I.
Provide Multiple Means of Representation:
1. Provide options for perception
1.1 Offer ways of customizing the display of
information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
2. Provide options for language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathematical
notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
3. Provide options for comprehension
3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas,
and relationships
3.3 Guide information processing, visualization,
and manipulation
3.4 Maximize transfer and generalization
Notes
Include summary of how principle is addressed, if
applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
The teacher will read the book pointing out pictures and
characters and also have a smartboard sequence activity
and Velcro board.
The teacher refers to the pictures in the book while reading
to show what the words mean.
The teacher uses the smartboard to show pictures from
the book to sequence them.
While reading the teacher introduces new words and
points to pictures in the book.
The teacher uses the smartboard activity as a whole group
to sequence characters.
The teacher could use text to speech on the smart board.
Uses the pictures from the book to visually embed
vocabulary words.
The teacher has the students act out the vocabulary words
from the story and uses the pictures from the story.
The teacher gives the students examples of sentences to
repeat that have their names and are fun to say.
The teacher uses cues to draw attention to critical features
of the story.
The teacher gives explicit prompts for each step in a
sequential process and provides interactive models.
The teacher can offer opportunities over time to revisit key
ideas and linkages between ideas.

II. Provide Multiple Means for Action and
Expression:
4. Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive
technologies
5. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and
composition
5.3 Build fluencies with graduated levels of support The teacher uses modeling during the story, uses the
for practice and performance
6. Provide options for executive functions
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
Notes
Include summary of how principle is addressed, if
applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
The teacher provides alternatives for physically responding
to selections by sequencing using the smart board.
The teacher can customize overlays for the smartboard
touch screen.
The teacher will compose multiple media such as story
board design for sequencing.
The teacher can provide sentence strips under the pictures
for sequencing activity.
smartboard and Velcro board.
The teacher will post goals, objectives, and schedules in
an obvious place.
The teacher can embed prompts to stop and think before
acting and embed coaches or mentors that model think-
aloud of the process.
The teacher will embed prompts for categorizing and
systematizing.
The teacher uses templates that guide self-reflection on
quality and completeness and provides differentiated
models of self-assessment strategies.

III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
8. Provide options for sustaining effort and
persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize
challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation
9.1 Promote expectations and beliefs that optimize The teacher will provide prompts that elevate the
motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
CAST 2011
Notes
Include summary of how principle is addressed, if
applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
The teacher will provide choices for the students on how
they want to practice content.
The teacher is providing a task that allows for active
participation, exploration, and experimentation.
The teacher has created an accepting and supportive
classroom climate by allowing the children to be involved
whole group or one on one.
The teacher uses prompts or scaffolds for visualizing
desired outcomes.
The teacher provides alternatives in the permissible tools
and scaffolds.
The teacher encourages and supports opportunities for
peer interactions and supports as the sequencing activity
is done as a class.
The teacher will provide feedback that is substantive and
informative rather than comparative or competitive.
frequency of self-reflection and self-reinforcements.
The teacher can provide models and feedback for
managing frustration with technology and understanding.
The teacher is using activities that include means by which
learners get feedback and have access to alternative
scaffolds.