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Mary Papit Posts: 3
4/1/2019
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I like to use Plickers for assessment. Each student gets a card with their own specific number on it. Each side of the card has a letter - A,B,C, or D. Multiple choice questions are shown on the screen. The students hold up their card with their answer at the top, ie. if they feel the correct answer is A, they would put the A side of the card at the top. I scan the cards with my phone app.This is a great assessment tool for students who have difficulty writing or speaking. It also shows me immediately which students got the answer correct or incorrect. It graphs the responses of the class and scores each individual student.
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LaShaun Tribble Posts: 6
4/9/2019
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
(1) In January, we celebrate Dr. Martin Luther King Jr. for two weeks. I have a OT (Orthopedically Impaired) and SI (speech impaired). He was asked to color a picture of Dr. Martin Luther King Jr. while the other students filled in the blanks of a fun fact sheet.
(2) Another example is when a student with Down Syndrome was required to show that he knew the instrumental families. I had him to circle the perspective instrument with colors (It was color coded). This showed discernment and that he could distinguish and decide the difference between one instrument from another as well as which family it belonged to. The other students could answer with their mouths, and the next week they also colored the instruments...this way he did not feel left out, because it took him two classtimes to finish his assignment.
edited by LaShaun Tribble on 4/9/2019
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William Jones Posts: 3
4/10/2019
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Fine Arts educators (choose one):
· Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Within the Specialized Presentations Format of the Visual Format, I had a student who was not able to see regular print and needed materials enlarged. Using the accommodation of creating larger-print paper-based materials for the student could potentially benefit this student in assessing his or her fine arts learning. This accommodation would allow the student to feel more confident and relaxed while during the assessment because the student would not have to put extra effort into reading clearly the material.
Within the Scheduling Accommodations of Time Allocation, this student also needed more time to play music scales for a scale assessment. Using the accommodation of Extended Time for the student could potentially benefit this student in assessing his or her fine arts learning. This accommodation would allow the student to feel more confident and relaxed while playing the music scale because the student would be able to process information at his/her normal rate and not feel pressured to process information within a standardized defined period of time which probably would not support the normal processing time of information of the student.
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Racheal Spears Posts: 3
4/10/2019
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Several months ago, I noticed a student asking me "why" or refusing the next instruction. He struggles with an E/BD. I spoke to his homeroom teacher, and she told me that he is more successful when there is a visual of our class routine. This support of directions was very helpful to him, and I left it written on the marker board for others to see as well. After that experience, I am more intentional with providing a copy of directions. I used this accommodation recently for "Name that Tune" where students had to identify letters on/under the staff, perform it, and identify the melody. Directions remained on the screen as they worked with partners.
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Edith Williams Posts: 4
4/12/2019
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One example of an alternate assessment that I have used in the music classroom for students with disabilities is to have the student play the rhythm of a six measure passage instead of writing the identification of the note names. The student had orthopedic disabilities (OI) and wrote with great difficulty. He was able to successfully play the passage using a mallet. He was beaming when he finished his exam and was able to "show off" in front of his classmates who exuberantly cheered him on.
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William B Sparrow Posts: 3
4/23/2019
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In the past, I have had students that would have benefited from additional time during testing or additional time for big projects. This would be in cases of ADHD, OHI, or other disabilities. In these cases, students who work slowly due to their disability would feel less pressure and be able to work thoroughly during the written or multiple choice test. Preferential seating was and - in other cases - could have been helpful for individuals with ASD, OHI, ADHD, and more. The preferential seating close to the teacher allows for proximity: promoting student attention and ability to ask and answer questions even more quickly.
edited by William B Sparrow on 4/23/2019
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Kathryn Wright Posts: 3
5/3/2019
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An alternative assessment that I have used for my LI students is to have the student perform in a small group instead of individually. When I am using recorders I will sometimes call upon students individually to perform two or four measures by themselves. This is sometimes a struggle for my LI students. They are already self-aware of their limitations so instead of putting them in the spotlight by themselves, I will ask their buddy to perform with them, sometimes I have 2 buddies that will play with them. I can still hear if they are able to play the notes correctly, but having support from other students helps them tremendously.
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LaShaun Tribble Posts: 6
5/6/2019
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Two years after I had begun teaching, I was confronted with expanding my music Teaching skills because I had not only 1 student but an entire ESE class. There were students with down syndrome, autism, ADHD, OI (Other Impairment), etc. I usually would focus on Appropriate Pacing or Mediated Scaffolding. However, I decided to Create Response Cards, Categories, and Technology for instrumental families. (1) Some students were able to play a Little Einsteins Instrumental Families game on Disney Jr. (2) Some were able to utilize the response cards that were laminated and small enough to fit on their tables. Those students were able to sort the pictures...it was successful! (3) Some were following me with an iPad in front of their group asking them which instrument goes with the corresponding instrumental family. They used their response cards that simply say Yes/No.
It was tailored to their learning levels. It was very successful. I was relieved, because I had been thinking of how I could assess all of the students on the same day within 25mins.
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Clinton Carter Posts: 3
5/15/2019
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One of my students has a visual impairment. Whenever he takes a test in his other classes, he always has a glass that magnifies the text to where he can see it. In order to give him the same accommodation that he receives in other classes, I have him use the same glass when the class takes an assessment. This gives him a fair chance to accurately read and answer the questions.
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Sarah Albritton Posts: 3
5/22/2019
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I have a 5th grade student that has ADHD. He is easily distracted, especially during independent written assessment. One assessment accommodation I could use is prompts throughout the assessment. I could prompt him to do each section to help him focus on one thing instead of giving him the whole assignment to do with only instruction at the beginning. Another assessment accommodation I could use is preferential seating near the teacher. This will help the student not be distracted by his peers, and will allow the teacher to redirect and prompt the student as necessary with as little distraction to the other students as possible.
