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CIU20: Finding the Spark: Motivating the Special-Needs Student
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On Tuesday, 18 August 2015, Jim Wright presented the workshop Finding the Spark: Motivating the Special-Needs Student to CIU20 staff.
Resources shared at this training appear below:
- Workshop PowerPoint: Finding the Spark: Motivating the Special-Needs Student
- Workshop Handout: Identifying the Big Ideas That Guide Effective Behavior Management
- School Motivation Assessment Form: Can't Do/Won't Do Assessment
Assumption 1: 'Nudges': Staff can use modest 'nudge' techniques at the classroom level to create a more motivating learning environment.
Assumption 2: Independent Academic Skills: Students gain confidence when they have the independent skills required to complete academic work and to apply 'academic survival skills'.
Sample Student-Implemented Academic Interventions
- Click or Clunk. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
- Linking Pronouns to Referents. When reading advanced texts, the student circles pronouns, writes their referents above them, and then rereads the text, inserting the referent for each pronoun.
- Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form
- Ask-Read-Tell. The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form.
- Cover-Copy-Compare Interactive Worksheet: Horizontal Math Facts
- Cover-Copy-Compare Interactive Worksheet: Vertical Math Facts
Ideas to Promote Self-Management/Self-Regulation Skills
- Learning Contracts
- Version 1: Interactive Learning Contract|Example of a Completed Learning Contract
- Version 2: Interactive Learning Contract|Example of a Completed Learning Contract
- Student Self-Regulation: Work-Planning Conference: Description
- Student Independent Work: Planning Tool: Interactive Form
- Academic Survival Skills. The student possesses strong work habits in global skills such as time management, study skills, and organization.
Assumption 3: Self-Monitoring: Students are motivated to take greater control of their own learning when they can set goals and track their own performance.
Resources for Student Self-Monitoring:
- PDF: elf-Monitoring: Attention
- PDF: Self-Monitoring: Academic Productivity
- PDF: Self-Monitoring: General Classroom Behaviors
- PDF: Self-Monitoring: Check-In/Check-Out: Behavior Report Cards
- Fixed-Interval Audio Tapes (MP3 files)
- VIDEO: How to Collect Data in the Classroom: Checklists
- ONLINE APP: Self-Check Behavior Checklist Maker
Assumption 4: Self-Talk: Students can serve as their own motivational coaches when they adopt self-talk that promotes a 'growth mindset'.
Assumption 5: Staff Attitudes: Students don't change in isolation. To motivate students, staff must be willing to change their own classroom practice.
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Curriculum-Based Measurement: Sample Measures and Norms |
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CBM Type |
Online CBM Application |
CBM Directions & Norms |
 CBM: Letter Name Fluency & Letter Sound Fluency |
Letter Name Fluency Generator | LNF/LSF: Directions & Norms |
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DIBELS Next: Free Reading Passages (NOTE: You must create a free account to access these materials.) |
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C |
DIBELS Next: Free Maze ('Daze') Passages (NOTE: You must create a free account to access these materials.) |
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 CBM: Early Math Fluency |
Early Math Fluency Generator | Early Math Fluency: Directions & Norms |
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CBM: Oral Reading Fluency
BM: Maze Passages (Comprehension)
CBM: Math Computation
CBM: Written Expression