2 Application Products Toolbox

Application Product 1
Insert photo of Application Product: Does this Application Product use technology?
☐Yes ☒No
Which UDL Principle(s) does your Application Product
Address?
☐Multiple Means of Engagement
☐Multiple Means Representation
☒Multiple Means of Action and Expression
Which UDL Guideline(s) does your Application Product
Address?

☐Provide options ☒Provide options

☐Provide options
for for executive
for self-
comprehension functions
regulation
☐Provide options ☐Provide options
☐Provide options
for language, for expression
for sustain effort
mathematical and
and persistence
expression, and communication
☐Provide options symbols
☐Provide options
for recruiting
☐Provide options for physical
interest
for perception action

How should the Application Product be applied or used by
teachers and/or students?
This application is a behavior and goal setting chart for
an individual student. The student whom it is for,
should be aware of expectation per each part of the
day. If the student completes an adequate amount of
work, and behaves appropriately, the teacher should
initial next to that space. The student is responsible for
deciding his/her own incentive choice if the goal is
met. Although this product does not directly use
technology, if the student chooses computer time, it
will. This chart should stay the same and a clean one
be provided daily, keeping a routine.
Which UDL Checkpoint(s) does your Application Product
Address?
☐ Promote expectations and beliefs that optimize motivation
☐ Facilitate personal coping skills and strategies
☐ Develop self-assessment and reflection
☐ Heighten salience of goals and objectives
☐ Vary demands and resources to optimize challenge
☐ Foster collaboration and communication
☐ Increase mastery-oriented feedback
☐ Optimize individual choice and autonomy
☐ Optimize relevance, value and authenticity
☐ Minimize threats and distractions

Why does the product represent the identified UDL

Checkpoint(s)?
This product represents a guide for appropriate goal
setting in many ways. First, it gives the student a
schedule to follow, and different parts of the academic
day. It also has two separate goals, to represents the
two halves of the day. This is beneficial for the student
because he/she is allowed two incentives rather than
one, offering two breaks during the day. This tool also
enhances capacity for monitoring progress on a daily
routine. The teacher can keep a folder to place
☐ Activate or supply background knowledge
☐ Highlight patterns, critical features, big ideas and relationships
☐ Guide information processing, visualization and manipulation
☐ Maximize transfer and generalization
☐ Clarify syntax and structure
☐ Clarify vocabulary and symbols
☐ Support decoding text, mathematical notation and symbols
☐ Promote understanding across languages
☐ Illustrate through multiple media

recycled days. This will be helpful to see what days
were good, and ones when goals were not met. The
teacher can take note on why goals may have not been
met, and also show guardians the exceptional progress
during conferences.
☐ Offer ways of customizing the display of information
☐ Offer alternatives for auditory information
☐ Offer alternatives for visual information

