In my culminating clinical experience, I designed and implemented the lesson, "What Do Animals Need to Survive?" in a first-grade ABA classroom. This lesson became more than a content delivery moment- it evolved into a lens through which I measured growth, responsiveness, and inclusivity. This observation provided an opportunity to intentionally plan instruction using a data-informed, culturally responsive, and differentiated framework. Working with students with Autism Spectrum Disorder, I tailored each instructional move to align with both behavioral goals and academic standards. I blended the NYS Science Standards (LS1-1, LS1.D) with ELA literacy skills to foster cross-disciplinary learning.

Grounded in the Danielson Framework Domains (1e, 2b, and 3c), the lesson incorporated Universal Design for Learning to offer multiple entry points for learners such as visual modeling, sensory engagement, and assisitve communication tools (PECS and AAC). Assessment data collected through prompting charts and engagement logs revealed the need for individualized supports, leading to the integration of tactile cues, visual WH-question prompts, and differentiated grouping. Furthermore, I drew upon culturally responsive strategies by embedding relatable real-world examples and validating students' diverse communicative expressions. This experience aligns with AAQEP Standard 1, particularly aspects 1a through 1f, which emphasize the demonstration of content knowledge, application of learning theories, and the creation of inclusive learning environments. It also reflects Standard 2, aspects 2b through 2e, highlighting the inportance of reflective practice, collaboration, and the use of evidence based strategeies to enhance teaching effectiveness and support diverse learners. 

This section outlines the instructional decisions that shaped the lesson and illustrates how evidence-based practices, contextual data, and school mission alignment merged to support all learners in accessing content meaningfully and equitably.