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https://sites.google.com/view/freeudltechtoolkit/audio-books

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Audio books are a great way to increase access in your classroom. Providing a selection of audio books for all students can support fluency, expression, and comprehension.

- a free subscription is provided with proof of a print disability

- Audio books in the public domain with human narration

Signed Stories- free audio books designed for elementary readers that are also signed

60 Second Recap- a 60-second audio/video presentation of classic works of literature. Mute the Ad that plays as soon as you open the link and scroll below that to access a number of videos recapping classic works.

Online Audio Stories- a collection of elementary audio books

Storyline Online - online stories read by Screen Actors Guild members.

The Mother Goose Club has a number of rhymes and songs that provide audio support for the text.

Learn Out Loud - over 2000 free audio and video titles including books, lectures, speeches and interviews.

- free online book library with over 8,000 titles that can be read using any free text reader (tested with Natural Reader).

Nook Online StoryTime - A list of online stories read by the authors (remember to turn on Closed Captioning)

Project Gutenberg- Text of books in the public domain, also available for mobile devices. Attach text-to-speech and can convert to MP3 format

- classic literature in video format, syncs human voiced audio with text. Check out their YouTube Channel.

- an online collection of stories and poems in MP3 format

CAST UDL Bookbuilder- Interactive book maker and reader

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AudioBooks Audio books are a great way to increase access in your classroom. Providing a selection of audio books for all students can support fluency, expression, and comprehension. Bookshare- a free subscription is provided with proof of a print disability Librivox - Audio books in the

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https://sites.google.com/view/freeudltechtoolkit/study-skills-tools

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High School Study Skills - a sequential approach to improving Study Skills for High School students. Study Skills Tools (including Electronic Flashcard apps) Quizlet - Added smart study features. Check it out here "largest flash cards and study games website" Quizlet Mobile Brainscape - free and

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https://sites.google.com/view/freeudltechtoolkit/text-to-speec

https://sites.google.com/view/freeudltechtoolkit/math-tools

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Guideline 7- If our students do not find the way we are teaching, or the information we are teaching interesting, it is useless. It becomes inaccessible to the student either now or later when they wish to recall it.
Checkpoint 7.1- It is important to give students a sense of autonomy about how they learn. A clear difference needs to be made about what they learn, learning objectives need to be set but giving students the ability to choose their difficulty level or the layout of a project can give them a sense of ownership with the lesson. It is also important to remember to include students as often as we can in the development of their education. This makes me consider tangents that can occur during lessons, if it is productive and can lead to the students having a better understanding of the subject maybe it isn't so bad.
Checkpoint 7.2- Students understand what information they need to understand their lives at any given point. When we create our lessons we need to look at how these students will use the given topic. Making sure that learning is authentic should be our goal. If students do not see themselves in our lessons we will never get through to them. A point made in this section that is important to note is being culturally relevant and responsive. This will cause us as educators to look at lessons differently but will also expand our personal learning and the learning of our students.
Checkpoint 7.3- This section discusses ways to ensure that our students are save and have the ability to learn effectively. A comment was made about how learning is more difficult when students have other needs to be met (See Maslow's hierarchy of needs) This however, goes beyond physical needs. The section talks about too much/ too little stimulation or ELL students having a had time following discussions when odd phrases are used. The goal here is to ensure that everyone has what they need, if the stimulation is too much they have a place to go, if they feel left out of a discussion there is a solution to that. A comment made here that I believe is needed for an effective classroom is that we must vary the social demands to the student as needed.

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Guideline 4- Some students will not have the same level of physical ability that others do. This can cause issues when we create lessons that depend on students having the ability to complete the tasks. The article uses the example of student that have physical disabilities finding it hard to use a joystick or a mouse to navigate through a program. A solution to this would be voice controls, or an expanded system set up. Doing simple things like this can allow for everyone to receive the benefits of the lesson and not feel as though they cannot be a part of it.
Checkpoint 4.1- This checkpoint is simple, we need to provide options for our students when a physical task is required. Rather than having the students only be able to do a single thing (writing an answer, or moving tactile objects) have another way for them to respond (voice selection is an example)
Checkpoint 4.2- We need to ensure that students have the tools that they need to be successful. This doesn't mean that we make sure everything is handed to them. We make sure that the students understand the tools that they have and how to use them effectively. It gives an example of using keyboard commands to mimic mouse actions, or alternative keyboards.

