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Nancy King Posts: 3
5/12/2020
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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.
I have had several students with anxiety disorder. If playing in front of the class for assessment purposes caused them anxiety they were allowed to come play for me during their lunch period of after school. Some students are able to stay after class. In band they are allowed to video record them playing their scales and submit their assignment by email.
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Aquila Tamaseu Posts: 7
5/12/2020
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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.
At my elementary school, we have many students with Intellectual Disabilities.
Some Assessments of Learning that I use in the music classroom are:
Pre-Assessments: Teacher developed test and/ or observation
Ongoing Assessments: Self-Check where students show with their fingers: 4= I understand and can teach to someone else, 3= I understand and can do it myself, 2= I need more practice, 1= I don't understand this yet, practice activities
Summative Assessments: Teacher developed test, district designed end of course exam
Several Assessment Accommodations for testing that we use to benefit the students and that have been successful are:
Scheduling Accommodations - Provide extra testing time
Setting Accommodations - Provide distraction-free space or an alternative location for the student
Assistance with Test Directions - Read directions to student, Reread directions for each subtask as needed, Simplify language in directions (paraphrase)
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Aquila Tamaseu Posts: 7
5/12/2020
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Great idea! Thanks for sharing!
Nancy King wrote:
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.
I have had several students with anxiety disorder. If playing in front of the class for assessment purposes caused them anxiety they were allowed to come play for me during their lunch period of after school. Some students are able to stay after class. In band they are allowed to video record them playing their scales and submit their assignment by email.
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David Johnson Posts: 3
5/13/2020
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Identify at least two ways administrators can assist fine arts educators' in learning about how to use adapted assessment in their fine arts classroom.
1. Pair new teachers with an experienced mentor who can explain and help them use adapted assessment.
2. Provide time and funding for teachers to attend training on adapted assessment.
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Jacqueline Byl Posts: 3
5/13/2020
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I had a student with a learning disability as well as eyesight problems. He did not have a pair of glasses. To accommodate during assessments, I kept a pointer on each note he needed to play next as he looked back and forth between his instrument and the sheet music. This allowed him to play the correct notes in time.
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Jonathan Anderson Posts: 3
5/15/2020
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I have used tiered instruction strategies to help with my large men's choir class. By breaking down how each part of the activity is supposed to go with specific instruction, then allowing them to practice with their sections, it works well. I used for a listening reflection on an Eric Whitacre piece, you would be surprised with the amount of insight from 60 6th-8th grade boys would have when given the appropriate amount time and instrcution to complete the assignment.
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Jonathan Anderson Posts: 3
5/15/2020
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About a year ago I had a student with special needs who was added to my men's choir. He had a gorgeous male soprano voice and was eager to be there. He was very involved in all of our activities until it came to the concert. He was so afraid to go on stage. His mother informed me the day before the concert that he would not be going due to his heightened level of anxiety. I allowed him to perform for the class the day of the concert and allowed him to do a reflection on the concert from the audience. It went really well. I was sad he couldn't be there but it made me happy that he was able to participate in his own way.
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Kelly Chisholm Posts: 4
5/19/2020
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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 have a current student with a specific learning disability. She has a great attitude and loves band. I modified her playing tests in the beginning just her telling me the names of the notes. Then I wanted her to tell me the names of the notes while showing me the fingerings to her instruments as she does have some fine motor issues. The next step was just to play the notes- not the rhythm so she can apply each of knowledge. She had students help her if she forgot but she had a really nice should on her flute. She felt very accomplished and she could still play along with the band. Then she got to the point she could play the line alone with the correct pitch and fingerings by herself without any help. The class gave her a big cheer and she felt very accomplished and she retained the material.
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Daniel Campbell Posts: 3
5/19/2020
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For playing test with my students I would have my students come individually to the office in the band room and play for me. This prevented many students with anxiety from having to play in front of the class alone and feeling like they were different because they had to play in the office while everyone else played in front of the class.
