Penn State York Summer Institute

Location: Penn State York Summer Institute Discussion Forum

Discussion: Linda Dorn

Category: Discussion Forum / Keynote Presentations

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juliebwise	Linda Dorn Jun 12 2011, 10:20 PM EDT Compare the components of your school's intervention model to the principles of a systematic and comprehensive design. Post reply 1 out of 1 found this valuable. Do you find this valuable? Do you? Keyword tags: keynote presentation Linda Dorn systematic
LonaKluttz	1. RE: Linda Dorn Jun 21 2011, 8:19 AM EDT In the world of RTII, there seems to be a cohesive agreement on the need for alignment between the core classroom instruction and the interventions that are being implemented as supplemental supports...but is this actually happening? Who within the school should be actively seeking and overseeing that such alignment is ocurring...the classroom teacher? the intervention specialists? the principal? Post reply Do you find this valuable?
nancyschnelli	2. RE: Linda Dorn Jun 21 2011, 8:21 AM EDT Thank you for commenting about the "program solution." It isn't the program that teaches kids and make changes, it is the teacher that makes the changes. Post reply 1 out of 1 found this valuable. Do you find this valuable? Do you?
mjmatcham	3. RE: Linda Dorn Jun 21 2011, 8:24 AM EDT I agree Linda for the need for alignment between classroom and pull out programs. last year I had the opportunity to pilot a reading series that included an intervention component that i used. I saw thebiggestgrowthinstudents' vocabulary andtheirability to transfer thatnewknowledgeinto thecontentareas. Post reply Do you find this valuable?
carriemarvis	4. RE: Linda Dorn Jun 21 2011, 8:27 AM EDT Dr. Dorn made a great point when she said we have to get to the root of the problem, and many times the problem is us. We as teachers must not always point the finger at other causes, but rather reflect on our own teaching to see how we can improve. If we are willing to be honest and willing to improve our teaching, the students will benefit. Post reply Do you find this valuable?
amyleese	5. RE: Linda Dorn Jun 21 2011, 8:28 AM EDT I agree with Linda that we tend to put "band-aids" on to try to fix problems in our schools. We don't usually look deep enough to really do what needs to be done to help the kids. Post reply Do you find this valuable?
BarbaraPeachey	6. RE: Linda Dorn Jun 21 2011, 8:30 AM EDT "To get started with RtI, you must first identify and attack the problem," a quote that makes perfect sense when attempting to address student learning needs. It's also thought provoking to see how the "problems" have evolved over the last few decades. Often we aren't up to date on those changes. Good teacher in service may help educate the educators about the evolution of those problems. It's important for us to be current on the issues. Post reply Do you find this valuable?
debraahicks	7. RE: Linda Dorn Jun 21 2011, 8:30 AM EDT I love the quote, "Work on causes, not symptoms". When Linda stated that the school must first look at the root causes, I began to wonder how you start this process in a building. Is this something that a small group looks at or do you do this with you entire staff? Post reply Do you find this valuable?
shannonomalley	8. RE: Linda Dorn Jun 21 2011, 8:31 AM EDT I liked hearing Linda Dorn speak on RtI. She relates the problem of our school's disfunction as a people problem. She says that we need to transfrom our schools and the culture of our schools by transforming people. She explained that this can be changed through changing school culture, classroom instruction, and supplemental interventions. She talked about getting to the root of the problem instead of just putting a band aid on the problem. I got a lot from her presentation. She makes the problem seem clear and has some great ideas to CHANGE the problems in our schools. I feel motivated to get back into the classroom and to do what I can to reach those students that are struggling. I think teachers need to think about students capabilities before referring them to determine if they have tried all the ways possible to teach and reteach information in many different ways. This can help determine if the child has a disability or if the child is simply just confused. We as teachers all want our students to be successful in as many ways as possible. Linda shared some very good solutions to the performance barriers that we are facing in our schools. Post reply Do you find this valuable?
shannonomalley	9. RE: Linda Dorn Jun 21 2011, 8:33 AM EDT ""To get started with RtI, you must first identify and attack the problem," a quote that makes perfect sense when attempting to address student learning needs. It's also thought provoking to see how the "problems" have evolved over the last few decades. Often we aren't up to date on those changes. Good teacher in service may help educate the educators about the evolution of those problems. It's important for us to be current on the issues." I couldn't agree more. We need to have effective teacher inservice that really shows teachers that they are the ones that are going to make this instruction and intervention strategy work. Teachers need to feel that they are a part of the solution and have a sense of ownership so that we are able to embrace RTI and make the changes that need to be made. Post reply Do you find this valuable?
dianeromig	10. RE: Linda Dorn Jun 21 2011, 8:34 AM EDT I was amazed that so many more students are being identified as LD. To only have 1.5% identified is so low a percentage for most schools. I like the fact that we do not need a school-wide improvement plan but a transformation of the schools. I also realized then, to catch up the poor students is reading instruction up past second grade engaging the students to meet with success. We do need to address the root problem, not the symptoms. Post reply Do you find this valuable?
