Checklist

=Unit checklist=

 (10 points) || Professional in presentation and attendance, prepared for presentation – know order and what you will present. Can handle demonstrating two different technology skills, || (10 points) || **Standard 7: technology to communicate****(use appropriate technology to support instructional planning)** Document/wiki is formatted appropriately. Use of Headers for formatting text on pages, use of captions for alt text. Images documented appropriately for copyright purposes. Colors checked for contrast and visual acuity. All pages include at least a screen shot of appropriate technology. Embedded widgets for powerpoint. || Related to UDL (8 points) || Provide rationale for your topic/content/ importance in “big picture” context. Include broad statement of how the unit addresses Universal Design for Learning and provides a **long-range plan anchored in general and special curricula. Universal design for learning takes into consideration individual differences, learning environment and a myriad of cultural and linguistic factors. (Instructional planning standard 7)** ||  Standards Materials (7 points) || **List Goals that address national, state, and technology standards. Identify and prioritize areas of the general curriculum and accommodations** (**standard 7)**Goals for unit, address content standards & **NETS** standards In addition, reflects an understanding of the scope and sequence of special and general curricula and how this unit works within that framework of teaching students in your area of disability. || Universal Design for Learning & Description of the learning environment (10 points) || Describe the unit with reference to UDL planning that will assist **all students to engage in meaningful learning (Learning environments & instructional strategies standard 4).** Consider how the unit will address multiple means of presentation, engagement, and expression. Include in your description the typical tools that we had **once** considered accommodations, modifications, adaptations, & extensions. Includes a list of possible barriers to learning and how technology or other tools can prevent those. **These include how you select, adapt and use instructional strategies specifically for your area of disability.** Make sure that you address multiple disabilities in your description- even in a self-contained classroom you can have a range of behavior and learning differences. Provide a model of how you will manage activities if you only have access to one computer. || Web Tools Hardware, Software, A.T., Web Sites Toolbox <span style="font-family: Times New Roman,serif;">(20 points) || <span style="font-family: Times New Roman,serif;">Include **ALL** software, content and assistive technology & web pages used, recommended or required **to enhance language, communication, vocabulary, listening comprehension, and producing legible documents.** Extensive description of the tools, URL, and how used. Additional tools for enhancement are listed. Specific description reflects knowledge base of devices and software **that serve as augmentative and assistive technology**. **(Standard 6: Language). Barriers to learning chart could be included here with technology Tools.** || <span style="font-family: Times New Roman,serif;">Annotated list of activities <span style="font-family: Times New Roman,serif;">(10 points) || <span style="font-family: Times New Roman,serif;">Annotated list contains 10 creative titles with **2-3 sentences** summarizing each activity and describing the use of technology related to content. Description provides readers with enough information to create their own lesson and demonstrate **integration of technology for planning the learning environment**. **(Standard 7: Instructional Planning).** || <span style="font-family: Times New Roman,serif;">(20 points) || <span style="font-family: Times New Roman,serif;">**Activity plans include explicit modeling and guided practice and include short term goals for the activity (Instructional Planning)** Include activity plans with examples of technology, graphs, PowerPoint slides (6 to a page) be sure to include any software or web sites in toolbox. Consider other ways to conduct evaluation besides using a worksheet - remember multiple means of expression. **Activities should integrate technology and enhance critical thinking, problem solving and performance skills. Lessons should highlight aspects that define best practices for specific disability areas. Ex. Response cards for students with behavior, direct instruction in phonemic awareness for students with LD, Standard 4: Instructional Strategies** || <span style="font-family: Times New Roman,serif;">(5) || <span style="font-family: Times New Roman,serif;">MUST Include performance-based assessment in **rubric** format for technology or specific task analysis that relates to the **main goals** for the unit. Assessment should also be included related to the specific objectives you have stated for each lesson **(Standard 7: modify plans based on ongoing analysis)** ||
 * ==<span style="font-family: Times New Roman,serif;">Oral Presentation ==
 * ==<span style="font-family: Times New Roman,serif;">Wiki Formatting ==
 * <span style="font-family: Times New Roman,serif;">- Home page || <span style="font-family: Times New Roman,serif;">Addition of a graphic and visually pleasing home page. Addition of own logo on wiki ||
 * <span style="font-family: Times New Roman,serif;">- Navigation bar || <span style="font-family: Times New Roman,serif;">Navigation pages for the wiki are in appropriate order & customized for unit ||
 * ==<span style="font-family: Times New Roman,serif;">Rationale for topic ==
 * ==<span style="font-family: Times New Roman,serif;">Goals, ==
 * ==<span style="font-family: Times New Roman,serif;">UDL ==
 * ==<span style="font-family: Times New Roman,serif;">Tech Tools ==
 * ==<span style="font-family: Times New Roman,serif;">Lesson list ==
 * ==<span style="font-family: Times New Roman,serif;">Lesson Plans ==
 * ==<span style="font-family: Times New Roman,serif;">Assessment ==