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Bennie Leverett Posts: 3
5/25/2020
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One marching band season we had a member who was wheelchair bound due to a genetic disorder. His best friend was apart of orchestra wanted to help my wheel chair bound student with marching band by volunteering to push him to each set. Due to the specific nature of the situation when it came down to assess each section on the days goals, we allowed additional time for these two students due to the uniqueness of the situation. Additionally we would allow the wheel chair bound students to call out the spots on the dot guide to the pushing student as an until he was able to memorize the parthways.
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Chad Robbins Posts: 3
5/27/2020
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I have multiple students that suffer from severe anxiety and could not play in front of other students on their own. This hindered their progress in a jazz band setting where we work on improvisation and soloing. To help these students slowly get over their anxiety we started with doing individual playing tests where the students played only for me. Once they became more comfortable we had them play in front of smaller groups such as myself and the section leaders with me being the only one doing any assessment of them. Once they became more comfortable I had them begin assessing with the whole class. I was initially worried that adding a larger audience would trigger their anxiety again but so far this method has been extremely successful in both our concert/marching ensembles but has also helped many students come out of their shells in our Jazz ensemble as well.
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gamegoldfast Posts: 3
5/28/2020
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Out of here, particular items can be discovered by gamers, or traded with others. Divination Cards stack for turn-ins to obtain different rewards. Whether or not you enjoy the loot system in POE Currency is a matter of preference, however there is little doubt in saying that it is complicated, and lots of players of Diablo 2 embrace that complexity over the today commonplace manner in which we find gear in Diablo 3.
In Path of Exile Game Economy
For an in-depth look at how the auction house affected Diablo 3, either with gold and actual money, click here. In sum, the result of the auction house was that players could acquire the best items in the game not by fighting demons and looting, but from purchasing it from the listings which could be tailored in a search for an roll. Then players found they may turn loot on the auction house to get even more gold to get their gear. Soon, Diablo 3 has been much more about enjoying the economy.
Although Path of Exile has a rich looting and trading platform, it does not suffer that Diablo 3 did during its first launch. Mainly, gear in Path of Exile is more similar in theme to equipment at Diablo 2 than in Diablo 3, and this is to saynot instantly evident as a straight update, but more of an chance to laterally change in performance based on which one wants to accomplish. In Diablo at and 2
Cheap POE Currency , gear that is comparing is a far more abstract task. Is it better to increase attack power with cumulative strikes, or skip a competitor's armor? The way gear is handled makes all the difference in the world, and fans of Path of Exile adore their sophistication.
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gamegoldfast Posts: 3
5/28/2020
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War banners would be cool. They had been a fashionscape secure for skillers at the previous times, but they have been neglected to the point they don't even wield. First and foremost thank you for taking the time to read our replies. The only thing I'd like to offer is the feminine character model. Since Solak came out I have been amazed on the quality of Merethiel's NPC the quality of it's much over what OSRS Gold
players are use to. If you could create our players seem like that you would draw in a great deal of female gamers old and new. I just think to keep RuneScape up with all the ideal internet mmos, people will want to observe a nicely designed player model and not something which resembles tomb raider.
Time-limited events (such as postage cards, e.g. Faceless Assassins occasion ) and Yak-Track cosmetics would be amazing for those who missed the chance to make them originally. For Guthix's love can you tell whoever makes the outfits to stop being lazy with all the physical versions? The outfit that is prime that is twitch is a complete joke.
Female model literally employs the male model and it looks *horrible *, and latest outfits are bulky and boxy. The textures are phenomenal, though - it is just the models that are boxy that are recycled. Once you try to mix and match, A lot of the new armor sets are REALLY bulky in areas and don't play nice. Especially on females, things such as the Equis armor has HUGE plates around the waist and shoulders, but exceptionally slender limbs which make the character seem as though they're trying to wear something a few sizes too large, while the sheratan set is a good example of something you could reasonably unite with other armor collections (Color/material fitting apart ).
