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 [1]
- Workshop Handout: Identifying the Big Ideas That Guide Effective Behavior Management [2]
- School Motivation Assessment Form: Can't Do/Won't Do Assessment [3]
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. [5]The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
- Linking Pronouns to Referents. [6]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. [7] The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form [8]
- Ask-Read-Tell. [9]The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form. [10]
- Cover-Copy-Compare Interactive Worksheet: Horizontal Math Facts [12]
- Cover-Copy-Compare Interactive Worksheet: Vertical Math Facts [13]
Ideas to Promote Self-Management/Self-Regulation Skills
- Learning Contracts [15]
- Version 1: Interactive Learning Contract| [16]Example of a Completed Learning Contract [17]
- Version 2: Interactive Learning Contract [18]|Example of a Completed Learning Contract [19]
- Student Self-Regulation: Work-Planning Conference: Description [20]
- Student Independent Work: Planning Tool: Interactive Form [21]
- Academic Survival Skills. [22] The student possesses strong work habits in global skills such as time management, study skills, and organization.
- VIDEO: Academic Survival Skills Checklists [23]
- ONLINE APP: Academic Survival Skills Checklist Maker [24]
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 [26]
- PDF: Self-Monitoring: Academic Productivity [27]
- PDF: Self-Monitoring: General Classroom Behaviors [28]
- PDF: Self-Monitoring: Check-In/Check-Out: Behavior Report Cards [29]
- Fixed-Interval Audio Tapes (MP3 files) [30]
- VIDEO: How to Collect Data in the Classroom: Checklists [23]
- ONLINE APP: Self-Check Behavior Checklist Maker [31]
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 [35] | LNF/LSF: Directions & Norms [36] |
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Reading Passage Generator [37] DIBELS Next: Free Reading Passages [38] (NOTE: You must create a free account to access these materials.) |
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C |
DIBELS Next: Free Maze ('Daze') Passages [38] (NOTE: You must create a free account to access these materials.) |
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 CBM: Early Math Fluency |
Early Math Fluency Generator [42] | Early Math Fluency: Directions & Norms [43] |
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CBM: Oral Reading Fluency
BM: Maze Passages (Comprehension)
CBM: Math Computation
CBM: Written Expression