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Guideline 1- This section wants to show the importance of having equitable resources when we are giving information to our students. Making adjustments where students need them and not expecting them to compensate for themselves.
Checkpoint 1.1- When we use printed material it is hard for students to adjust the copy in a way that allows them to be more successful. Digital materials offer a wide array of tools that can allow us or the student to make appropriate edits to help them gather and retain the information that they need. This includes boxes that enlarge the text and zoom in, or being able to delete anything that is not needed for the lesson, or just changing the color of the important sections of the text.
Checkpoint 1.2- When using anything that ha a large sound portion to relay information, videos, sounds recording... We must ensure that students who may have a hard time processing the information have ways to help them. Consider captions/text to speech, Diagrams that give the information in a visual format, or tactile resources.
Checkpoint 1.3- Using visual representations of data are a god way to get complex information into a form that students can understand and study. That being said, we must make sure that we include the data in a way that students that have visual disabilities or students that have not seen the type of representation before can also understand the material. One of the simplest ways is to use descriptions, either visual or spoken. This helps students to grasp the data and helps them to understand how the data is being presented.

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Guideline 8- This section is about individual levels of motivation that students may have. Motivation is also tied to self-regulation and this is something that we as teachers need to remember that everyone struggles with. When changes happen in a schedule or we add or subtract activities it takes time to make the needed adjustments. Our goal is to teach these students how to level the playing field and to grow as learners.
Checkpoint 8.1- Here we discuss how important it is for some students to maintain mindful of the goal of said activity. Having the goal posted or having students repeat it several times at given intervals can help ensure that students remain mindful of what they are striving for.
Checkpoint 8.2- Learners differ in more ways than just their mental and physical abilities, they also vary with the different ways that motivate them. Some students are motivated by hard work, others by the ability to be creative. Remembering this and building lessons that have outlets to several different types of motivations are critical. We should also look at this as a good time to differentiate our instruction.
Checkpoint 8.3- Communication is something that students can struggle with, not only in the classroom but in the outside world as well. A skill that we need to make sure that our students know is how to communicate with people who see the world differently than they do. Which is almost everyone. This section lends itself to group work or class discussions very well. Placing students with those that can help them build their arguments or with students who do not consider things the same way, is a good opportunity for growth on all sides.
Checkpoint 8.4- Here we discuss the idea of assessments needing to be on the basis of mastery rather than a set concept of understanding. This way we discuss growth rather than grades. When we do assessments this way we as teachers need to provide feedback rather than X's and check marks, Students need to understand what they did right and where they went wrong. This also involves model examples that students can see and use as guidelines for their assignments.

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Guideline 2- This section explains that when we are sharing information with our students we need to make sure that we are using different forms of representation that meet the needs of our students. It makes a comment that a list of key terms may be helpful for one student but confusing for another. When we are creating lessons we need to understand that different students needs different things and their personal knowledge and background does affect how new information is processed.
Checkpoint 2.1- This checkpoint focuses on key terms and symbols that may be used in a classroom, and the solution to this is one that would be easy to do. Create links to explanations, such as the glossary and photo representations.
Checkpoint 2.2- Do not presume that every student understands concepts the same way that others do. Syntax and context clues may not work well for everyone. When we are using syntax or context clues, we must check and make sure that no one needs clarification.
Checkpoint 2.3- Exposure is the key to understanding, some students will need less to get to a point where they can act effectively but others will need more time. Using lists that explain symbols and key terms can go a long way to make our students more successful with new ideas.
Checkpoint 2.4- Making sure that key information can be given in a students dominate language. When we are watching a video, subtitles. When we are reading have links to explanations in the students dominate language.
Checkpoint 2.5- Do not rely only on text to get information across, when we use text make sure that other options are there for our students. This comes into play a lot when we are talking about complex ideas, rather than have students decode it themselves give them as much help and clarification as possible.

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Guideline 5- Different types of expression may be easier/harder for different students to use. The section says a students may excel with verbal storytelling, but have trouble with written storytelling. This is why we must make sure to use different modalities to level the field and let students express what they know effectively.
Checkpoint 5.1- It is important to use different media for expression, unless the media is critical to the goal. This goes back to giving students options that best fit their ability to show what they have learned.
Checkpoint 5.2- There is an idea in schools to not want to use new tools that can make learning easier. This can cause issues when students are use to having these tools in other areas of their lives. Letting students have access to different tools at different point can help them to not only understand when they should use something, but when they shouldn't. The section makes a comment about spelling and grammar checkers. These are great items for writing, but not if a student is taking a spelling test. Helping students to understand how and when to use a tool can be important but we first have to expose them to such technology.
Checkpoint 5.3- Understanding that different students need different amounts of help at times. We need to understand that freedom can and should be given when a student has the ability to do something, but when a student needs more guidance over a topic we have to have systems in place to help them. A good concept here is lifting the support slowly, giving students time to adjust to being more and more in control of their own education. Consider this, we would not give a first grader and pen and paper tell them to walk to the library and write us a paper. In contrast, we would not tell a senior in high school to use the crayons on their desk and draw us a picture of what they did over spring break. Understanding what different students need and when is the point.

