UDL Guidelines – Educator Checklist

Below is a checklist comparing my lesson plan that I had previously posted to the Universal Design for Learning's standards. 

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: The students can design their projects anyway they'd like as long as they include all the necessary information
1.2 Provide alternatives for auditory information	Barrier: the students stories are told only through audio.  Solution: have them include the text they're reading in their movie
1.3 Provide alternatives for visual information	Barrier: The students will only be showcasing their projects on a screen in the classroom so students who are far away or have any visual impairments may not be able to see everything clearly.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: The students will provide pictures that coincide with their stories so if there is a vocab word the students aren't familiar with they can use the pictures to help them.
2.2 Clarify syntax and structure
2.3 Decode text or 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	Feature: The students create their storybooks based on what they have learned in the class so far.
3.2 Highlight critical features, big ideas, and relationships	Barrier: There really is no big idea for the assignment.
3.3 Guide information processing
3.4 Support memory and transfer

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Barrier: The students aren't really provided with a means to respond to their peers stories
4.2 Provide varied ways to interact with materials	Barrier: The students are not really required to react with the information, merely watch it and pay attention.
4.3 Integrate assistive technologies
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Barrier: The students are given a lesson on how to use PowerPoint to create a movie.
5.2 Provide appropriate tools for composition and problem solving	Feature: The students are provided with websites and instructional videos to help them learn how to create their storybooks.
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	Barrier: The students are left on their own to plan and create their storybooks.
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress	Barrier: The students know how many days they have to complete the assignment but they may need a day by day check in to be sure they are moving at the appropriate rate.

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: The students are pretty much on their own on this assignment.  They have a given number of days to complete it and must use their time wisely in order to be done on time.
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	Feature: The students have the ability to make their project as complicated or as simple as they'd like as long as they meet all of the basic requirements.
8.3 Foster collaboration and communication	Feature: The students will be working in pairs or small groups to create these stories so they must work together in order to accomplish their goal.
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