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Social Story Creator for Educators:
*This app provides a means for parents, caregivers, educators, and etc..., to create stories on various topics for children who have social challenges. The stories can be created using photos, audio, and/or text. The app has already made stories organized by topic or the option to create your own story which can be shared with others who have the app. The social story can even be printed if you would like.

* This app supports many UDL guidelines and checkpoints.
Checkpoint 7.2- Optimize relevance, value, and authenticity. This checkpoint discusses the need for the lessons to be socially relevant, appropriate for cultural, racial, ethnic, and across gender groups. This app does that and beyond.
Checkpoint 9.2-Facilitate personal coping skills and strategies.
The app is very inclusive of the ideals of checkpoint 9.2 by giving children a way to see and understand through story ways to behave or handle situations that may be difficult for them.
Other checkpoints that are relevant to this app are: checkpoints, 6.1,1.1,1.2,1.3,2.4,3.4, and 3.1

*Social Story Creator for Educators can be used to address not only social concerns for those with special needs but also across general education students as well. The stories created can be geared towards student's individual needs and assists with handling social situations that can delay or hinder the education process. By reading and reviewing the social stories students will be provided with guidelines and clear expectations of what is expected of them.

Class Dojo:
classdojo.com
* Class Dojo is an amazing website that can be used to assist with student's ability to self regulate and a way for parents and teachers to track behavior and progress in one place across the school year. Class Dojo helps to create and maintain a positive classroom culture, engages students by giving them a voice, and shares pictures/videos with parents on what their child is engaging in while at school.

* Checkpoint 9.3- Develop self-assessment and reflection; Class Dojo offers ways for students to look and view their own behavior and monitor their behavior over time and goes hand in hand with this checkpoint. Also, the student is able to receive written feedback from the teacher
Checkpoint 6.1- Guide appropriate goal setting; Students are able to see class goals, schedules, upcoming events, and etc on Class Dojo as well as their parents. This allows the child to take responsibility and set individual goals for themselves.
Checkpoint 6.4- Enhance capacity for monitoring progress; Through students having access to Class Dojo it provides a greater opportunity for children to monitor their behavior long after the school day has ended.
Other checkpoints that Class Dojo embody are 8.1,9.1,3.31.3, and 4.1

*Class Dojo can be used especially for students who have behavioral issues. In this way the students know that their parents are alerted to the day their child has had, and the student can regulate their behavior by managing their actions so that they are able to participate in the incentive that has been set forth either by the classroom teacher or the school as a whole such as a field day.

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Three Ring Binder:
*Three ring binders can have many uses. A great way to use a three ring binder is to create a PECS resource for children who may have trouble with communication. For those who wish to use a three- ring binder in this way will need only a few items. The three ring binder of course, Velcro, PECs pictures, and the sheets to place the pictures on.

* Checkpoint 2.1- Clarify vocabulary and symbols. Some students may have a hard time understanding what is being said to them without the use of some visual interpretation. PECs is a great resource to bridge this gap and allow for students to have a better understanding of words.

Checkpoint 3.3- Guide information processing and visualization. Through the use of the binder and the picture exchange system educators or parents can give very explicit prompts, and also allow for interactive models that can help guide and explore new understandings between words and pictures.
Other checkpoints are 5.1,2.4,2.5,4.1, and 5.3

*Due to the lack of communicative abilities some students posses using pictures is an awesome way to help them increase their communication without the use of words or with prompts to help the student engage in communication with their peers and teachers. Also, the use of picture charts that include a schedule can be helpful to guide the goals and expectations for the day ahead.

Pocket Chart:
Pocket charts is another low cost way to incorporate visuals into the classroom and help guide those who need the visual support to stay on target/task. The pocket charts can be used in numerous ways including, showing a class schedule, peer groups, classroom/school-wide jobs, and etc...

*Checkpoint 9.1 Promote expectations and beliefs that optimize motivation. When students are able to see their schedules, who they are to be working with, and the jobs they have for the day, it creates a culture where the students are able to reduce frustrations of not knowing what is going on because it is right in front of them. Also, the because the students are able to look up and see for themselves what is expected of them, students are more likely to stay on task and help other students to stay on task as well.

Checkpoint 6.1 Guide appropriate goal setting. The pocket charts can be used to implement and post goals, objectives, and schedules in a place that is obvious and clearly visible to the students.

* Pocket charts can be used to address learner variability and curricular barriers that align with clear goals and objectives by again clearly having the goals and objectives among other things visible to the students.

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Kidspiration:
http://www.inspiration.com/Kidspiration

* Kidspiration is another useful K-5 visual thinking methodologies that help to create a cross curricular visual space for learners. Students are able to combine the use of pictures, text, numbers, and spoken words, that help in the process of developing vocabulary, word recognition, comprehensive reading, and enhances critical thinking skills. Students are able to make visual connections in order to generalize these connections to build fundamental skills across other subject areas.

* Checkpoint 1.1- Offer ways of customizing the display of information

Checkpoint 1.2- Offer alternatives for auditory information.

