Special Needs – 1- Developing an Individualized Plan – Assignment #3


Reflect on the types of plans presented in this lesson and the best practices for writing individualized plans for the online environment

Review and compare the two sample individualized student plans provided below. Both sample plans are written for the same student. Keeping in mind the best practices discussed in this lesson, consider the strengths and weaknesses of each plan and decide which you find to be the preferred option for the online environment.

  1. Which plan do you believe is the better option for the online environment (Plan A or Plan B) and why?
  2. Using specific examples, discuss the strengths of the plan which you believe make it better suited to the online environment.
  3. Are there any aspects of your preferred plan you would change to be better suited for the online environment? Please explain.
  4. What are the issues and weaknesses of the plan you decided was not the best choice for the online environment?


1. The Plan I Believe is the Better Option

I believe Plan B is the better option for the online environment because it not only provides specific accommodations to be implemented, but also has set a “clear length of extended time” on timed assessments and assignments. Plan B has a guideline for reduced coursework, which may be helpful for the teacher when reducing Sally’s coursework.


2. The Strengths of Plan B which I Believe make it better suited to the Online Environment

  • Extended time on timed assessments. The length of extended time on timed assessments is specified (100% of the original amount of time). Since there will not be an in-person clock monitor, the time stamp serves as a monitor; therefore, it is crucial to specify the length of extended time on timed assessments.
  • Extended time on assignments. It is specified that Sally has one extra school day to submit assignments for full credit and may also make arrangement with the teacher if more time is needed. In an online environment, all assignment submissions are time-stamped. The clear extended time on assignments (in this case, one extra school day) helps to determine if the assignments are submitted within the extended time frame.
  • Communication/Student responsibilities. Plan B outlines the frequency (at least once a week) and means (via email, phone, synchronous session, etc.) for her teacher to initiate contact with Sally regarding her course progress. The plan states what Sally should include (ie. school work questions and issues encountered because of her disability) when communicating with the teacher. Very importantly, Plan B specifies that, “Sally will communicate with her teacher before the due date to arrange an alternate due date. “In an online environment, all communications are traceable and verifiable. The Communication Log can be used to verify the correspondences should there be discrepancies between stakeholders.


3. The Aspects of My Preferred Plan that I would Change to be Better Suited for the Online Environment

  • I would add the required technical equipment/devices Sally needs for her online course to Student/Parent Responsibilities.
  • I would add resource links, such as text-to-speech software download, to the accommodations.
  • Instead of “Sally will attend synchronous sessions”, I would add an alternative to it, in case she is not able to attend the live session. If Sally is not able to attend the live session, she should watch the recording and verify that she has watched the recording.


4. The Issues and Weaknesses of the Plan that was not the Best Choice for the Online Environment

  • Reduce course work. This accommodation needs to be more specific. For example, the number or the length of assignments to be reduced; the percentage Sally must scored to demonstrate mastery of standards.
  • Provide a copy of notes or presentations if not already embedded in the course. Sally has a vision impairment; providing audio resources would be an alternative to reading materials.
  • Make Sally aware of additional resources, review opportunities/activities and study guides in the course sidebars. This can be revised to be more specific, such as including video links to show Sally how to navigate the course.
  • Student/Parent responsibilities. It is crucial that both Sally and her parent attend the Brightspace Help Session or watch the recording at the beginning of the semester. This will help them to know what issues and concerns they might encounter during semester and what assistance they would need.






Special Needs – 1- Accommodations in an Online Environment – Assignment #2

SN2Reflect on your experiences with your students. Think of a situation in which online education may have been a preferable option for one of your special needs students or a student with an extenuating circumstance. If you do not have an example of a situation you have had as an educator, you may want to extend your thinking to your own experiences as a student, your own child’s experience, or choose a specific disability or special needs population you learned about earlier in this course.

Post in your blog: At least four well-developed paragraphs that address each of the four points:

  1. Describe student’s disability, special need and/or the extenuating circumstance, without including personally identifiable information.
  2. Identify at least three specific aspects of the online environment you feel would be beneficial for this student’s situation or disability.
  3. Explain why each aspect of the online environment you identified above would be advantageous to your student, using specific examples.
  4. What challenges do you suspect your student may encounter in the online environment.