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Rogina Carden-Wilkinson Posts: 3
6/3/2019
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One way that I have adapted an assessment was for a student that was mute. Instead of orally responding to an oral exam. I gave the student visual options to choose from and then select the correct answer. This method worked well for this student and I could visually see the anticipation anxiety relax from their face when I had the visual selector instead of requesting an oral response.
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Shannon Greene Posts: 4
6/3/2019
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In a 4th grade recorder class, I have found that it works better for my mainstreamed autism students to have small group practice time with some peers. Many times, they relax and watch their friend's fingering more focused than mine. I give them time to meet as a small group in the corner of the room while I meet with another group or with the rest of the class. I have found this method beneficial and relieves some of their anxiety to play in front of the whole class. I will often modify their music to include written numbers instead of the letter name when I see their frustration begin to build. I would rather have them feel successful with their sound.
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Caitlin Poe Posts: 3
6/4/2019
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I am a second year teacher this year, so I have not had many experiences teaching students with disabilities. However, my last school did have self-contained ASD classes. I adapted my instruction to small group and well as my testing strategies. I did have 2 IA's that came and helped me for each class. For district testing especially, the IA's and I worked one on one with each student, reading the questions/answers and having them point to the answer.
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Wendy Holt Posts: 3
6/4/2019
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I am a relatively new teacher, so my experiences with a variety of alternative assessment tools are limited. However, for a past student whose disabilities made it difficult to read standard print and to stay focused. I fortunately was able to use text-to-speech software. It benefited the student by having test questions read to her which, in my opinion, placed her on a level playing field in comparison to the other students who could read the questions themselves. Additionally, the student an issue with hyperactivity, I made a whole class assessment one which involved group work for the creation of a skit performance set to music, and I assigned criteria for the evaluative measures. It resulted in an opportunity for movement and interaction which kept my student on-task and involved. Along with a couple of other modified assessment, she was quite successful in meeting the class goals which positively correlated with my other students' success.
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Patricia Lutrick Posts: 2
6/5/2019
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I had a 4rd grade student last year who had a physical deformity with his right hand and he was on the spectrum. The test was for them to write an eight measure melody. This would be added to later. Instead of writing out the assignment I had the child type it out on the computer program we are using. (Quaver). That helped him and we saved it for later use.
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EDUARDO M LIS Posts: 8
6/6/2019
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One student in the ASD I had was particularly talented at two things: singing accurately using solfege and recognizing and naming popular melodies. These talents emerged when 1) I gave him the opportunity to sing solfege (do re mi) not only using the hand signs, but the whole body. I 'modify' the instruction of Khodaly's system creating my own large motor skills movement for notes. For example, So (shoulders) La (head) Mi (hip) Re (knees) Do (jump with two feet, or touch feet). He enjoyed doing this slowly and singing. First I just used 'echo' my singing/movement, then I would do the movement but leave the last note out and students had to imagine it and sing it.
I also use a peer/body system with my ASD students, which helped him stay focused. His singing was right on!
2) showed a video of an orchestra playing excerpts from popular melodies. Students with autism tend to be very visual, so the video helped get his attention. He could name many songs before other general education students in the 'inclusion' class! He felt so proud!
I assessed his music skills by observation in the process (with peer) and oral presentation (by himself).
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EDUARDO M LIS Posts: 8
6/6/2019
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Ann, I love your 'color coding' of instrument families for ASD students. I will incorporate that in my teaching.
Ann McFall wrote:
I had an autisic student in my room with a one-on-one paraprofessional. Students were being quizzed on classifying the instruments into their proper families. All students had a "fill in the blank" quiz with the picture of the instrument and a blank next to it to write in the family name. For my student with autism, I had cut outs of the instruments and he had to place them onto the color coded instrument family paper. (Purple was strings, blue was brass, green was woodwind, and red was percussion. These were the color codes we used all year.)
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EDUARDO M LIS Posts: 8
6/6/2019
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Yes, I find extra time and 'proximity' to be the most usefull adaptations for students with disabilities. I also created a staff with 2 lines (so mi) and 3 lines (La So Mi) to make it easier for students to start reading music (particularly Visually Impaired or Dyslexic).
Zadda Bazzy wrote:
In the past, I have made adaptions to the melodic notation assessment that I use. When students have specific learning disabilities, they may have difficulty drawing note heads on the staff. In the past, I have allowed students to use manipulatives to notate what they heard. I have also reduced the number of pitches in each example and provided boxes on the staff (like bar lines between each note head) to help students compartmentalize the notation for the first pitch, the second pitch, the third pitch, etc. In terms of testing accommodations, I have tested students one-on-one (flexible setting), played the melodic phrases as many times as the student needed, and allowed for extra time.
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Steven Ross Posts: 3
6/12/2019
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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 used the same style of presentation font for both music and text. This allowed the visual impaired learners to practice the same style of presentation so that in a test it wasn't something they were unfamiliar with. For example, beamed eighth notes together on the beat or over beats one and two or three and four. I also could then enlarge the text for them and the content still be the same. Also, using technology with a playback button so they could hear the question as many times as they needed.
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Christopher White Posts: 3
6/16/2019
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Think of a music 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 music learning. Share your response in the threaded discussion.
I have a kindergartener with autism. For assessing his performance capability, his one on one offered to have him test separately from the ensemble just reciting as many words as possible as speech production is still limited. For the instrument classification test, I have students color in worksheets of the instruments and a symphony, but lots of color options is not optimal for his attention span. Instead of coloring, we have a small white board with small magnets of the instruments. I write one of the families on the board and he has to choose the appropriate instrument for the family.
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