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Laura Vlach Licata Posts: 3
5/6/2021
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability.
In theatre our summative assessment is live performance. One year in my musical theatre class we teamed up with my ASL so teacher and put on a production of "You're a Good Man Charlie Brown" where we did shadow interpreting. Our deaf students were signing and acting the same time our hearing actors where speaking and acting. It was a huge successful and both speaking and deaf students learned so much from one another and everyone learned how to work together and one of the most valuable lessons, empathy. This assessment was difficult to construct and we had to modify and change things along the way to make it a success for all the students, but we were able to do it with 2 ASL directors and 2 speaking directors. We also did the same project for a play and took it to state competition, which is a competition that few deaf students participate in because most of the events are speaking.
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Jeremy Henry-Dixon Posts: 3
5/14/2021
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had a student who was out of class because of a hospital/homebound situation, so instead of performing in front of the class, they recorded their performance through FlipGrid, and submitted it online, recording as many times as they needed to to achieve the desired results.
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Jeremy Henry-Dixon
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Katrece Freeman-Boyd Posts: 4
5/16/2021
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I had a student with autism. He pantomimed his the stories read in class. This allowed him to use movement and to express his understanding of the storyline. He also enjoyed expressing himself and feeling included in the dramatic activities.
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Judith Thompson Posts: 1
6/11/2021
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Option 2: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
About two years ago, I had a student in my fourth grade classroom who was Developmentally Delayed and was just learning the letters of the alphabet as he was performing on Kindergarten level. In order to assess his understanding I would give him a basket of colored pictures and another basket of clothes pins with the letters of the alphabet on each. He would then go through each picture and clip on the clothes pin that had that initial sound. For example, for the picture of the SUN he would look for the clothes pin with the letter S and clip it onto the picture. For the picture of a FISH, he would look for and clip on the letter F. I would carefully observe his sessions and the letters that he got consistently right and mastered, those clothes pins and matching pictures would be removed.
Believe it or not, he absolutely loved the program STARFALLS and this computer program was his favorite because then he could continue to learn the letters accompanied by a short song that features that letter. These he would memorize as the avatar was designed out of the letter. For example, the letter S was actually a snake dressed up in a skirt and so on.
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Patricia E Kelley Posts: 3
6/16/2021
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In our program, students are required to present an oral and visual semester portfolio review or jury of their technical theater work. A passing score on the jury is one determining factor on remaining in Magnet program. One of our students had a severe stuttering disability that was significantly increased with stress.
We accommodated him in several ways for this assessment. First, he was allowed to prepare his presentation using a PowerPoint presentation with visual and written descriptions of his work. This allowed him to not only present the material and learned knowledge but also demonstrate learned design principles in the layout of the slides. He was also permitted to use a printed agenda or notecards that included key principles and vocabulary which he could read and reference as the PowerPoint was presented. If during the presentation he became overwhelmed and the stuttering increased, he was given time to collect his thoughts and let us know that he was ready to continue. These accommodations worked and the student successfully passed his jury every semester. In additional to passing the jury from semester to semester, he increasingly gained confidence and relied less on the written prompts.
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Ronelle Williams Posts: 3
6/23/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- For students with organizational disabilities in art class I have used a personal notebook. It has a section for notes and a section for short writing responses. I put the pages in the notebook - Introduction pages with lesson objective and vocabulary sheets, Cornell notes template pages, drawing/thinking/planning sheets, and lined paper for responding to questions from teacher. The notebook stays in the classroom basket and are passed out at the beginning of class. Daily lessons are written out on the white board so all can see the notes and other information that needs to be in their notebook. That serves 2 purposes - Students are getting both visual and auditory information and the information is there for anyone that was absent. The notebooks work for ongoing adapted assessment because peer partners can help each other check notebooks for completion. At the end of the lesson the notebook serves as a summative assessment. It makes it easy to adapt individual notebooks (help, assignment changes, etc.) as needed.
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Valerie Anthony Posts: 2
7/6/2021
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Provide Tier 3 students with a copy of vocabulary and definitions to use as a reference when creating sentences for use in vocabulary term in contexts.
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Michelle Terl Posts: 3
7/21/2021
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Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I once had two students with Down's Syndrome in the same class. They took my high school Drama I class for multiple consecutive years. As they advanced, they often were more interested in creating their own works than in some of the basic drama projects their peers were completing. I worked separately with them as they wrote scripts (often based on favorite pop culture references like Harry Potter). I allowed them to further their own experiences by casting and directing their classmates in their original scenes. This gave these two students the opportunity to be classroom leaders, and to develop more advanced theatre skills. It also allowed their peers to learn empathy and to realize the talent and experience these girls had to share.
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Joseph Kemper Posts: 2
8/24/2021
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I had a student with anxiety/bi-polar disorder that benefited greatly from listening to their favorite music privately before performing. Rather than consipicuously excuse this student to do their thing, I made it part of our warm-up. Everyone would plug into headphones and use their favorite tunes to drop-in for a performance.