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Guideline 9- Self-regulation is a learned skill, students must learn how to react, or in some cases not react, to emotions that they may be feeling. A point that needs to be made is that their will never be uniformity with self-regulation. It is not something that everyone has every day. However, taking something that some teachers and school system see and an implicit skill and bring it into the open takes away the fear and confronts some of the issues associated with it. This all comes from building support systems that everyone has access to when they need them.
Checkpoint 9.1- Teaching students how to set personal, and attainable goals. Students need to learn what they can an cannot do in a given time. A good example of this is saving a weeks worth of homework for Sunday night. Rather than teaching them to do a little at a time, they have to stress themselves trying to do everything in a small window. Setting simple goals for themselves will help to make their lives easier in the long run. Doing this can have a marked effect on the students behavior, I believe that this is due to the limited stress that occurs due to being over stimulated.
Checkpoint 9.2- Going farther than showing students what a self-regulated person is makes a difference. Ideas that are listed include apprenticeships and scaffolding. Another that I think is a good one for our rooms would be reminders. These are not reminders about upcoming events or tests, but rather reminders about how to cope with things that are going on in their lives. We all know at the end of the semester it gets stressful knowing that finals are coming, simple reminders about how to study when to ask questions, who to ask them to can go a very long way to helping students through them. A point that is not made here but I believe it worth noting is to help students understand how to take care of themselves as well. I would rather have an assignment turned in a couple of days late than have a students stress about it and turn in something that is less than what they can do.
Checkpoint 9.3- Teaching students to monitor their own emotional state is a large part of self-regulation. Since how we react to different emotions is subjective it may be a little difficult to show examples but we need to remember that students are people and people know how they feel. Students need an outlet for their emotions just like everyone else so teaching them when they should and shouldn't react will be helpful. A good concept to use would be charts, having students track their emotional states throughout the day may be helpful in understanding and teaching them what triggers may exist in their lives.

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Guideline 3- The idea here is to make sure that we are doing more than just presenting students with information, but rather making sure that the information is there when they need it in life. The term "usable knowledge" is put in this section and that seems to be the best way to explain the goal. The point is for the knowledge that we impart to our students means something other than the grade they get.
Checkpoint 3.1- Before we can build on past knowledge we need to activate it and let students know how they can connect the new concepts to the old stuff they already know. A good way to do this is to just show the students the process that they already know. Show the the information that they already have and explain to them how the new ideas build on the old ones.
Checkpoint 3.2- Using explicit clues to help guide students to the information that they need. I have the idea of highlighted words in a text, if someone took the time to highlight it, that must mean its important. Making sure that our students know what to look for rather than having them hunt for the information.
Checkpoint 3.3- An idea here that I like to help students process new information is to teach them how to chunk it. Rather than saying you need to memorize all of this chapter, make sure they know the important chucks such as key terms, models, equations.... This will help students to process smaller amounts of information and retain the more important details.
Checkpoint 3.4- We must teach our students how to generalize their learning strategies and take them into new situations. Having students that can only use certain strategies in my classroom would be pointless because they will not have the ability to take the information farther than my door. The concepts must be able to be taken outside the room where students can build on them in their lives. Ideas like showing students how to relate new concepts to old ones, or showing them how to create advanced organizers are good examples of this.

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Guideline 6- This section discusses how teachers need to help scaffold the lower level process that are taking up space in the executive function area of the brain. It says that there is a limited amount of space within this section for processing so the more we can help to clear the more room there is for students to use these processes for higher learning thought.
Checkpoint 6.1- Helping students learn how to set goals is something that we must all do. Rather than setting the goals for them, which does little to teach them how, we should use prompts or models that give examples that they can follow. Checklists are also something that students can use, I believe that having students create them would also help to get their minds thinking about how to set them.
Checkpoint 6.2- Rather than having our students use trial and error when they are working through a new subject, we need to make them think. The article uses the therm "Stop and Think" at places within the lesson. Giving students the time to consider what they have learned and what their next step would be. Another prompt would be "Show and Explain" having students justify where their thoughts are taking them and if need be we can make small corrections rather than having them on the wrong path for a long time and getting frustrated.
Checkpoint 6.3- Rather than relying on working memory which has a small amount of space, using graphic organizers or templates can help students to keep track of the new information they are getting. This stops them from becoming overloaded and forgetting things that may be important later on. Also, this would give us a physical copy to return to when we need to reference a topic down the line.
Checkpoint 6.4- Using feedback as a part of our instruction is a must. Once a student turns in an assignment and receives a grade, do they ever see the assignment again? If they have no idea what they did right or wrong they cannot correct it or continue doing it. Using images such as graphs, or open ended questions is something that can be helpful.