CEP 811- UDL Guidelines

I think I do a relatively good job providing alternatives within my curriculum. From completing the UDL checklist I definitely see where there is room for improvement. I need to focus on providing more structure for students while they're working independently, providing them with a rubric, task list, helping them set completion goals, etc. Below is the completed checklist.

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: Students follow along on their own computers and the Starboard. Students can also use magnification tools on the computer.
1.2 Provide alternatives for auditory information	Feature: As I teach the lessons I read the steps aloud to the students while completing them. There is also a program available on the computer called Magic that provides text to speech.
1.3 Provide alternatives for visual information	Feature: I use a lot of visuals with my presentations, video clip, text graphics, etc.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Students can use online dictionary.
2.2 Clarify syntax and structure
2.3 Decode text or mathematical notation
2.4 Promote cross-linguistic understanding	Barrier: In English only.
2.5 Illustrate key concepts non-linguistically	Feature: Using Starboard and spreadsheet software to display information.
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Students must use skills gained from previous projects and lessons to complete the final project.
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing	Feature: Teacher guides students through initial stages.
3.4 Support memory and transfer	Feature: Discussion about the benefits of budgets in the real world.

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students could use many programs to create their spreadsheet (Google, Excel, etc.)
4.2 Provide varied ways to interact with materials	Barrier: Students must use a keyboard to complete project.
4.3 Integrate assistive technologies	Feature: Assistive technologies for visual and auditory available on computer.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students able to choose program for their spreadsheet.
5.2 Provide appropriate tools for composition and problem solving	Feature: Use of web applications
5.3 Provide ways to scaffold practice and performance	Feature: Teacher guided practice with student representative.
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: No rubric for students to follow
6.2 Support planning and strategy development	Barrier: No rubric for students to follow
6.3 Facilitate managing information and resources	Barrier: No rubric for students to follow
6.4 Enhance capacity for monitoring progress	Barrier: No rubric for students to follow, check list, or feedback until project is completed.

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: Students choose however they want to design their dream rooms.
7.2 Enhance relevance, value and authenticity	Feature: Budgeting and designing a room or home makes a real world connection.
7.3 Reduce threats and distractions	Barrier: Students need more structure during independent practice (rubric, checklist, goal setting, etc.)
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Barrier: Need a rubric or task sheet
8.2 Vary levels of challenge and support	Barrier: Students are expected to create the same piece of work.
8.3 Foster collaboration and communication	Barrier: No collaboration, individual project.
8.4 Increase mastery-oriented feedback	Barrier: No feedback until project is graded; students need a rubric to follow.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Barrier: No rubric
9.2 Scaffold coping skills and strategies	Barrier: No checklist
9.3 Develop self-assessment and reflection	Barrier: The only student feedback is the project after it has been graded.