1. Description of Student’s Extenuating Circumstance

Several years ago, I had an Algebra II student in my face-to-face high school who was going through medical and academic struggles. The student was raised by grandparents who were in their mid sixties and both worked part time.  At the beginning of second quarter, the student was transferred to my class from Honor Algebra II class due to his failing grade and excessive absences. All the absences were verified and, according to the grandparents, there was a possibility of Crone’s Disease. When it came to class, it was an challenge for the student to try and follow the lesson because there were very few note information in the Student Interactive Notebook. The makeup work were sometimes handed to the student and sometimes picked up by the grandparents. However, the student never returned any makeup work.  As a result, a signature form was created to record the dates the makeup work were given/turned in for all his classes. The student was still failing in most classes and decided to enroll full time in online classes in the second semester.


2/3. Specific Beneficial Aspects of Online Environment for This Student’s Situation and Why

  • With online courses, all the course related materials are upload for convenient 24/7 access. The LMS allows students to access Student Resources, Help Site, Course/Instructor information, Course Contents, audio/video links and more. Student can also watch recording links as many times as needed, which is beneficial for reviewing challenging concepts.
  • Verifiable login access and submission records. The Login History and Submission Receipts provide verifiable records of student’s access to the course. This is an efficient and organized way to monitor student’s participation and course progress. In addition, it eliminates problems associate with picking up, submitting, and misplacing class materials.
  • The Online course provides the grandparents, comprehensive tools for monitoring the student’s progress. The grandparents have access to the course. With the course syllabus, they (and the student) know the due date for each assignment. The News Announcements would also help to keep them informed.
  • The Module Notes are included in the online course. The Module Notes are organized and are beneficial for students’ study of the modules. This feature would is especially great for the student, who has to be absent rather frequently and could not keep up with lesson notes in a face-to-face classroom.


4. Challenges I Suspect the Student may encounter in the Online Environment

From my understanding, the student had never had an online course previously. As for most students, the first online course experience can be challenging. The student, having had to cope with a medical condition, starting an online course might be even more challenging. If the student needed to have more medical absences, a plan for late work extension would need to be implemented.

In addition, if the grandparents have very limited technical skills, they might feel overwhelmed and frustrated. It would be highly recommended that the grandparents and student all attend the pre-semester Brightspace Help session, so they are familiar with the school policies and navigation of the course.

Special Needs – 1- Applying Strategies and Best Practices – Assignment #1


Reflect: Consider the general best practices and specific strategies presented in this lesson.

Choose two of the student scenarios below. First, identify at least two difficulties each student may be experiencing in their online class. Then, discuss two best practices or specific strategies that might be helpful to each student.

Post in your blog: What are two difficulties each student may be experiencing in their online class? What are two best practices or specific strategies that might be helpful. Your reflection should include at least four well-developed paragraphs.


Scenario 1

Dustin has an IEP with accommodations for a hearing impairment; he is completely deaf. He is not currently doing well in your class and you are unsure why. He has not asked for help or attended live sessions since the class began. When you leave assignment feedback for him, he does not respond, even if you specifically ask him to respond. What will you do to address this?


Even though I have not had a student with hearing impairment in my online Chinese course, I think it is critical to know how to provide the best learning opportunity for the student when the scenario becomes a reality.

Difficulties Dustin may be experiencing:

The scenario does not indicate whether or not Dustin uses a hearing aid. If he does not have a hearing aid, he cannot hear any audio feedback, lesson content, or Jigsaw live sessions/recordings.

Dustin is not doing well in class, so he probably has questions to ask. Because he is not responding to the instructor, questions may continue to pile up; he can be very frustrated not knowing what question to start.

Best practices/specific strategies:

Contact parents/guardians/student in the beginning of/before the semester to see what form(s) of communication would be most comfortable for the student.

