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Jacob Grimes Posts: 3
9/4/2019
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Option 1: I use an adapted assignment for my performance based assessments. I allow my students to complete performance based assignments online and I give them as many chances to play their exercises. If a student does not have the technology to do so, they have the opportunity to play their assignments before or after school. I also have a student that has trouble writing. I allow that student to verbally tell me the answers or I allow him to type the answers onto a word document.
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Bridgette Howell Posts: 2
9/6/2019
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When students were able to attend performances for their end of the year grade, I gave the project of researching the songs that we performed. They had to choose one song and information on the year it was recorded, the recording artist, the songwriter, the genre and the song's history and meaning.
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Marc Smith Posts: 4
10/5/2019
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I have a student who is language impaired. When assessing the student on music vocabulary, I give the student multiple chances to take the assessment throughout the quarter. If he scored 100% on the assessment, they did not have to retest. The goal is for all the students to learn the information and be able to apply it to the music being studied.
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Thomas McNair Posts: 3
10/22/2019
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Years ago I had a student that had albinism which had severely affected his vision. This was compounded with diagnosed ADHD. Besides providing preferential seating in the front row of the ensemble, use of a baseball cap to limit the glare of the classroom lights, he was provided with enlarged copies of the music on reduced glare paper and color coding for dynamic and expressive markings. His playing, sight reading and written theory assessments were done using enlarged copies coupled with extra time for the sight reading (IEP). He was also afforded opportunity for movement before the assessments.
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Kimberly Annis Posts: 3
11/22/2019
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I had a student with Severe Cerebral Palsy who played percussion in the band class. When we had a playing test, instead of playing the instrument (his body wouldn't let him keep tempo properly) he would count the rhythms to me so that I knew he could count the rhythm.
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Kimberly Annis
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Thomas Silliman Posts: 3
11/23/2019
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I had a student with Asperger's syndrome who had difficulty writing. I allowed him to take his music theory tests verbally and recorded them on my digital recorder for record keeping. I also allowed him to use a tablet to take notes in the class.
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Lisa Benincasa Posts: 3
12/18/2019
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I had a student several year ago with Down's syndrome. We were piloting a district-wide common assessment that year, and individual recorded sight reading was a part of the assessment. She would do fine if she sang with a group, but I needed to be in front of her for her to get the rhythms correct. So I let her record and only graded her for the pitches, not the rhythm. And OBTW, she aced the pitches! I was very proud of her, and so was she!
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Christina Aldahondo Posts: 2
12/27/2019
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I currently have a student with extreme anxiety that sometimes breaks down and cries before their playing tests. We do playing tests one-by-one in front of the whole class. Luckily, I was able to contact their old teacher to see how they did playing tests in middle school. The student was just nervous playing in front of people they don't know at a new school, so I decided that the student could let me know on a case by case basis if they were feeling up to trying to play in front of everyone or if they needed to do it in my office with just me. We have been going back and forth all year from the classroom to my office, but the student's confidence seems to be growing and the rest of the class has caught on to how she behaves and has become very supportive of her and very encouraging. Eventually, I know she will have no problems playing in front of everyone, but for now, this accommodation is fine.
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stephen cornelius Posts: 3
12/29/2019
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I have a student who is hard of hearing. I incorporated technology by attaching a tuner to his instrument. He now can better make adjustments to his playing technique using this technology.
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Michelle DuChemin Posts: 3
1/1/2020
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There are many times through the year the chorus students would take quizzes on information (theory, vocab, etc.). While students were taking the quiz paper pencil, my blind student would sit with me at take the same quiz aloud. This worked well for her and she was able to stay on pace with all the other students in the classroom. Most of the time she did better than them! She always studied!
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Ian Ackroyd Posts: 3
1/6/2020
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I have a student who had smaller hands due to a physical disability who played clarinet. Because of this, she had trouble reaching certain keys on the instrument. Instead of having her perform the notes for her grade, she would describe what is needed to do in order to reach success.
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Meghan Victoria Doyle Posts: 3
1/20/2020
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I have a saxophone student who is on the autism spectrum, and cannot tolerate the sensation of articulating on his reed. Instead of having him articulate on scale tests, he slurs the entire scale and then afterwards explains & demonstrates for understand with his fingers the mechanism of articulating (tongue to reed).
Administrator wrote:
Choose One(1):
- 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.
- Option 2: 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.
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James Rode Posts: 2
1/25/2020
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For the end of year assessment, students must individually read a sight reading exercise for me. One of my students with Visual impairment found this extremely intimidating because of the small amount of time to do this in the room. I modified it for them by allowing them to have the music ahead of time, blown up to a large level and let them write in the solfege syllables to became more aware of it. In the end I got to assess their singing skills, but also written understanding of the exercise.
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Kevin Prina Posts: 3
1/27/2020
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I had a student in my keyboard class who had vision issues. The first Accommodation I implemented was enlarging all of her materials. The book, handouts, and any assessments. The second accommodation I made was in reading her paper tests to her. I also had the students work in pairs and small groups so she was able to gain help from her peers.
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JESSICA NYE Posts: 4
1/29/2020
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In my music class I had a female student who was visually impaired in my 5th grade keyboard class. I wrote the note names on the keys in extra large print so she could see the names of the keys. I also enlarged the sheet music so she could see the musical notes. I then partnered her with another student who wasn't visually impaired so they could work together on a song and help each other. I also allowed the student to play the song at a slower tempo when being assessed.
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Marissa Kotzin Posts: 3
2/3/2020
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I once had a student who was hospital homebound, and instead of assessing the student in class via a live performance, I set up a means for the student to submit a recording of the playing test via google classroom.
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Trevor Hayes Posts: 3
2/9/2020
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Had student complete playing assessment while playing with a small group rather than individually.
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Chelsey Roberts Posts: 2
3/2/2020
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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
To accommodate students with extended time on assessments, we utilize Google Classroom. Students are able to record their assessment and submit it at their own pace.
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Angel Colon Posts: 3
3/3/2020
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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 student who had a health impairment which affected his learning. He had multiple absent seizures throughtout the period. His mother said that with the medication it made it about 50-100 per hour and without it was 100+ per hour. This made his playing tests difficult because he would pause for a split second, sometimes several within the minute of his playing tests. While this caused slight problems with the rhythm, student had the choice to start over, or continue and I would not count the rhythm glitches. It was easy to identify as his eyelids would twitch and so I knew he wasn't faking it.
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Sean Dyke Posts: 3
3/16/2020
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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.
In the past, I had a student with autism and his musical abilities were extraordinary! He was one of 2 students I've had with perfect pitch. He was super sensitive to tone, pitch, and timbre. Many times we think to adapting assessments and assignments to make it easier for these students, but I would adapt assignments to push this individual with aural skills and ear training.
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