patriciaking	11. RE: Linda Dorn Jun 21 2011, 8:34 AM EDT I absolutely loved the quote used during this presentation..."Work on causes, not symptoms. Get to the root of the problem and dissolve the root!" We have implemented small group instruction to work on deficit areas in reading and math within our school system. We need to look closely at the causal factors of the deficits and work at the "roots".if we want to raise student levels of achievement. I also support the concept of using programs as "resources". Too many times, student achievement is dependent on the success of a student with a particular program. Careful consideration needs to be made to insure that the instructional component is not the cause of the problem. Post reply Do you find this valuable?
lisastrickland	12. RE: Linda Dorn Jun 21 2011, 8:37 AM EDT Dr. Dorn's presentation made so much sense to me today. She explained the difference between a program approach and a systemic approach. To change literacy outcomes, people need to be trained to do a good job. Just as important, school personnel (teachers and specialists) need to work together to educate students. There should only be 1.5-2% of a school population in special education but some schools have 15%. Identifying a kindergartner as having a learning disability is unethical. It doesn't make much sense to send students with reading difficulties to a learning support teacher, who probably does not have the reading expertise of a reading specialist. There are 3 problems - special education, poverty, data - and poor test scores are symptomatic of poor instruction. I very much appreciated hearing Dr. Dorn today. She obviously knows her stuff and she is passionate about it. Post reply Do you find this valuable?
LonaKluttz	13. RE: Linda Dorn Jun 21 2011, 8:37 AM EDT Instructional casualties...students who did not get effective and proper instructional opportunities prior to identification for special education. What an signfiicant term for these kiddos. Instructional casualties. What happens if you live in an area of a transient student population where you have students moving in and out? Post reply Do you find this valuable?
loriemeckley	14. RE: Linda Dorn Jun 21 2011, 8:39 AM EDT \| Post edited: Jun 21 2011, 8:46 AM EDT Linda Dorn clearly and enthusiastically presented her information on RTI. Some of her key points for me included: No teacher should ever struggle with a student, there are others in the building who can help the teacher help the child progress.Tranformation is key - changing literacy outcomes by changing people. A successful RTI design begins wtih the teacher - we need to be open to collaborating with our peers and to looking within ourselves and improving our classroom instruction. We need to look at more than a single score. We need to stop referring so many students for special education - instead provide good, high quality classroom instruction and interventions. We need to provide our youngest students with the educational opportunities they sometimes lack due to social-economical concerns. We need to be sure that we are looking at the whole child, not a number on a piece of paper! Sometimes it's hard to accept that there isn't always a "quick fix"! I really liked her layered view design vs the triangle design. The process should be interconnected. Post reply Do you find this valuable?
rose_spangler	15. RE: Linda Dorn Jun 21 2011, 8:42 AM EDT Interesting Fact- Most referrals for learning difficulties come out of Kindergarten. I like the phrase "instructional casualties." Classroom environment has always made a ton of sense...is a the setup of your room a classroom or a culture? Post reply Do you find this valuable?
jamiemulhollen	16. RE: Linda Dorn Jun 21 2011, 8:43 AM EDT \| Post edited: Jun 21 2011, 9:13 AM EDT I appreciate Linda's reference to "learned helplessness." Too often, many of my students become this type of learner. Since, "no teacher should ever struggle with a student," it is evident that intervention didn't occur before a student reached this level of learning. How does a teacher now reverse this type of learning? Post reply Do you find this valuable?
missyjmiller	17. RE: Linda Dorn Jun 21 2011, 8:44 AM EDT I think Linda hit the nail on the head when she offered her six solutions. Numbers 4 (build instructional conruency acorss programs, assessments, and interventions) and 5 (teacher collaboration) seems especially important and are sometimes ignored due to time restraints. Often times the interventions that the classroom teacher has in place may not be matching the interventions that the reading specialist has in place. The child might not be able to correctly implement the varying strategies because he or she has too much going on at once. If a child is going to succeed both teachers need to be on the same page and have time to work/plan together to come up with an approach to help the struggling reader. Post reply Do you find this valuable?
JulieBeard	18. RE: Linda Dorn Jun 21 2011, 8:44 AM EDT It was interesting to hear that RTI (even though districts have adopted it) is still not put together to be of the most value for students yet. This results in "instructional casualities", which is a constant struggle for classroom teachers and the support teachers. It was also interesting to hear that "damage" can be done by sending struggling readers to get instruction from "non-trained" adults during core time. Often we think that as long as "someone" is working with students, that it's going to be a benefit. Post reply Do you find this valuable?
ericaobrien	19. RE: Linda Dorn Jun 21 2011, 8:44 AM EDT Linda mentioned about setting up quality workshop instruction. Have any of you found strategies (behavior or academic) that seem to work really well for the remaining students you are not working with at that particular time? Post reply Do you find this valuable?