 So we have two goals for a multiple means of representation. Two goals, I'm sorry, for this session. And the first goal is to apply UDL to practice, apply the guidelines to practice. And the second goal is to understand how book builder is an example of the guideline. Have people use book builder? How many have used it? Oh, thank you. I'm getting asked about that. Thank you. So this is one representation of an expert learner. And I'm going to talk to you about the guideline. An expert learner, as we said yesterday, relative to multiple means of representation, is knowledgeable and resourceful. Thank you. So I had lots of fun playing with portal last night in looking at the website, and the link is right along the bottom here, and that will be on the wiki, and that will access the page on expert learner. But as I look at that, or as you look at that, what jumps up? What do you see? Say, how loud, please? By a knowledge jump, I saw that too. So notice that in this, some of the verbs that were leaders were capitalized. So brain, recognize, activate, and I think no is the other one. No. So those are the four bullet points relative to expert learner. And I thought that was a cool visual. However, I had a hard time looking at that. So this is a fairly traditional way of looking at the same information. You've got two representations, and you choose your own. So this is what we are aiming for when we're looking at the UDL guidelines. Again, just a little repeat of yesterday. This is the principal level. This is the guideline level. And these are the checkpoints. David went through these a little bit more specifically, so I don't spend much time on those. We're going to be using them in just a minute. Again, this is the principal level. This is the guideline level, options for language. GMOs, we're about mathematics. So here we have just, and our person on staff also helped us expand mathematical expressions and symbols. And then the third guideline, options for comprehension. So what we're going to do is a little activity, and we're going to do a little role playing if you don't mind. But this is a role that you could very easily be in, in your school or in your environments. How do you use the guidelines? Okay, that's all right. We're going to use the guidelines in one way this morning and another way this afternoon. This morning, we're going to use guidelines in terms of you being a person that has to make a decision about curriculum. And you're going to use, and we're going to focus on multiple means of representation. So I'm going to show you a piece of curriculum that was developed actually for the pioneers, the horizon for pioneers and telecom volunteers. And it was specifically developed with Canada in mind. We've worked with the Canadian telecom partners. Have people seen Power Up to Read? Does anybody know that? Okay, great. This is a website, and it was designed with tutors. I'm still getting feedback. I apologize for that. Is that better? I move it down. Okay, maybe that's better. This program was specifically designed for the pioneer volunteers, and I believe the retired company volunteers work with students after school. And they focus on supporting academic skills. And one of the skills that they have is what is literacy. Well, these are volunteers for Verizon. They didn't have very much training in literacy, so they were doing good things that they would do is sit and read with middle school students. But it wasn't really helping to support students learning about literacy. So what we did is we developed a highly supported tutorial program to support the volunteers. This program is freely available to people in the volunteer. However, Kathy has posted directly the information about Pewter on the site. You can call them and you can think about using this program for paraprofessionals that need help in understanding strategies that support comprehension. This could be used with parent groups. This could be used with first-time teachers who really need to understand what is the pedagogy, what are good research-based comprehension strategies. There's a manual on the site. There are four books. It's geared towards students in fourth and fifth grade. So you're going to be in a position to make a decision if, in fact, you want to use this program. And the criteria for you right now because you're all versed in UDL is, will this address the variability of my students' needs in grades four and five? And the way that you would do that is by looking at your guidelines. And we're not going to deal with multiple means of action and expression. We haven't talked about that yet. But when I was reviewing the program last night, it was kind of hard to say. I'm only going to look at multiple means of representation. Because there are areas that really dip into the other principles. So if your eye goes across, you say, oh, this program really does a good job. And at the end, we want you to say, I think I would either call up and get this program and make it available for my folks. Or it doesn't do what I wanted to do. So please look at it with UDL guidelines. And I'm presenting it as pitching the program. And that's exactly what I'm going to do. And this happens in schools all the time. When I was at the elementary, we had a major discussion about reading programs. We had the people come in and present. And then our teams really had good discussions about what are we going to purchase. I know that in Alberta you have a couple of programs that you have to purchase. So this might, you don't. OK. Great. So this isn't even purchased. But think about the techniques and the process we're going to use. Because this is a process that you can employ when you're looking at programs to purchase. So using the guidelines, first of all, does the curriculum materials provide options for perception? Does the curriculum materials provide options for language, mathematical expression, and symbols? And does the curriculum materials provide options for comprehension? I'm going to just let you look at all of the checkpoints.