In a face-to face learning environment, without a hearing aid, Dustin can rely on sign language and lip-reading. In an online Chinese course, I actually think a combination of videos and written feedback would be a good idea, so Dustin can lip-read from the videos and read the written messages/transcripts. Since Dustin does not respond to assignment feedback; hopefully, the video feedback will make a difference in the communication. However, since it is a World Language course, speaking and listening are two of the essential parts in lessons. Dustin does need a hearing aid to listen to key words, sentences, and to speak.

I would also contact/inform all stakeholders that Dustin is not responding to feedback and not doing well in class. Through parents/guardians, Special Ed. instructor, and facilitator, hopefully a plan can be worked out to help Dustin.


Scenarios 2

Kali has recently been diagnosed with Lupus. The last few weeks, she has an inconsistent login history for your class due to her medical challenges. Kali is also behind on assignments, and she emailed about making up the work she missed while she was absent. Her medical diagnosis and absences have been verified and her absences have been medically excused. How would you support her?

Difficulties Kali may be experiencing:

Since she has not login to class for few weeks, Kali has many assignments to make up. Without comprehension of the lesson materials makes it even more challenging for Kali to work on the assignments.

I think the most difficulties Kali is experiencing are her medical challenges.

Best practices/specific strategies:

Keep an open communication with parents and student and to provide assistance for the course. To help Kali with studying, I will send Jigsaw session recording links and other helpful websites/links.

I would also contact my ILT, ASI, and GAVS Special Needs Team for assistance on making an assignment extension plan. According to the scenario, Kali properly does not have an IEP; but the Special Needs Team can provide insights that will help us to make appropriate plan due to Kali’s medical conditions.



Jigsaw U 104 Internship/Create an Instructional Lesson in Jigsaw

Related image

Jigsaw Recording

Jigsaw Storyboard/Chinese III Module 1-Messages     * The red numbers indicate the lesson sequences.

Jigsaw U 104 Storyboard


1- Pane 1/Video Before Session music video.

Screenshot Jigsaw 102aThe video, Beijing Welcomes You, will be played in Pane 1 as students entering the session. The lyrics/English translation file (attachment) is available for students to download.


2-Pane 3/Survey Preferred Social Media Survey

Screenshot Jigsaw 103a Students will take the Preferred Social Media survey in Pane 3 at the beginning of the session.  The questions and choices are tied to the Module 1 lesson content, Messages. Since the survey includes English, Chinese, and Pinyin/phonics, it is also a good review in the target language for students.


3- Pane 3/Presenter Notes Announcements/Assignment Due Date

Screenshot Jigsaw 104f NotesHere is a Presenter Note to remind students of the assignments that are due on Wednesday.


4- Pane 2/Presentation-PowerPoint Module 1 Vocabulary Review

Screenshot Jigsaw 102cReview Module 1 Vocabulary List as a class. Students will use Push-To-Talk access taking turns to say the vocabularies.


5- Pane 3/Image Vocabulary Matching Activity

Screenshot Jigsaw 103b


6- Pane 4/Whiteboard, Inserted Image from Pane 3 Vocabulary Matching Activity

Screenshot Jigsaw 103cAfter reviewing the module vocabularies, students will do a Vocabulary Matching activity in Pane 4. In order for students to have the tools access during this activity, the image of the Vocabulary List will be opened in Pane 3 and then be inserted to Whiteboard in Pane 4.


7- Pane 1/Audio Dialogue Listening and Speaking Activity

Screenshot Jigsaw 104a

8- Pane 4/Game Activity Web Link

Screenshot Jigsaw 103d

8- Pane 4/Quizizz, to participate the game activity

Screenshot Jigsaw 104dStudents listen to the dialogue clip in Pane 1 and answer questions about the dialogue. This is a game activity that students use Quizizz web link, enter the game code, and participate.


9- Pane 3/Survey-Evaluation Backup activity for Dialogue Listening and Speaking

Screenshot Jigsaw 104eAs a backup for the dialogue activity, I also created a Survey/Evaluation in Pane 3.

A well-planned and organized lesson is one of the key factors for a successful session. The Storyboard template helps tremendously in planning and organizing the lesson. It is as a roadmap for a trip; if you plan ahead, you will have better, smoother traveling.  It is a great idea to use the printed Storyboard/lesson plan for the pre-session practice and during the session. I also plan a backup activity (similar activity, but using different format/pane), just in case of the original plan does not go well.