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Kristin Voit Posts: 3
10/12/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I have adapted assessment successfully through grouping students with disabilities with other students to do scene work and have used pantomime and open scenes to allow students who have difficulty memorizing lines to demonstrate their understanding of the skills learned about blocking, characterization, movement, etc. Fewer lines to memorize and the use of their movement allow me to assess their mastery of the skills we are learning in smaller, more manageable parts for them. I still see the results I'm looking for, and they are able to demonstrate their mastery.
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Sara beneventano Posts: 4
10/13/2021
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I once had a 5th grade student who was visually impaired. He wanted to learn to read music and play the recorder and learn the songs but also the notes on the treble clef staff. I worked with the para and we introduced the student to the Braille music code. This is a form of standard Braille code used all the time that correlates with the musical alphabet. It includes all of the information that is on a standard sheet of music so that the student is able to read the sheet music and play from what they are reading. He was able to be assessed like all of the other students in his class.
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Dena Henderson Posts: 3
10/15/2021
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I had a student in the past on the Autism Spectrum. This student in particular needed more help but although he couldn't learn a lot of lines, I still wanted him to participate in our one act play. I created a buddy for him in the play. This student would come on the stage at the same time. If the student with autism forgot his line, the buddy would say it to him to remind him to say it. The day of the performance came and he did great. By then he still needed help with remembering to come out on stage but once there was able to stay focused and involved enough to say his line.
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Maria Campbell Posts: 3
10/15/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a child that had ADHD in my classroom once, they could not sit still. So I adapted the assessments to be more physical, while still being able to assess their knowledge of the concepts.
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Maria Campbell
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Dena Henderson Posts: 3
10/15/2021
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I had a student with autism who could not read but had good understanding of what was being taught. He could apply things well. Anytime I needed to give a paper style test, I would read a reduced number of questions to him and have him respond to me verbally. I had him in musical theatre for multiple years. By his senior year he had really grown and could do more and more.
I have had students in the past with dyslexia. Extended time was essential for their success. They could read but it just took them longer. I would also give them a separate location so they didn't feel pressure from other students who were finishing faster. Not that other students pressure them but just seeing students get up and turn in their tests can create anxiety and be a distraction.
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Sarah LeBeau Posts: 3
10/27/2021
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I have a student with a visual impairment and two things that I do to accommodate and help her in my classroom is I give her large print scripts and worksheets. Another accommodation is I have peers help, and they provide clarification of any missed material.
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Margaret Peacock Posts: 3
1/11/2022
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In my HS theatre class I had a student on the autism spectrum who was extremely shy and did not want to perform, in any way, in front of the class. he and I had a long discussion about how I would assess his monologue work. He actually suggested that he video tape his work and send it to me via my school email. His only request was that I not share it with any other student. This accomodation work so well for us that I have continued to use this with other students with the same level of success. Interestingly, these students, by the end of the year, are often comfortable enough with their classmates and with me, that they begin to do some of their performance work in class. I highly recommend this accomodation if at all possible.
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Kea McElfresh Posts: 3
1/28/2022
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There are so many great ways to adapt assessments in the fine arts classroom for students with disabilities. The first thing I always do is get to know my students. When I know them and have built a relationship, I can figure out the best way to adapt a lesson and assessment. I usually ask what that student feels comfortable with and then develop scaffolding that will both challenge him/her and see if they have learned mastery. All of my students learn about proper audience etiquette. They are to encourage each other and promote a positive learning environment.
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Davis Joyner Posts: 3
1/29/2022
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We were doing partner scenes and there was a student with a severe speech impediment/stutter and could not deliver any lines longer than 1 or two words. Working with him and his partner, we adapted the scene and reduced his lines. This involved his partner having more lines and him having to move and act far more within the scene. The scene turned out great!
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Wayne Steadman Posts: 3
2/9/2022
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Going back to my student with hearing disability, I had to give certain accommodations for her hearing and speech disability. In the 7th grade theatre curriculum I teach students how to plan and run a theatrical production. This involves all aspects of "behind the scenes" operations. I assess stage management abilities, light and sound board operation and assistant stage manager responsibilities. Because of the Cochlear Implants and hearing device, I physically adapted the headgear used for communication to the asm, and light and sound board operators so that it wouldn't compress the student's personal hearing device but could still be used to communicate with her crew. Because I knew that other students in the class frequently had trouble understanding her speech, I decided to use a sitz probe exercise for each group in the class where they could sit and practice calling the show before they moved into the theatre so that students in her group could get used to her voice and speech when calling her show. This was not originally in my plan for students learning how to stage manage. Usually, because of time limitations in the quarter, we just went to the theatre once we completed classroom instruction and theory and started fumbling through the show. By doing this for each group in the class, it allowed her to feel like it was part of the normal process and also allowed her crew to get used to her voice and how she called her show. As it turned out, all of my students with 504 or other IEP accommodations benefitted from this practice. It gave them another level of practice before the final skills assessment.
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William Albritton Posts: 3
4/6/2022
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The assignment was to memorize and perform a scripted scene. I had a blind student who expressed difficulty memorizing this type of material. I allowed him and his scene partner to discuss the essence of the scene and perform an improvised version.
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