RS 2007 Gold has a theme? Go to the crafting and to Lumbridge, run to Lumbridge Swamp. If you do so, look around in the world. There is so much different things there the just does not fit. Giant portals at a swamp next to NPCs searching for a city. Giant tower just between two towns. Another giant portal with a great deal of clutter around. The transitions are extremely abrupt also.
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Zachary Bunnens Posts: 3
6/8/2020
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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.
Over the years I have had several students who suffer from performance anxiety. As band is a performance based class, I had weekly playing tests. In order to adapt this for the students who had performance anxiety I allowed several options until they felt comfortable to play in front of the class (if that ever happnened).
- They were able to record themselves at home and send to me via email.
- They were able to come before or after school to do their pass-offs
- They were able to do their pass-offs immediately after class if time permitted.
These options allowed for these students to still do their assessments, while not being worried about the other students in the room. Over time I believe this helped with their performance anxiety and made the process more tolerable.
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Steven J Bossert Posts: 3
6/15/2020
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A few years ago I had a bass student who broke her leg 2 weeks before our spring concert and could not play the concert. She video recorded the concert and gave a review of the concert as if she was an MPA judge. It was an eye opener for her to see the orchestra from the audience vs. being on stage with the group. Her comments were then shared with the group the next day in class.
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Megan Richardson Posts: 3
6/17/2020
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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.
In the music classroom, I hold the students to a certain standard, but I also know where each of them are in their musical journey. This goes without saying, we differentiate by learning type, instrument and then if there is a disability in the ensemble. I have a student who is hard of hearing and there was an assessment where we had to play a full range scale. I knew she struggled getting just to a G, let alone a high C. I wouldn't have her perform her assessment in front of the band unless she was comfortable, and then we had our own practice plan designed to meet her needs and follow her timeline. I would play along with her, pair her with other students and strategically place her between two stronger players. She was supposed to wear her system to class and felt embarrassed. I was aware of this and we always had an understanding that we were working together and supported each other. It means so much to have students integrated with each other because they are able to shine and all learn from each other.
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AUBURN LINDSAY Posts: 3
6/24/2020
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I haven’t had a lot of experience with students with disabilities, but I have had one or two that required extra time or jammed a finger or got braces for the first time, making tone production difficult on their instrument. In each of these cases, I can provide extra time on an assignment or test, as needed. Students with an injured finger, can continue to participate in class by isolating the injury temporarily and working only one hand, identifying correct fingering from a chart or picture, singing an individual part, or tapping out a rhythm. My students with braces, are given time to adapt to the change and focus again on fingering, rhythms, musicality, mechanics, etc. while allowing for the tone production to return during the adjustment period.
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PL Malcolm Posts: 2
6/26/2020
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In my band class our assessments are all shared equally. Sometimes I have to modify what's being asked of my students. One year I had a student with ASD and he had difficulty visually decoding notation. He had an excellent sense of rhythm and good technique, but sight reading was very difficult for him. He worked with me and with peer tutors to memorize his ensemble music for our Music Performance Assessments, and I assigned him the simplest percussion parts for the sight-reading assessments.
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DaLaine Chapman Posts: 3
6/29/2020
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Working for students with disabilities in all types of music classes can be challenging but in my experience, rewarding. I have had several students in my classes who have taught me how to help them with their disability as well as those who have difficulty articulating what they need. I've found that providing students with what they need when they need it may take a bit of extra time, but creates a way for them to learn that is meaningful and important.
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DaLaine Chapman Posts: 3
6/29/2020
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I have had in the past a high percentage of students in my bands with 504's. Because of their processing issues, I discovered two ways to help these students score well on playing tests. I provide them multiple opportunities to perform their playing tests and when they have "passed it off" (no matter how long it has taken them to do so) it is marked as "complete". I also assign peers to help the students with the material. I make it a safe environment where mistakes are not only ok, but are encouraged as a part of the learning process. This helps not only my students with disabilities, but those typical students as well to be able to complete the assignments in a safe environment. These have worked well in my classroom.
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