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Administrator Administrator Posts: 18
4/11/2016
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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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0
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Kim Evans Posts: 2
4/19/2016
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One example of an adapted assignment that I use in my involved performance based assessments. For my students that require extended time, I am able to assign the playing or written test and allow the students to complete the assignment both during class, and if extra time is needed, students may continue their test before school or the next day in class. In special cases, students may receive fewer questions or adapted tests in order to comply with their 504 plan. I have had many students utilize this extra time and receive very high marks on their evaluations. I have also adapted assignments for non English speaking students with a 504 plan. By translating the directions into Spanish and/ or allowing them to use Spanish to English dictionaries, they are able to be successful on the written portion of the assessment.
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+3
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Kendall Carrier Posts: 3
5/2/2016
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I have a high percentage of students in my beginning band with 504's and IEP's. The vast majority of them have slower processing than most and we have found two ways to help these students score well in assessments. First, we give them multiple opportunities to perform their playing test. It doesn't matter if they attempt the test 1 time or 100 times, when it is correct, they receive their A for the assessment test. We also assign mentors to help the students grasp the material through extra coaching and trial and error. We make it a safe environment where mistakes are ok as long as we learn from them. This helps motivate the students to take musical risk which in turn gives them lots of musical rewards. This process has been very successful in my classroom.
Kendall Carrier 9-12 Band
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+2
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Angela Mckenzie Posts: 3
5/13/2016
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I have had several experiences with students that have an IEP or 504 in my classroom that have warranted a different approach for performance assessments. These students have an opportunity to pair up with another student to practice and play their pass-off and retake it until they have played it correctly to earn an A grade. I've also had students with physical injuries that have done pass-offs in an alternate format instead of playing them. The students could write out their notes on paper to turn in, and fill in a fingering chart for each note in the scale pass-off. This has been beneficial in my classroom for the students involved.
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+1
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Revae Douglas Posts: 6
4/3/2019
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One of the most comprehensive aspects of assessment in secondary music is performance assessments. A modification I have made for a number of my students with special needs is individual performance assessments. Within these assessments, students perform one-on-one for me and I get the opportunity to provide immediate feedback. After this, we address the items that can improve and then the student has the opportunity to work on it again until it get it right. This approach has worked really well with my students who have slow learning disability. The repetition and individual attention has allowed them to improve significantly.
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+1
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Revae Douglas Posts: 6
4/3/2019
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I have found that allowing those students with anxiety the opportunity for one-on-one attention isolated from other students makes them more comfortable and allows them the opportunity to feel safe. They are more willing to perform and don't feel the pressure in performing and allows for me to assess their ability and add feedback.
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+1
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Benjamin Gerrard Posts: 3
4/6/2019
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I had a saxophone student who injured her shoulder while wrestling. Instead of having her play her excerpts from the pieces and scale tests, I had her do the fingerings with her saxophone on the side of her (she could do that with a chair under her saxophone) while singing the parts. For her scale tests, I had her say the note names and do the fingerings so I could check her understanding.
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+1
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Todd Leighton Posts: 3
4/28/2019
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I have a student in my AP Music Theory class that is hearing impaired. He can only hear certain frequencies in the sound spectrum. He was having difficulties with harmonic and melodic dictation so I met with his hearing specialist and parents to provide accommodations. I gave him extended time and repetitions to do the dictations. Plus, he uses special ear pieces that enhances the sound for him. Also, he does these dictations by himself so he can not feel pressured by the time limitations. Al of these accommodations have made a great difference in his performance.
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+1
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Luis Rivera Posts: 3
5/13/2019
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When I began my first year teaching, I had a student who had severe anxiety around others. She was the sweetest kid, but could not perform or even be around others normally as she was completely incapable of communicating social or musically with others. In my classroom we sight read constantly with Hal Leonard's note cards. As the year goes by, eventually we sing individually and I have the kids do a round where I show each student a card and we go down the line and keep a steady beat and each one reads a card after the other. As we kept going down, my special needs student immediately shut down and began crying and eventually leading into an anxiety attack. What I eventually did to accommodate the student was, I turned off the lights and made the student face away from the class (the other students were still in the room listening). When we finally go to her, she let out a small sound but it was in rhythm and accurately performed. The class burst into claps and cheers and this student was a step closer to musical proficiency with a disability. As a side note, what we attempted in the classroom with her was not in her success plan, so we ended up adding it because of the success in our class. We continued to do this and the other students were incredibly patient and supportive, eventually the student was able to perform with the lights turned on and in front of others with minimal incidents.
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+1
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Victoria Rathbun Posts: 3
3/27/2021
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I will often have students record singing tests on their cell phones while we perform the prescribed excerpt as a class. They can then submit it via whichever platform we are using at the time (Canvas, Charms, etc.). This is especially helpful for those students who receive accommodations for anxiety issues, as it doesn't single them out. Students who fail to achieve proficiency on these assessments can then receive individual feedback via technology, so as not to single them out, and I will regularly allow students to retake assessments as many times as they need to (prior to the end of the grading window) to demonstrate mastery, as that is my end goal anyway. This is especially helpful for those students who need additional processing time.
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+1
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Walter Busse Posts: 3
4/3/2021
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I had a choir student that had developed vocal nodules and had to go on complete voice rest. I had her "translate" the lyrics of everything the choir was singing into ASL (American Sign Language). She still fully participated as a "silent singer" and even other students got on board with learning sign language.
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+1
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Carrie Guffy Posts: 3
4/20/2016
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We have used a variety of assessment adaptions in the music program here at our school. In the general music setting recently, we had a student that presented all of his work on his personal tablet. It was easier for him to type then to write. Anything assignment that we had for the class, he did the same level of work, but all his assessments were done via technology
Another year, we had a student that did not process information that she heard verbally as fast as written instructions. Any information that was given to the class was also given in worksheet form, this student was also given a taped recording of all the songs, her part played out on the piano. That way she could practice at home at her own pace to keep up with the class.
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+1
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Kenneth Phillips Posts: 3
4/29/2016
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I had a wheelchair-bound student in a graduate-level arts integration class. The topic was "we learn rhythm by moving." Though this student could not perform the folk dances, the student could move their arms across their body. The student was able to demonstrate the ability to identify the steady rhythm using the adaptation.
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+1
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Elizabeth Phillips Posts: 3
4/30/2016
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I've had a number of speech impaired students that usually are more comfortable in a group setting. As an adaptation for their individual assessments, having them record/"call in" singing tests (either assisted by a peer or at home) gives the student the opportunity to perform in a more comfortable environment. This has helped the student(s) perform at a higher level and has given me a better representation of what they were able to accomplish individually.
edited by Elizabeth Phillips on 4/30/2016
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+1
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Michelle McCarthy Posts: 2
4/16/2016
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I had a student that broke his arm and was unable to play for a few months. Instead of making him play the scale for the summative test, I had him write it out on staff paper, including clef, key signature, correct musical notation. I could have had him sing it/ say the note names and or fill out a fingering chart for that scale.
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+1
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