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 Define vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Decode text and mathematical notation
2.4 Promote cross-linguistic 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
II. Provide Multiple Means for Action and Expression:
4. Provide options for physical actions
4.1 Provide varied ways to respond
4.2 Provide varied ways to interact with materials
4.3 Integrate assistive technologies
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication
5.2 Provide appropriate tools for composition and problem
solving
5.3 Provide ways to scaffold practice and performance
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
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy
Your notes
I used large coins on their anchor chart for all students to see.
I used an anchor chart to identify the different coins
Students watched a video about coins.
Students were taught the names of each coin and their values
prior to the lesson. These were put on an anchor chart for
referencing.
Students compared the different coins in size and color.
Future reference- accommodate for Spanish speakers by
translating coin names to Spanish.
Students were able to sing along coin names and value through
the coin song.
Students did a turn and talk about a time they bought
something and what they had to use to buy it.
An anchor chart was used to highlight the key components of
the coins as well as their names and values.
Students were not given coins to look at until we were done
with the anchor chart so that they were not distracted.
Students created a coin book as we went through the anchor
chart to keep in their desks for memory.
Your notes
Students were given the opportunity to explore the different
coins (real coins) to feel the weight difference and notice the
characteristics of each different coin.
Students sang and danced along to the coin song video.
Students used real coins when working with adding and
subtracting.
This was their first lesson, so they had a lot of support, but for
the next lesson they will be working with their peers to
gradually release them.
Before the lesson started, students and teachers said aloud the
following “I can” statement: I can identify coins and its value”
Students used an anchor chart as well as their own graphic
organizer which was a coin booklet.
In a future lesson, I would like to show students their test
results on a graph so they can see how they have grown
throughout the year.
Your notes
Students were able to choose whether or not they wanted to
learn through song or through book to start off with. This was

7.2 Enhance relevance, value, and authenticity
7.3 Reduce threats and distractions
8. Provide options for sustaining effort and persistence
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 mastery-oriented feedback
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection
© CAST 2009
done by class vote and the next day would be the opposite of
what they chose the first day.
Students discussed aloud things that they bought at the store
and what they used in order to buy that specific item. We
brought in background knowledge and personal experience
that students already had with coins.
Students always had on the board how long their lesson was
going to be, and when we were talking as a class, all coins were
either pushed to the side or completely away to eliminate
distractions.
We did connect the lesson to personal experience, but going
forward, and if I did this lesson again, I would have students
write down personal goals for the unit and what they hope to
accomplish.
Some students who mastered the material very quickly could
start by counting their coins. Some students needed to keep
practicing how much each coin was worth because they did not
have that down yet.
Before the lesson, we went over CHAMPS expectations so that
each student knew what they should be doing throughout the
lesson.
We did a exit ticket with the students where they wrote down a
certain coin and its value, this was checked and given back to
them by the next day.
We went over CHAMPS prior to the lesson so students knew
the expectations.
Students completed an exit ticket to express what they learned
where this was then reviewed and went over the next lesson.