Other checkpoints that are present in this resource is 7.1, 7.3, 8.2, 5.3, and 4.1

Kidspiration is an awesome tool to help children be able to make and connect ideas together in a way that they can see and understand better. This website contributes to the overall theme of addressing learner variablility and curricular barriers as it is in alignment with the goals and expectations of academics.

Natural Reader:
www.naturalreaders.com

*Natural reader is a free text to speech reader program. The program even includes a pronunciation editor among many other great features.

Checkpoint 8.4- Increase mastery oriented feedback. With the pronunciation editor it gives a way for immediate feedback that helps to encourage perseverance and self awareness among users.

Checkpoint 5.1- Use multiple media for communication.There are many voices that users can choose from and the composition of the stories across multiple media such as text, speech and etc...

All learners do not just take to reading and writing or there may be a disability present that also hinders a students ability to read and write effectively. Natural Reader removes these blocks and helps students and teachers address specific learner variability and curricular barriers as they align with academic goals and expectations.

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Splash Math:
www.splashmath.com

*Splash math is an awesome website that is used to help increase math skills for children through the use of interactive lessons and games. The website has a dashboard that helps pinpoint trouble spots and provides rewards to help motivate children to continue trying and increase their scores.

Checkpoint 9.1- Promote expectations and beliefs that optimize motivation, Through the use of the dashboards and the rewards along the way children will clearly see what is expected of them, what areas in which they need more practice, and allow them to track their progress in a way that is self regulating and motivating.

Checkpoint 3.4- Maximize transfer and generalization. Using this website as a center can be a great tool for educators. Also, because children are able to self regulate and move through various interactive activities and manage their progress, the children will be able to use the skills they are learning from the website then take those skills in order to transfer and generalize to the classwork that he or she may be given.

Checkpoint 2.3- Support decoding of text, mathematical notation, and symbols. With the completion of each interactive game or activity the child is able to begin to use his or her background knowledge and decode mathematical notations that he or she may have struggled with previously.

* Splash Math can be used to address specific learner variability and curricular barriers as it aligns with clear goals and expectations through the use of the dashboard that presents the challenges that the child may have and where that deficit is.

ABCYA:
www.abcya.com

* ABCYA is a website that has videos and games on numerous topics for children. The games and videos for math are very animated and engaging for children from kindergarten to fifth grade. ABCYA is free resource that was created by a teacher and it delivers with hundreds of activities for children to do that will help guide their learning.

Checkpoint 1.3- Offer alternatives for visual information. ABCYA provides so many interactive games, videos,and activities, opportunities for alternatives to visual information is clearly present. Descriptions for images are clear and auditory cues are ever so present when children are playing the games on the website.

Checkpoint 7.1- Optimize individual choice and autonomy. The website provides various games or activities that vary based upon perceived challenges, students are able to participate in some activities with  a very close simulation of classroom activities and targets as it relates directly to academics.

ABCYA is such an amazing website that has been proven to be very beneficial to addressing learner variability and curricular barriers. I believe the website is able to do such a great job of that because it was created by a teacher who understands the goals and expectations and is able to bring her past classroom experiences through.

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Brain POP Jr. (K-3):
jr.brainpop.com
* Brain POP Jr. is an animated educational website that showcases a different animated movie each week and also delivers multiple related quizzes and educational activities. The website covers science, social studies, math, English, health, and arts/ music.

*Checkpoint 7.1 - Optimize individual choice and autonomy. Brain POP Jr. is a way that that the content on the website can be used for practicing and assessing various skills while participating in academic tasks and activities.
Checkpoint 1.3- Offer alternatives for visual information. With the weekly  animated videos that are sent out help to convey objects and spatial models to convey perspectives and allow the students to interact with the material they are engaged in. Also, through the visuals and animations the child is able to take into focus the auditory cues and  key concepts.
Other checkpoints that are shown within this website is 1.2,1.3, 8.2, 7.2, 4.1, and 5.2.

*Brain POP Jr.  contributes to the overall goals and expectations while addressing specific learner variability and curricular barriers by providing a website that children can navigate and take ownership for the lessons they may be still struggling with. It also provides another means in which students have access to various topics and subjects that they can engage in.

IXL:
IXL.com

* IXL is a comprehensive k-12 curriculum that is aligned with the standards for content such as math, language arts, science, and social studies.

Checkpoint 8.2- Vary demands and resources to optimize challenge. Though the use of the IXL website students have access to a number of games and activities designed to help in the process of challenging each student individually. The activities on IXL offer a range in complexity or degree of difficulty in which the core activities can be completed.

Checkpoint 3.1- Activate or supply background knowledge. In the classroom this website can be used during computer time and students are able to access activities directly related to what they are or have been taught in class. This is beneficial in not only generalizing but activating the knowledge acquired from the lessons the teacher has engaged the student in.
Other checkpoints that are seen with the use of this website include: Checkpoints 5.3, 4.1, 6.4, 8.1, 7.2, and 9.1

* IXL can be used to allow extra practice for students who may be struggling in a particular area and for those who have a grip on the material, it can be a way for them to challenge what they know and truly master  a skill or concept.