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Andrew Lopez Posts: 3
3/16/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In order to help students who need more time outside of regular class to submit assignments and playing tests, I allow students to submit assignments via Google Classroom or via email from home.
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Sean Dyke Posts: 3
3/17/2020
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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
I had a trumpet play break his right arm. Rather than him not playing pass offs, I had him buzz the pitches and finger along. He was very thankful when his cast came off and he was a better player for it!
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Kevin Albright Posts: 3
3/24/2020
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I adapted scheduled in-class performance assessments. Where the majority of students perform in person on independent parts, the qualifying students were allowed to submit a recording of themselves completing the same passages in a timely manner.
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Joe Hartley Posts: 3
3/30/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have had quite a few students on various levels of the autism spectrum. These students often have high anxiety over assessments, whether they simply be an in-class check or a performance. Adhering to the Universal Design for Learning, all of my assessments are open to be taken/re-done throughout the entire grading period (extended time). I have also altered the setting. For example, for one student that had anxiety over playing in front of the class she had the option of coming in and playing just for me.
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Mitchell Bouington Posts: 3
3/30/2020
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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.
Over the years, I have used several different alternative assessments for students. For example, if an assignment is to learn a particular major scale, then playing the scale is not the only way to know if the student understands the concept of a major scale. The student could write the scale or say it out loud. Performance is not the only way to prove understanding of a concept.
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Kelsie McCay Posts: 5
4/2/2020
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I once had a tenor saxophone player who broke his right arm. For pass-offs, instead of having him play the exercise I had him sing/read the note names of each exercise using the correct rhythm. He was a stellar note reader after having to do this!
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Kristina Orsini Posts: 3
4/9/2020
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We use technology to post our scale quizzes rather than in-class time. A couple of things: using this technology platform in every class (as we are required to) provides consistency for our students and helps them get ready for a technological society. However, some of my students need in-person setting rather than recording themselves. In these instances, I meet with students in a one-on-one basis to hear them perform and give immediate feedback on their performance.
I offer private help before/after school to all my musicians, encouraging some to sign-up for a time to help address needs heard in class prior to having an assessment.
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Brad Wharton Posts: 3
4/16/2020
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I had a student in my percussion class that injured his hand and could not play for six weeks. Since we do weekly playing pass-offs in that class, he was unable to play for these assessments. What I had him do is write out the counts for his assessments each week and then sing the counts back to me. He would do this with a metronome playing in the background.
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Brett Pikuritz Posts: 3
4/17/2020
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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.
I've had multiple students that have an accommodation giving them more time to take tests & quizzes. Notably, I had one student in my AP Music Theory class a few years ago that was allowed to have double the standard assessment time. When it came time to take the AP Music Theory Exam at the end of the year, I made it a priority to get her a second proctor to guide and supervise her during the AP Exam. She did very well, and ended up passing the exam!
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Emma Roser Posts: 3
4/22/2020
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I've had several students with injuries on their hands, making it impossible for them to play their piano pass offs. To make sure that the pass off was done in a timely manner, I allowed that student to play with the one hand and just move to different parts of the keyboard to play the notes needed.
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Darrell Haynes Posts: 3
4/23/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Multiple times I must adapt ongoing assessments in my general guitar class. Based on observations, I have had to break certain assessments apart and begin constructing the assessment in multiple tiers. This gives the students a little smaller hurdle, but it also gives the students more points to celebrate.
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Terrion Nelson Posts: 3
4/24/2020
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I have a student who has a Specific Learning Disorder in my music appreciation class. He has a hard time with written assignments, so not only do I provide him extra time to turn in assignments, I have partnered him with another student to make sure he understands in class assignments and they work on projects together. I also work with him individually to give him the opportunity to give verbal response to assignments.
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Russell Mofsky Posts: 3
4/24/2020
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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.
I find that I adapt and refine assessments all the time, even now with online learning necessitated by the coronavirus. Here are a few examples that pertain to both live/on-campus learning as well as the distance learning in which we are now all engaged:
1. Students may have the option to complete a playing test in class in front of their peers OR they may have the option to record a video and submit it by email. NOTE: All students in my classes may re-take any playing test at any time during the semester to improve their grade. I want them to succeed so I emphasize that how they play any given exercise or excerpt on the day of the test is just a snapshot. I encourage them to come to extra help and re-take as needed. I have one student who is recovering from brain cancer treatment that has affected her fine motor skills. I always allow her the option to submit playing videos. I also modify her test with regard to required tempo, etc.
