Peyton Stevens Access Plan

Peyton Stevens Access Plan

Outcomes

Universal Adaptations

A video of Peyton playing Triangle at a Festival in April

Student

• Working together with his peers for a performance of the final product
• Success with playing with his peers
• Inclusion
• Playing music
• Pride
• Growth of love in music
• Understand proper audience performance
• No accomodations for performance needed!

Teacher

• Thinking creatively and thoroughly
• More prepared with lesson plans
• Does not limit the student
• Challenges the student
• Group and indvidual work
• More collaboration and communication

During Class

• Students will be split into 2 groups (4 in each group)
• I will introduce the lesson on the board with video, demonstrations, etc.
• Students will then help one another set up the instrumentation they need
• Everyday a new leader will assist with what we just learned for the piece
• The students will practice individually and together
• At the end of class, the students will perform their parts in their small group
• Before they perform I will discuss audience engagement to prepare students for proper behavior during concerts
• Then the students will perform as a large class

Proper triangel technique, fantastic behavior

responsible, independent, and showed up on time!

Peyton's IEP

Task Analysis

Full Inclusion at JHS Bands Program

Final Musical Concert Goals

Getting to Know Peyton...

Assessment Accomodations:

• Alternate Setting
• Extended Time
• Word Bank Provided

Classroom Accomodations:

• Copy of Teacher's Notes
• Study Guide provided earlier
• Extended time on assignments
• Directions restated

Additional Accomodations:

• Check Daily Agenda
• Assistance with organization
• Simplify directions, reinstate directions
• Small group setting when possible
• Chewing Gum allowed to help with focus
• Break large tasks into smaller tasks

Classroom Environment

Participation in a variety of groups and music

• Classroom Environment
• Daily Routines
• Social Expectations
• Musical Expectations

Musical Skills

• Be able to play the triangle part with proper technique in Polly Oliver
• Be able to play the marimba, shaker, and calves with proper technique and correct rhythm
• Be able to stay focused throughout the piece to wait for his entrance in the piece

Social Skills

• Be able to stay focused during the whole piece of Polly Oliver (3 min) and Africa (9 min)
• Execute proper behavior during the whole concert (1 hour)

Concert Performance

• Walk into the auditorium and sit in the back while waiting for announcement of seniors
• He should remain quiet and applaude the seniors
• Set up his area when it is time to play
• Understand where his items go and when to play
• Be able to focus throughout the whole piece
• Understand when to play and when to stop
• Understand how to transition between pieces
• When to wait, set up, and play

• Peyton will be able to set up his own instruments for the concert
• Peyton will participate on different instruments for a variety of pieces
• Peyton will be engaged with good behavior while listening to others play

• Has an IEP
• Struggles with reading comprehension although not in IEP
• Uses no medications
• Lacks eye contact and is slow at processing information
• Has an aid to help him stay organized
• Works well with others

At JHS Peyton begins my class at 12:35pm. I greet the students at the door and ask them to read the board. They then take out and set up the back of the room as asked on the board. All items in the percussion section are labeled.

Accommodation: I ask Peyton to please read the board aloud to me and I ask him if he understands what to set up.

Picture: Peyton is the male on the far right with a black shirt. Students are assisting with his part.

Getting to Know Peyton...

Long Term Goals

Classroom Routines

Full Inclusion on all performances

• All combined concert with concert band
• Inclusion Night of Jazz & Percussion in full percussion and small percussion
• Inclusion in Marching Band in the front ensemble
• Inclusion in all Parades
• Inclusion and participation in all festivals

Social Expectations

• Students enter the room right when the bell rings
• Teacher is standing at the door greeting students
• Instructions and goals are labeled on the board
• All instruments and it's correct location are labeled
• There is a picture in the back of the room for a set up
• Individual Practice time 5 min. followed by full group

• Participate in large and small ensembles
• Work as a team to perform together
• Waiting and staying engaged while the teacher works with others
• Remain quiet while teacher gives instruction
• Stay engaged while listening to other performances
• How to set up before performing on stage

• Very positive
• Eager to learn
• Loves the drums
• Loves baseball and basketball
• Works very well with others
• Brand new to the percussion section
• An audible learner

Musical Expectations

• Perform as an individual and as group
• Practice individually and efficiently the first 5 minutes of rehearsal
• Follow instructions on the board
• Continue performing even if there is a mistake
• Be able to play music by rote and/or by reading what is on the page

Peyton Meets Expectations

Universal Designed Lessons

• Peyton is able to perform and rehearse through the expectations that other students have
• Peyton will be able to perform proper behavior during concerts
• Peyton will adapt to the different performance opportunities that other students have in the ensemble
• Peyton will be able to work with a group and individually on lessons for the day

• All students must participate and assist one another
• Students will be split into 2 groups
• A leader will help the group
• I will teach a section and section leaders will work in their groups to perform the part
• Goal is for everyone to be able to play their part independently and in a group
• I will allow the full class period, and lots of positivity from peers!
• I will show the rhythms on the board, demonstrate them and have students listen to recordings

Music Accomodations

for Peyton

• Occasionally, an aid will assist when then aid is available
• Teacher will reinstate instructions
• Teacher will slow down when necessary
• Teacher will play recordings and videos of performances so the student know what to expect