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Sarah Hoover Posts: 3
3/16/2018
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Some students in a MS General Music class have specific learning disabilities while others do not. It has been extremely beneficial to provide adapted forms of assessment across the board. Allowing students to complete music notation packets at their own pace allows extra time for those who require it and allows for time management skills to be engaged for all. This also does not bring attention to any one student who may require extra time for assessments in their IEP. In addition, students self-evaluate throughout units of study (on-going assessment) which provides instant feedback allowing the student to make adjustments prior to any summative assessment.
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Sarah Sacharski Posts: 3
3/28/2018
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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.
Anxiety - I allow students who suffer from Anxiety to perform their individual playing tests for me after class instead of playing them in front of their peers. I will also accept a recording/video posted on "Schoology."
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Vincent Parrulli Posts: 3
3/31/2018
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I have a current student that was involved in a car accident and his left arm is fractured. He cannot perform anything on his guitar. Instead, I have used a blank sheet of fingerboard charts and chord diagrams. I will have him write in the fingering and chords for our unit on Barre Chords. I understand that he would have known how to play it, this lets me know his level of knowledge. IT WORKS!! 
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Michelle Tredway Posts: 6
4/3/2018
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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.
Students in Beginning Chorus Class with Specific Learning Disabilities, when writing a key signature/interval identification quiz, have been given a larger written staff to facilitate the identification/reading process. Students had a 'key' at the top of the quiz, showing note names and scale numbers for quiz facilitation and completion
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Michelle R. Tredway
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Pamela Nulty Posts: 4
4/4/2018
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I use Recorder Karate with my 4th grade students. Some students can successfully play a song alone while other students in the classroom are involved in a different activity. However, with some of my students who are easily distracted find this difficult. I allow them to come to my classroom before/after school so that they can play without other classmates causing them to get off task.
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Ryan Gantt Posts: 3
4/12/2018
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Most recently I have a student in my music theory course that needs a little more time than most students. This students works best with a mass lesson and then we'll work one on one at a much slower pace. This student is allowed extra time on test and that seems to work well for them. Along side this student I have a homebound student. This student plays and records themselves on weekly etude exercises. One a month they will come in after school to have a private lesson and they will attend all concerts. Listening to recordings and listening to themselves playing has been a effective tool in keeping this student engaged from afar.
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Andrea Vella Posts: 3
4/13/2018
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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 student in my Keyboard I class last year with partial hearing loss. I had him seated near the edge of the row of keyboards, so I could easily demonstrate what I needed him to play, help him, etc. I also paired him up with another student who he could ask questions to any time. And I gave him additional time to complete assessments.
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Ann Adams Posts: 3
4/15/2018
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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 student from my top band who was not able to play his trumpet. Most of the assessment at the time that he injured himself was on the music that we were preparing for our Florida Bandmasters Association Music Performance Assessment. The alternative assignment I gave him was to do research and present a summary of the History of the Wind Band. He enjoyed doing this assignment and sharing his knowledge with the rest of the class.
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Ann M Adams
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Rebekah Chambers Posts: 6
4/15/2018
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I adapt all of my assessments to meet the needs of each individual student. If the assessment is to play a C Major scale on the piano I have students who have learning disabilities that require extra time, and/or steps have the first assessment be find middle C, then play just the first 5 notes of the scale in the right hand, then one octave scale in the right hand alone, then first five notes in the left hand, then one octave in the left hand, then both hands together up to the first finger shift, then 1 octave hands together, then two octaves hands separate, etc. By making the assessment be a broad scope like a C Major scale I can put in place smaller chunks/more steps that will get them to the same place in the end as a student that does not need the extra steps.
I have used this strategy both for students I have had with learning disabilities and students who are placed in the wrong level course. I also use a similar strategy with music the ensemble is performing. Some groups play just the rhythm on the open string, while another group will play the melody. There are so many strategies of scaffolding that can be used to accommodate many forms of learning disabilities.
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Benjamin Eubank Posts: 3
4/17/2018
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To help my student with their processing issues I help the student develop a system of colors for to eliminate the amount of information on their pages. We would add a new color highlighter to the music when information such as dynamic level or note length changed. When they would play for me I would allow them to say the colors before they would start to play each section of the music.
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Charles Duran Posts: 4
4/17/2018
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I had a tuba player who sprained his arm. I had him play bass drum, since the lesson was on dotted quarter note / eighth note rhythm patterns in multiple time signatures. When he recovered, he transferred the rhythm pattern to tuba no problem.
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Jason Dobson Posts: 3
4/22/2018
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In my beginning guitar classes all assessments are done with me in a one-on-one setting. When a student with a physical accommodation is testing and cannot manipulate the guitar neck with enough strength, I also watch what the hands and fingers are doing to assess if the student knows what they are supposed to do. This allows for accurate assessment while accommodating for physical impairment.
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Whitney Verdoni Posts: 3
5/2/2018
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I have a student with a disability who uses specific technology to help her with note taking. She will use a tablet to color code her music and then she's able to play passages better. I can assess her classroom time use with how well her music is marked. Her marking of her music with her tablet is a very clear indicator of how much practice she has put forth. It's a great alternative assessment as she is often at her own pace in guitar.
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Ryan Schulz Posts: 4
5/3/2018
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An Adapted Assessment that I have used is one testing on scles with students. This allowed the student to be an less stressful setting by performing in front of other students. This also allowed to student to have extended time as requested on their IEP. I was also able to show students what they need to improve on for next scale test.
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Cynthia Johnson Posts: 3
5/5/2018
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Last year, I had a student with language impairments, making reading and writing challenging for him. I would administer theory tests to him verbally. If it had a concept that required him to read (like reading a key signature) I would write that particular notation on a small whiteboard. Having this input one question at a time helped him from becoming overwhelmed. He was very proficient in the content! He just needed the tests in a little different format to demonstrate his knowledge.
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Greg Urban Posts: 3
5/12/2018
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When giving our computer based EOC for band 1, we have read aloud for several students - an assistant will read the entire test (word for word) to the student. We also administer the test via paper based for a student who can not use the computer.
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Carlos Silva Posts: 3
5/20/2018
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For students on the autism spectrum, I use different tactile forms of assessment. In my class, we use individual dry erase boards to write down answers to questions, note/rest values, and rhythmic dictation. Students can perform a rhythm by clapping or playing it on their instrument. They also have a choice of performing it in front of the class or playing it just for me at my desk.
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Kristen Bowne Posts: 3
5/22/2018
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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 taught many D/HH students who needed alternatives for class assessed singing tasks. I would allow them to sign the lyrics of the piece in time with the music or create choreography to perform that conveyed the meaning of the text. This still allowed me to assess tempo, steady beat, form, memorization, and much more!
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Richard Sorey Posts: 3
5/23/2018
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A few years ago, I worked with a student who had a vision disability. He was not fully blind, but it required us to have his music blown up to double size (if not larger) in order for him to read it on his stand. He played the euphonium, so we adjusted his seating to as close to the front as possible so that he could see visual cues from me. He ended up sitting second row in the center so that I was directly in front of him when conducting.
Weekly we would have sight reading/ rhythm of the check/ quiz. To accommodate him we would allow him to take pictures of the rhythm on a tablet to enlarge them quickly. He had to delete them post to ensure they were not being shared with other students. Additionally, he would get additional time to review the rhythm before performing.
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Andrew Dubbert Posts: 4
6/3/2018
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Adapted Assessment of Learning: I adapted my scale tests allowing to the student to perform their scale at a comfortable speed, while reading the notes of the scale.
I also had a student with a sight disability, so we enlarged all of the music for the student to see more clearly.
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