UDL Guidelines - Educator Checklist http://udlonline.cast.

org/guidelines

Please color code and highlight your barriers and features.

UDL Guidelines Educator Checklist I. Provide Multiple Means of Representation 1. Provide options for perception 1.1 Customize the display of information 1.2 Provide alternatives for auditory information 1.3 Provide alternatives for visual information 2. Provide options for language and symbols 2.1 Dene vocabulary and symbols 2.2 Clarify syntax and structure 2.3 Decode text or mathematical notation 2.4 Promote crosslinguistic understanding 2.5 Illustrate key concepts non-linguistically 3. Provide options for comprehension 3.1 Provide or activate background knowledge 3.2 Highlight critical features, big ideas, and relationships 3.3 Guide information processing 3.4 Support memory and transfer Your notes

needs to have a auditory component; such as recording a story and using hand claps or buttons dropping into the jar to illustrate a number to story One of the examples (Voice thread) contained students voices reading their number stories. provides picture demonstrations, a drawing assessment, Voice Thread collaborative piece, assessment in is visual using Storybird, students have also used manipulatives to tell number stories which allows them to actually add or take away pieces

Vocabulary is written out on chart paper that includes appropriate symbols. When vocabulary is reviewed it shown visually and read to students

Mathematical notation is done verbally and through drawing (i.e. crossing out pictures when taking away)

Would be nice to have parents or students that speak other languages to create number stories that can be added to our Voice Thread or to create a Storybird in a different language
drawings and pictures are used

This particular lesson starts off with students identifying concepts that have been previous taught. But initially there is not a lot of questioning from teacher to students of what they know about the concepts of addition, subtraction, all together, remaining, etc. teacher jumps in and introduces the concepts. Teacher should have help formulate definitions

Lots of review and examples

many activities to recall and classroom discussions

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II. Provide Multiple Means of Action andExpression 4. Provide options for physical action 4.1 Provide varied ways to respond 4.2 Provide varied ways to interact with materials 4.3 Integrate assistive technologies Your notes

students will be able to (or have had the opportunity to): draw, tell , use manipulatives Students were not given an opportunity to act out number stories (movement) Artisitic, technology tools, with toys, NO USE (Oh my)

5. Provide options for expressive skills and uency 5.1 Allow choices of media for communication 5.2 Provide appropriate tools for composition andproblem solving 5.3 Provide ways to scaffold practice andperformance 6. Provide options for executive functions 6.1 Guide effective goal setting 6.2 Support planning and strategy development 6.3 Facilitate managing information and resources 6.4 Enhance capacity for monitoring progress

Choices were not given (teacher gave the technology tool)

Teacher works with students to support throughtout lessons; there is lots of modeling

There has been on guidance nor discussion with students to help monitor their development of number stories. There is not check point to see if their words match their picture/actions.

L Guidelines - Educator Checklist http://udlonline.cast.org/guidelines

Your notes III. Provide Multiple Means of Engagement 7. Provide options for recruiting interest 7.1 Increase individual choice and autonomy 7.2 Enhance relevance, value and authenticity 7.3 Reduce threats and distractions 8. Provide options for sustaining effort andpersistence 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support 8.3 Foster collaboration and communication 8.4 Increase masteryoriented feedback 9. Provide options for self-regulation 9.1 Guide personal goalsetting and expectations 9.2 Scaffold coping skills and strategies 9.3 Develop selfassessment and reection

Students are given multple ways to demonstrate number storyies, But teacher is guiding choices one at time

Students are given authenticity on how their number stories look and what they sayo
Only challenge is allowing to chose the operation of the number story But students are not given other levels of challenge if they already understand addition and subtraction Collaboration with Voice Thread digital class booklet

As students tell the story they can recognize if their words and pictures match No reflection