Leah Svat and Melanie Bauer 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:
Your notes
Yes, the information can be displayed in person as well as virtually.
Yes, the Schoology discussion has the text-to-speech feature
imbedded.
Yes, there are images, videos, and visuals incorporated throughout
the lesson.
Yes, there are vocabulary cards on the PowerPoint as well as
printed.
No
No
No
No
Yes, students have background knowledge and it is activated at the
start of each lesson.
Yes, students have opportunities to relate to big ideas. Students will
be able to relate ideas to the relationships in their lives.
Yes, students will have opportunities to think, reflect, and ask
questions throughout the lessons.
Yes, students will be able to transfer their learning to the formative
assessments to show their understanding and memory of the
lessons.
Your notes
Yes, students can ask questions throughout lessons and will receive
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
Wixie as well as use hands on materials such as cutting and pasting
internal and external influences.
No
Yes, students use interactive web tools such as Schoology,
Nearpod, and Wixie. Students also have opportunities for movement
in the lessons.
Yes, students have text-to-speech options on Schoology as well as
opportunities to use sentence starters.
Yes, differentiation is provided to support students when necessary.
This differentiation includes word banks, gradual release, and
specific feedback that is customized for the learner.
No
Yes, students can show their work and explain their thinking
throughout lessons.
Yes, students will categorize and sort information with teacher using
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
“influence” and resort the pictures on the body to determine what is
an external influence versus internal.
Your notes
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 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
No
Yes, the lessons are age and ability appropriate, designed so
students can relate to and see relevance in their lives, and
personally reflect to the content.
No
Yes, revisiting the objective throughout the lesson and are assessed
in a discussion post.
Yes, differentiated activities are incorporated throughout the lessons
to meet the needs to student performance levels.
Yes, students cooperate with peers in table groups, during turn-and-
talks, and think-pair-share activities.
Yes, the teacher can provide immediate feedback on Nearpod as
well as directly in person during the lesson to support student
progress.
No
Yes, the lessons are based on student prior knowledge and how
they can use these skills to build healthy relationships in their
personal lives.
No