2 Application Products Toolbox
Application Product 2
Insert photo of Application Product:
How should the Application Product be applied or used by
teachers and/or students?
This application product should be used every day
during classroom time. While the teacher wraps up
explaining any activity, he/she should set the target
expectation (on the left), and keep track of noise level
using the arrow (on the right). This can also be the job
of a student if classroom jobs are available. This
application tool sets expectations and keeps students
on task.
keeps students on task.
Why does the product represent the identified UDL
Checkpoint(s)?
This product sets a clear expectation for noise level in
the classroom. It can also motivate students if the
teacher sets a reward for keeping the arrow and target
on the same level for an entire activity. Students are
aware of the goal noise level and the objective of
maintaining that noise level. For levels one through
three, this tool fosters collaboration and
communication at the appropriate level. Finally, this
☒ Guide appropriate goal setting
☐ Support planning and strategy development
☒ Enhance capacity for monitoring progress
☐ Facilitate managing information and resource
☐ Use multiple media for communication
☐ Use multiple tools for construction and composition
☐ Build fluencies with graduated levels of support for practice and
performance
☐ Vary the methods for response and navigation
☐ Optimize access to tools and assistive technologies
Does this Application Product use technology?
☐Yes ☒No
Which UDL Principle(s) does your Application Product
Address?
☒Multiple Means of Engagement
☐Multiple Means Representation
☐Multiple Means of Action and Expression
Which UDL Guideline(s) does your Application Product
Address?
☐Provide options ☐Provide options
☒Provide options
for for executive
for self-
comprehension functions
regulation
☐Provide options ☐Provide options
☒Provide options
for language, for expression
for sustain effort
mathematical and
and persistence
expression, and communication
☐Provide options symbols
☐Provide options
for recruiting
☐Provide options for physical
interest
for perception action
Which UDL Checkpoint(s) does your Application Product
Address?
☒ Promote expectations and beliefs that optimize motivation
☐ Facilitate personal coping skills and strategies
☐ Develop self-assessment and reflection
☒ Heighten salience of goals and objectives
☐ Vary demands and resources to optimize challenge
☒ Foster collaboration and communication
☐ Increase mastery-oriented feedback
☐ Optimize individual choice and autonomy
☐ Optimize relevance, value and authenticity
☒ Minimize threats and distractions
☐ Activate or supply background knowledge
☐ Highlight patterns, critical features, big ideas and relationships
☐ Guide information processing, visualization and manipulation
☐ Maximize transfer and generalization
☐ Clarify syntax and structure
☐ Clarify vocabulary and symbols
☐ Support decoding text, mathematical notation and symbols
☐ Promote understanding across languages
☐ Illustrate through multiple media
☐ Offer ways of customizing the display of information
☐ Offer alternatives for auditory information
tool minimizes threats and distractions by keeping all ☐ Offer alternatives for visual information
students on task at the appropriate noise level for
everyone’s comfort to work.
☐ Guide appropriate goal setting
☐ Support planning and strategy development
☐ Enhance capacity for monitoring progress
☐ Facilitate managing information and resource

☐ Use multiple media for communication

☐ Use multiple tools for construction and composition
☐ Build fluencies with graduated levels of support for practice and
performance

☐ Vary the methods for response and navigation

☐ Optimize access to tools and assistive technologies
2 Application Products Toolbox
Application Product 3
Insert photo of Application Product: Does this Application Product use technology?
☒Yes ☐No
Which UDL Principle(s) does your Application Product
Address?
☐Multiple Means of Engagement
☒Multiple Means Representation
☐Multiple Means of Action and Expression
Which UDL Guideline(s) does your Application Product
Address?
☒Provide options ☐Provide options
☐Provide options
for for executive
for self-
comprehension functions
regulation
☐Provide options ☐Provide options
☐Provide options
for language, for expression
for sustain effort
mathematical and
and persistence
expression, and communication
☐Provide options symbols
☐Provide options
for recruiting
☐Provide options for physical
interest
for perception action
How should the Application Product be applied or used by Which UDL Checkpoint(s) does your Application Product
teachers and/or students? Address?
This tool is webwhiteboard.com. The teacher can
create a whiteboard on this website for free, and
students can join by going to the link provided. Each
☐ Promote expectations and beliefs that optimize motivation
student can access this virtual whiteboard through ☐ Facilitate personal coping skills and strategies
their individual devices. The teacher should use this ☐ Develop self-assessment and reflection
website as a “Graffiti Board” for students to generate
☐ Heighten salience of goals and objectives
ideas. This website offers many options. Students can
☐ Vary demands and resources to optimize challenge
use a pen to write, select a sticky note to text in, or ☐ Foster collaboration and communication
simply text right on the board (screen). Teachers can ☐ Increase mastery-oriented feedback
use this to introduce a new topic and allow
brainstorming, or it can be used at the end of a lesson ☐ Optimize individual choice and autonomy
☐ Optimize relevance, value and authenticity
for students to write what has been learned. This is a
☐ Minimize threats and distractions
great tool for teachers to see exactly what students
are thinking quickly.