Jigsaw U 103 Making the Grade/Demonstrate the Use of Pane 3 and Pane

Image result for survey


Pane 3/Survey

Screenshot Jigsaw 103a

I create a two-question, non-scored survey for Pane 3. The questions and choices are related to the Module 1 lesson content, Messages. It serves as a warm-up and engaging activity at the beginning of the session. Since the survey includes English, Chinese, and Pinyin/phonics, it is also a good review in the target language for students.


Pane 4/Document

I originally uploaded a Vocabulary Matching Activity as document to Pane 4. In this activity, students draw lines to matching correct Chinese vocabularies and English translations. However, the whiteboard tools are not available for documents; therefore, the activity would have to be uploaded as a different type of asset.

Screenshot Jigsaw 103b

In my second try, I upload the Vocabulary Matching Activity as an image to Pane 3. From the image list, I select the activity I am using and click on “Insert to Whiteboard”.

Screenshot Jigsaw 103c

The activity appears in Pane 4 whiteboard with all tools available for students to use during the activity.


Screenshot Jigsaw 103d

Screenshot Jigsaw 103e

I also have a web link, Quizizz, in Pane 4. This web site allows teachers to create quizzes (or use a pre-made one) for “game activities”. Students click on the link and enter a game code to join the game. This is a great engaging learning activity that allows students to review as a class and to interact in a virtual setting.

Jigsaw U 102 Going to Class/Demonstrate the Use of Pane 1 and Pane 2

Related image

Pane 1/Video

Screenshot Jigsaw 102a

Lesson: Chinese III AB, Module 1

In Pane 1, I show the music video “Beijing Welcomes You”.  This is a Sing Along activity that students can participate as they are entering the session. The lyrics with Pinyin (Chinese phonic system that students are studying) and English translation was uploaded as an attachment called, “Beijing Welcomes You Lyrics”; students are to print out the lyrics file and bring to the session. I uploaded multiple videos to Pane 1; and to watch the video is as simple as highlighting the video from the list and pressing the Play button.


Pane 2/Presentation-PowerPoint

Screenshot Jigsaw 102b

In Pane 2, I use my Module 1 PowerPoint presentation  for the lesson. From the Presentations List  icon (a three-lined icon on the bottom right of Pane 2), I select Chinese III Module 1 PowerPoint. By clicking on the pen icon (bottom middle of the pane), more tools (selectors, laser pointer, pen, highlighter, text, and eraser) appear on the upper right of the pane.  These tools can actually function just like a whiteboard, to an extent; for a full-functioned whiteboard, Pane 4 is still the right place.


Pane 2/Push to Talk Access

Screenshot Jigsaw 102c

The Push to Talk access is open to students during Vocabulary review, so they can repeat the vocabularies back to the teacher.  This access is especially important in an online world language course as it provides teacher-students real time interaction.





Jigsaw U 101 Setting up for Success/Upload and Tag Assets

Image result for jigsaw online


Screenshot 1

Screenshot Jigsaw 101a


Screenshot 2

Screenshot Jigsaw 101b


In addition to relevancy, engaging materials are also important to a successful online classroom. For my Chinese III Welcome Chat session, I have chosen to play the official 2008 Beijing Olympic Games theme song video, Welcome to Beijing, as students enter the session.

At the beginning of the Welcome Chat session, Students will also take the Survey, New to GAVS? to see if this is their 1st, 2nd, 3rd, or 4th (or more) semester at GAVS.

A well-planned session is definitely one of the key factors of a successful session.  Once the focus point is determined, relevant assets can be uploaded and added to the session. I uploaded (Screenshot 1) and tagged (Screenshot 2) various types of asset: attachment, document, image, video, and presentation for both Welcome Chat and Chinese III module 1 sessions.  Each file is automatically placed in a pane according to its file type.

The Jigsaw U instructions, are extremely clear and helpful. I especially like how the different acceptable files are clearly labeled in each pane.