Udl Checklist Unit Plan

Leah Svat and Melanie Bauer UDL Guidelines – Educator Checklist
I. Provide Multiple Means of Representation: Your notes

1. Provide options for perception
1.1 Customize the display of information Yes, the information can be displayed in person as well as virtually.
Yes, the Schoology discussion has the text-to-speech feature
1.2 Provide alternatives for auditory information
imbedded.
Yes, there are images, videos, and visuals incorporated throughout
1.3 Provide alternatives for visual information
the lesson.
2. Provide options for language and symbols
Yes, there are vocabulary cards on the PowerPoint as well as
2.1 Define vocabulary and symbols
printed.
2.2 Clarify syntax and structure No
2.3 Decode text and mathematical notation No
2.4 Promote cross-linguistic understanding No
2.5 Illustrate key concepts non-linguistically No
3. Provide options for comprehension
Yes, students have background knowledge and it is activated at the
3.1 Provide or activate background knowledge
start of each lesson.
Yes, students have opportunities to relate to big ideas. Students will
3.2 Highlight critical features, big ideas, and relationships
be able to relate ideas to the relationships in their lives.
Yes, students will have opportunities to think, reflect, and ask
3.3 Guide information processing
questions throughout the lessons.
Yes, students will be able to transfer their learning to the formative
3.4 Support memory and transfer assessments to show their understanding and memory of the
lessons.
II. Provide Multiple Means for Action and Expression: Your notes
4. Provide options for physical actions
Yes, students can ask questions throughout lessons and will receive
4.1 Provide varied ways to respond feedback from the teacher throughout the lesson as well as on the
formative assessments at the end of each lesson.
Yes, students have the opportunity to use Nearpod, Schoology, and
4.2 Provide varied ways to interact with materials Wixie as well as use hands on materials such as cutting and pasting
internal and external influences.
4.3 Integrate assistive technologies No
5. Provide options for expressive skills and fluency
Yes, students use interactive web tools such as Schoology,
5.1 Allow choices of media for communication Nearpod, and Wixie. Students also have opportunities for movement
in the lessons.
5.2 Provide appropriate tools for composition and problem Yes, students have text-to-speech options on Schoology as well as
solving opportunities to use sentence starters.
Yes, differentiation is provided to support students when necessary.
5.3 Provide ways to scaffold practice and performance This differentiation includes word banks, gradual release, and
specific feedback that is customized for the learner.
6. Provide options for executive functions
6.1 Guide effective goal setting No
Yes, students can show their work and explain their thinking
6.2 Support planning and strategy development
throughout lessons.
Yes, students will categorize and sort information with teacher using
6.3 Facilitate managing information and resources
a T-Chart that will be posted for students to refer to.
Yes, students can reflect on learning. For example, students sort
internal and external influences, then go over the definition for
6.4 Enhance capacity for monitoring progress
“influence” and resort the pictures on the body to determine what is
an external influence versus internal.
III. Provide Multiple Means for Engagement: Your notes

7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy No
Yes, the lessons are age and ability appropriate, designed so
7.2 Enhance relevance, value, and authenticity students can relate to and see relevance in their lives, and
personally reflect to the content.
7.3 Reduce threats and distractions No
8. Provide options for sustaining effort and persistence
Yes, revisiting the objective throughout the lesson and are assessed
8.1 Heighten salience of goals and objectives
in a discussion post.
Yes, differentiated activities are incorporated throughout the lessons
8.2 Vary levels of challenge and support
to meet the needs to student performance levels.
Yes, students cooperate with peers in table groups, during turn-and-
8.3 Foster collaboration and communication
talks, and think-pair-share activities.
Yes, the teacher can provide immediate feedback on Nearpod as
8.4 Increase mastery-oriented feedback well as directly in person during the lesson to support student
progress.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations No
Yes, the lessons are based on student prior knowledge and how
9.2 Scaffold coping skills and strategies they can use these skills to build healthy relationships in their
personal lives.
9.3 Develop self-assessment and reflection No
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Leah Svat and Melanie Bauer UDL Guidelines – Educator Checklist

I. Provide Multiple Means of Representation: Your notes

III. Provide Multiple Means for Engagement: Your notes

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