Why does the product represent the identified UDL ☒ Activate or supply background knowledge
Checkpoint(s)? ☒ Highlight patterns, critical features, big ideas and relationships
☐ Guide information processing, visualization and manipulation
☐ Maximize transfer and generalization
This product activates students’ background
knowledge if the teacher is providing a new topic to
students. It is up to the students to come up with what
they may already know that connects to this new
topic, and/or helps them have a deeper understanding.
This product also highlights big ideas. Once all the
students have shared on the Graffiti Board, the
teacher can use different tools to highlight what the
focus points are. Finally, this tool offers ways of
customizing the display of information because of how
user-friendly this site is. Students and the teacher have
many different options to share their ideas, and
choose a location on the board for their thoughts. The
teacher can also chunk ideas that go together by
highlighting them, or moving them together.
☐ Clarify syntax and structure
☐ Clarify vocabulary and symbols
☐ Support decoding text, mathematical notation and symbols
☐ Promote understanding across languages
☐ Illustrate through multiple media
☒ Offer ways of customizing the display of information
☐ Offer alternatives for auditory information
☐ Offer alternatives for visual information
☐ Guide appropriate goal setting
☐ Support planning and strategy development
☐ Enhance capacity for monitoring progress
☐ Facilitate managing information and resource

☐ Use multiple media for communication

☐ Use multiple tools for construction and composition
☐ Build fluencies with graduated levels of support for practice and
performance

☐ Vary the methods for response and navigation

☐ Optimize access to tools and assistive technologies
2 Application Products Toolbox
Application Product 4
Insert photo of Application Product: Does this Application Product use technology?
☒Yes ☐No
Which UDL Principle(s) does your Application Product
Address?
☒Multiple Means of Engagement
☐Multiple Means Representation
☐Multiple Means of Action and Expression
Which UDL Guideline(s) does your Application Product
Address?
☐Provide options ☐Provide options
☒Provide options
for for executive
for self-
comprehension functions
regulation
☐Provide options ☐Provide options
☐Provide options
for language, for expression
for sustain effort
mathematical and
and persistence
expression, and communication
☐Provide options symbols
☐Provide options
for recruiting
☐Provide options for physical
interest
for perception action
How should the Application Product be applied or used by Which UDL Checkpoint(s) does your Application Product
teachers and/or students? Address?
This product is “ClassDojo”. Teachers are primarily in ☒ Promote expectations and beliefs that optimize motivation
charge of this application, but the students determine ☐ Facilitate personal coping skills and strategies
☒ Develop self-assessment and reflection
their own success. The teacher will create a class
account, and add each individual student. Students ☒ Heighten salience of goals and objectives
should be made aware of this reward/goal system, and ☐ Vary demands and resources to optimize challenge
keep track of how many points have been earned both ☒ Foster collaboration and communication
☒ Increase mastery-oriented feedback
individually and as a class. Students can also get points
☐ Optimize individual choice and autonomy
taken away for making a poor choice. This tool should ☐ Optimize relevance, value and authenticity
be used to motivate students, not punish them. There ☐ Minimize threats and distractions
are many features that are available on this website for
teachers such as a timer, and short videos, class goals,
attendance, visual directions, music for learning, think-
pair-share questions, . Teachers can also share this
with parents of the class, so they can also track their
child’s progress.

