Checkpoint 6.4 - Enhance capacity for monitoring progress & Checkpoint 7.1 - Optimize individual choice and autonomy

• The program has features consisting of a built in progress meter, completion station, and a streak counter which allows students to see a visual representation of their progress daily by earning points. 

Checkpoint 2.1 - Clarify vocabulary and symbols Principle Representation

• The program has a feature that allows comprehensive access to an online guided reading tool called “reading assistant” which helps improve vocabulary, fluency, comprehension and prosody. 
• The program has a feature called a “word wall” which pre-teaches students academic vocabulary before they begin reading passages which offers practice in a wide range of phonetics,, grammar, morphology, and reading comprehension skills.
  
  

Checkpoint 3.3 - Guide information processing, visualization, and manipulation

•  This program allows individuals to view different ways to solve and approach problems by choosing different interactive visuals to guide learning. 

Checkpoint 7.1 - Optimize individual choice and autonomy

• Students can choose their character, what type of activity that they would like to complete, as well as personalize the theme of their game. Students also receive incentives such as badges, coins, and mini games upon mastery of content.

Checkpoint 5.2 - Use multiple tools for construction and composition

• Students are provided with digital manipulatives that they can choose from in order to solve problems other than using solely a pen and paper. 

Checkpoint 8.2 - Vary demands and resources to optimize challenge

•  Students participate in a game-like assessment to measure the students learning path.

Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

•   This program is individually tailored to the student’s specific needs and based upon their performance. Students receive additional assistance electronically when students appear to be struggling on content. 

Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols

•  Students have access to digital text books with text to speech features to assist them with decoding and reading words. 

Checkpoint 1.2 - Offer alternatives for auditory information

• Snap and read offer an alternative for auditory accessibility by reading text from websites, pdfs, and google drive. 
•   Individuals have the option of having the text read in 100+ languages on any webpage.

Checkpoint 3.1 - Activate or supply background knowledge

• Dynamic text leveling is an option within this program by adjusting readability without changing the definition of the words allowing the user to understand content in alternative ways that they may understand. 

Checkpoint 2.3 - Support decoding of text, mathematical notation, and symbols

• Smarty Ants has activities which assist with decoding by offering multiple means of representation. At the top of the screen learners will see the word broken down phonetically in addition to hearing the word.

Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

• After receiving instructions of how decoding works students are able to build words by playing a game. This assists and measures how well the students can demonstrate their knowledge via gaming assessment. Students are given multiple letter options and choose the appropriate one. Students will also receive feedback from the game as well. 

Checkpoint 9.1 - Promote expectations and beliefs that optimize motivation

•  Students receive “words” when they get them correct in addition to coins. They can also spend the coins how they would like. As they are engaged and motivated by coins they are also viewing a timer which demonstrates how much time they have left. 

Checkpoint 4.1 - Vary the methods for response and navigation

• By allowing students to use this low -tech device you offer an alternative to paper which most students use and allow them a way to physically respond. 

 Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance.

•   Students are using this device to express their answers which is like using pen and paper. Students are also building handwriting skills at the same time by being able to articulate their responses on this pen and paper.

Checkpoint 1.1 – Offer ways of customizing the display of information:

•  Reading guides make text accessible to students. Print materials can be hard for some students with disabilities to access, and this tool allows for the student to have better control of the perception of material that they are reading. 

Checkpoint 3.3 - Guide information processing, visualization, and manipulation.

• This assistive technology device can highlight a line of text while blocking out surrounding content that could be distracting to the reader.

Checkpoint 8.2 - Vary demands and resources to optimize challenge

• By offering a student a reading guide, they can utilize this resource to demonstrate their ability to complete assigned tasks. If a student with dyslexia is asked to read a textbook, they may not be able to demonstrate due to barrier of how they perceive the words.

Checkpoint 1.1 – Offer ways of customizing the display of information

•  Individuals have the option of pasting text into a text box and are able to control the language, speaker, and speed of the text they have provided.

Checkpoint 1.2 - Offer alternatives for auditory information Guideline 5: Provide options for expression and communication

• This program has text-to-speech to assist those who have difficulty accessing information. 

Checkpoint 5.2 - Use multiple tools for construction and composition

•  Natural Reader has the option of word prediction and spell check which can be beneficial to individuals who have difficulty with forming sentences and spelling. Typing echo is another feature within this program which can aid individuals with familiarity of forming words and sentences. 

Checkpoint 1.2 - Offer alternatives for auditory information & Checkpoint 2.4 - Promote understanding across language 

•  Starfall offers the option of ASL in addition to automated speech for recognition of letters.
•  Starfall offers songs to help students remember the sounds of letters to assist in reading.

Checkpoint 1.3 - Offer alternatives for visual information  & Checkpoint 2.1 - Clarify vocabulary and symbols 

•  Starfall offers multiple means of visual representation by having the letter in a bubble and a character who signs the letter at the same time. Starfall also displays images in relation to letters.
  Addressing learner variability: Starfall offers many ways for students to access to reading material. Students who are visual and auditory learners can choose how they would like to learn, as well as those who are more hands on who can practice learning alphabet in addition to sign language. It can also teach students alternative ways of communication who are unable to communicate in addition to situations where they may have to remain quiet such as during testing.
  
  

 Checkpoint 1.2 - Offer alternatives for auditory information

• Flocabulary uses music as a means of representing information in addition to captions to ensure that all learners have access. 

Checkpoint 3.1 - Activate or supply background knowledge

• This program displays vocabulary in multiple ways and repeated so that comprehension of material is accessible. 

 Checkpoint 5.1 - Use multiple media for communication

• This program provides the opportunity for students to sing and dance along with the lesson being presented.

 Checkpoint 7.2 - Optimize relevance, value, and authenticity

• Students typically relate to music and they can often remember material when put into song form. Flocabulary offers music because it is relevant to how children learn as they can easier relate to it.