2. I often get student athletes in my ensembles. When someone gets injured--sprains, broken bones, etc., I am always willing to offer accommodations that will enable students to continue to participate to as full an extent as they are able for the duration of their injury. For example, a violin player broke her left wrist but she could still participate by playing her melody on glockenspiel. Often, it is possible to allow wind and string instrumentalists an opportunity to play percussion if they cannot play their own instrument due to injury. Of course, every situation is unique and may require adaptation and or modification of arrangements as well.
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Anthony Zoeller Posts: 3
4/27/2020
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Option 1: I try to offer a variety of choices for students to complete their required assessments. These options apply not only to SWD, but to everyone. Often, students are uncomfortable with submitting sung examples on their own, and so I allow for a written reflection submission to be done instead. Or, if a student is unable to attend an in-person rehearsal, I can schedule one with them separately. Specifically, though, I have found success with offering alternatives to written assignments in the form of pictures or computer-generated imagery. This allows students to use their preferred modality to tell the story they need to tell.
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Aislinn Manning Posts: 3
5/1/2020
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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.
I have had several students with a variety of disabilities from Down's Syndrome to ADHD. I have adapted or given alternate assessments by letting them verbally answer or show me physically (via a picture or picking up an instrument) how to answer questions. I also adapt my rubric on how I grade those students so it's based on progress and their ability rather than a "perfect performance". They also have the option of playing tests in front of their peers or without their peers around by recording and/or requesting a 1-on-1 assessment. They are giving additional time and all directions are read aloud. Often, for students who are unable to demonstrate a concept like dynamics/tempo/articulation on a given piece of music I will have them do it on one repeated note so they are only focused on that concept instead of several at the same time (i.e. note reading, rhythms, AND the new concept).
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David Pletincks Posts: 3
5/2/2020
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When I have students with anxiety disorders, I make accommodations to their singing exams. I have 4 digital voice recorders and while the class is practicing as a group, they record themselves into the recorder so no one can hear them singing. They also then get the benefit of singing with the entire class, but I will only really hear them on the recorder.
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Tosha Williams Posts: 3
5/4/2020
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I had a quadriplegic student for three years (6th-8th grade) who was confined to a wheelchair. However, this did not stop her from enjoying chorus, show choir and musical theatre to the utmost. She even performed solos at Florida Vocal Association MPA. She actively participated in the choreography by remembering every move I had taught and so she was my Dance Captain! All music tests were audible for her to reduce the amount of time spent 'writing' answers on the computer. By making her my chorus officer, she was in a leadership position and her fellow chorus members respected her. Whenever we had to carry music folders, she wanted them in her lap so that she could be a part of the set-up crew...working with her disability made including her much easier for all the other students to 'accept' her situation and not 'avoid' including her. I even had her involved in the Handbell Choir by adding specialty percussion that she would actualize with a mallet in her mouth.
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Antonio M Hunt Posts: 3
5/7/2020
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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.
This particular student has learning disability of Dyslexia. He had difficulty completing test or assessments under the time expected. So, I would allow this student extra time to complete, ongoing assessments. Sometimes he would event come during his lunch to complete the assessment.
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Keitha Bledsoe Posts: 2
5/7/2020
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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.
I had a visually impaired middle school choral student with additional comorbidities, and an intense love of singing. He played piano by ear with strong aural skills, and had a beautiful vocal instrument. His lack of visual acuity made it difficult for him to see the music on the page, and created some difficulty assessing his sight-reading skills progress. Initially we made enlargements of the sight-reading excerpts, and eventually we connected with a Braille music printer near us who was able to create Braille copies of his choral music (with permissions) and sight-reading examples. She came to our classroom twice a week after school for several months to teach me, the specific student, and several other non-impaired students (who just wanted to learn) the basics of reading Braille music. While students typically sang their sight-reading excerpts by themselves in a one-on-one setting with me, I allowed him to do his formal SR assessment in a small group (usually 3) for confidence building and increased support. While the level of difficulty of the sight-reading exercises was not adapted, I allowed a longer study time, and shorter excerpts that featured the key concepts I was evaluating.
Many more unique strategies for this talented young musician were employed during the course of the years he was in my program.
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David Hines Posts: 3
5/7/2020
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Examinations were open-book or open-notes. The testing format was multiple choices. Instructions were highlighted for each question and students were given additional time to complete the exam. Teacher assistance was also provided as needed for clarification.
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