Why does the product represent the identified UDL

Checkpoint(s)?
This product is a great tool for the growth-mindset
learning environment. The expectations set by the
teacher should be clear, that way the students know
what to work towards. There should also be some type
of reward for reaching the set goal. The timer feature ☐ Activate or supply background knowledge
is also promoting expectations for the students. This ☐ Highlight patterns, critical features, big ideas and relationships
☐ Guide information processing, visualization and manipulation
product develops self-assessment and reflection
☐ Maximize transfer and generalization
because students can track their progress, and think of
ways to earn more dojo points upon improvement. ☐ Clarify syntax and structure
☐ Clarify vocabulary and symbols
There is definitely a heightened salience of goals and
☐ Support decoding text, mathematical notation and symbols
objectives through this tool. Each day the teacher can ☐ Promote understanding across languages
provide students with current points, the goal, and ☐ Illustrate through multiple media
how many more points are needed to reach the goal.
☐ Offer ways of customizing the display of information
There are different tools on this website that foster ☐ Offer alternatives for auditory information
collaboration such as the think-pair-share feature. The ☐ Offer alternatives for visual information
questions provided are thinking questions for
students, not related to academics. It increases
mastery-oriented feedback because the teacher can
use data from this tool to make personal notes, and
even allow parents in on what goes on in the
classroom with productive feedback to them.
☐ Guide appropriate goal setting
☐ Support planning and strategy development
☐ Enhance capacity for monitoring progress
☐ Facilitate managing information and resource

☐ Use multiple media for communication

☐ Use multiple tools for construction and composition
☐ Build fluencies with graduated levels of support for practice and
performance

☐ Vary the methods for response and navigation

☐ Optimize access to tools and assistive technologies
2 Application Products Toolbox
Application Product 5
Insert photo of Application Product: Does this Application Product use technology?
☒Yes ☐No
Which UDL Principle(s) does your Application Product
Address?
☐Multiple Means of Engagement
☐Multiple Means Representation
☒Multiple Means of Action and Expression

How should the Application Product be applied or used by
teachers and/or students?
This product should be used by teachers in a variety of
ways. Primarily, this tool is great for brain breaks.
Whether students need to calm down, or release
energy, this tool has options for both. This product can
also be used for learning material through actions such
as song and dance. Although the curriculum is not on
here, there are plenty of educational videos for
students to express. In my classroom, I would have one
of the classroom jobs be “brain break”. This student
would be in charge of selecting a video from a
category chosen by the teacher, when given the
opportunity.
Why does the product represent the identified UDL
Checkpoint(s)?
This product represents a guide for appropriate goal
setting because after each brain break, the classroom
character grows levels. After 10 breaks, the character
upgrades. The teacher can set a weekly goal for how
many brain breaks the students should earn. This
product uses multiple media for communication
because there are educational videos in the form of a
song. For example, if a student has trouble writing, but
remembers the song about vowels, there is an
opportunity to show understanding of content
through a different media.
Which UDL Guideline(s) does your Application Product
Address?
☐Provide options ☒Provide options
☐Provide options
for for executive
for self-
comprehension functions
regulation
☐Provide options ☐Provide options
☐Provide options
for language, for expression
for sustain effort
mathematical and
and persistence
expression, and communication
☐Provide options symbols
☒Provide options
for recruiting
☐Provide options for physical
interest
for perception action
Which UDL Checkpoint(s) does your Application Product
Address?
☐ Promote expectations and beliefs that optimize motivation
☐ Facilitate personal coping skills and strategies
☐ Develop self-assessment and reflection
☐ Heighten salience of goals and objectives
☐ Vary demands and resources to optimize challenge
☐ Foster collaboration and communication
☐ Increase mastery-oriented feedback
☐ Optimize individual choice and autonomy
☐ Optimize relevance, value and authenticity
☐ Minimize threats and distractions
☐ Activate or supply background knowledge
☐ Highlight patterns, critical features, big ideas and relationships
☐ Guide information processing, visualization and manipulation
☐ Maximize transfer and generalization
☐ Clarify syntax and structure
☐ Clarify vocabulary and symbols
☐ Support decoding text, mathematical notation and symbols
☐ Promote understanding across languages
☐ Illustrate through multiple media
☐ Offer ways of customizing the display of information
☐ Offer alternatives for auditory information
☐ Offer alternatives for visual information
☒ Guide appropriate goal setting
☐ Support planning and strategy development
☐ Enhance capacity for monitoring progress
☐ Facilitate managing information and resource
☒ Use multiple media for communication
☐ Use multiple tools for construction and composition
☐ Build fluencies with graduated levels of support for practice and
performance
☐ Vary the methods for response and navigation
☐ Optimize access to tools and assistive technologies