed. Other teachers would grimace because the strategies were "different" than what they were used to. The RTI initiative clarifies what good intense instruction does for all and I embrace this initiative! The leadership attributes that were covered in this presentation also make perfect sense and when followed, should guide the success of the RTI initiative. Post reply Do you find this valuable?
KirstyHouck	10. RE: Barbara Marinak Jun 24 2011, 8:55 AM EDT "The more you focus on instruction the less you will need the intervention." This statement is so true. We have heard every day that effective core instruction is the key to unlocking the success of our students. Some of the breakout sessions that we have attended this week have provided us with some additional tools in order to help us improve our core instruction. I have attended sessions on engagement and motivational strategies, manipulatives, and Web 2.0 tools. I don't see these sessions and being separate entities form our keynote presentations. They actually support the messages from the keynotes by providing us with ways to "beef up" our core instruction so that we will have less need for intervention. Post reply Do you find this valuable?
JulieBeard	11. RE: Barbara Marinak Jun 24 2011, 8:56 AM EDT ""We are building the car as it is running". - Love the phrase!!! The term "early" , meaning that as soon as students are struggling with reading, need intervention of some sort. This is where professional development needs to occur within our building so that teachers are aware of what various interventions are available and what can be done to differentiate instruction within the classroom setting. The tiers must be flexible and can not be "gate keeping mechanisms" is also a clear message that needs to be sent to classroom teachers as they plan and differentiate instruction. " I also love the figurative language about building the car..... how powerful! And how often does this apply in life! We need to put the foundation in place, using our specialists, and make this upcoming year the most rewarding for our students! Post reply Do you find this valuable?
ElizabethChismar	12. RE: Barbara Marinak Jun 24 2011, 8:57 AM EDT Barb clarified at the beginning of her presentation that early intervention does not pertain to solely K-2 classrooms, rather “early” indicates that as soon as you know a student is struggling with reading (or math or behaviors) there should be a system of intervention (hence applicable at the secondary level) in place to implement. With continued professional development, interventions for good core instruction will continue to developed in my secondary building. Post reply Do you find this valuable?
mandywolfe	13. RE: Barbara Marinak Jun 24 2011, 8:57 AM EDT A simple RtI vision! I think that was the big downfall when my school mentioned that we would be implementing RtI in the upcoming school year. We were told that we would be implementing RtI, but most of us had no idea what that meant. There was a lot of anxiety that was caused from the unknown. After listening to the speakers this week, I know that RtI is nothing different than we are already doing, just a different way of organizing our time and resources. Post reply Do you find this valuable?
Andreachiccarine	14. RE: Barbara Marinak Jun 24 2011, 8:58 AM EDT I am just going to share all the comments that stood out to me: “The crystal ball is clear!” No greater then 8% of a population has a learning disability – Is this what it should be or is? (Confused by this comment.) RTI - Providing early intervention services to all children at risk for school failure. Early does not mean when kids are little, it means as soon as you know the child is struggling you have a system in place to intervene. First person who was real and stated that identification is all over the spectrum, not K-2. No basal sensitive to the needs of diverse learned in the classroom. Basal readers undermine your professionalism. Tiers cannot be seen as gate keeping mechanisms, must be flexible. Effective educators are proximal – at all times - to teaching and learning. I am also interested in the book, Made to Stick – I believe I will buy it for myself and my husband who manages a hotel! Avoid decision paralysis. Dr. Marinak did a great job of motivating one to be willing to try to implement RTI. Post reply 1 out of 1 found this valuable. Do you find this valuable? Do you?
KristinDonnellyGreen	15. RE: Barbara Marinak Jun 24 2011, 8:58 AM EDT So important to take away the data and humanize the child!!! How true! Personalize the communication about the child! So many times the numbers take over the child... Post reply Do you find this valuable?
shannonomalley	16. RE: Barbara Marinak Jun 24 2011, 8:59 AM EDT RTI can become dehumanizing by overemphasizing data and underemphasizing the educators working on behalf of students. Data can be too much...and can take away from all that teachers are doing in their classrooms. Barbara Marinak shared this during her presentation. I think this is interesting because we have "data team meetings" at our school and spend a lot of time looking at data. I will consider this next year when we begin our data team meetings, There is so much to be brought to the table at our meetings besides data and graphs. It is important to measure growth and to see how students improve, however the growth can be seen in many other ways. Post reply Do you find this valuable?
JodieLauber	17. RE: Barbara Marinak Jun 24 2011, 8:59 AM EDT RTII- Instruction is more important. Instruction happens in intervention. The more we focus on instruction...the less we will need intervention. I totally agree with this! I also liked what Barbara had to say about common language. When students are in intervention outside of the classroom....is what they are learning following them back to the classroom or is it leaking out of their ears on the way back? We need more collaboration between interventionists and classroom teachers. We need to speak the same language in order to benefit the students! Post reply Do you find this valuable?
KellyPeat	18. RE: Barbara Marinak Jun 24 2011, 9:00 AM EDT I really like the Barb said we will never "get there" in regards to RTI. RTI is an evolving process where you modify instruction and interventions based on student needs. It is never going to look the same for every district and it is not going to look the same for each student. Post reply Do you find this valuable?
JulieBeard	19. RE: Barbara Marinak Jun 24 2011, 9:00 AM EDT "We need to all use the same language! If kids don't carry skills back to their classroom all the skills they are learning, we are not being successful yet. Effective educators are proximal -at all times - to teaching and learning! We need to increase our lively discussions! ~ Wow! Great motivational comments and ideas from Barb to wrap up the week!" Students do need to see the carry over from their pull-out sessions when they come back into the classrooms. It is so crucial that they understand the collaboration factor between their teachers and develop a true comprehension for the language used when teachers intervene. Post reply Do you find this valuable?