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Clinical_Field_Experience_C_2_9.docx ESL-546 Clinical Field Experience C: Language Domai

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Clinical_Field_Experience_C_2_9.docx ESL-546 Clinical Field Experience C: Language Domains and Universal Design Grand Canyon University: ESL-546 Language Domains and Universal Design For this assignment, I observe t ...

Clinical_Field_Experience_C_2_9.docx ESL-546 Clinical Field Experience C: Language Domains and Universal Design Grand Canyon University: ESL-546 Language Domains and Universal Design For this assignment, I observe the classroom via Google class due to the school district conducting school through virtual learning only. Mrs. Floyd was my mentor for this assignment who is a special education teacher at J.B. Henderson Elementary School. During my collaborating with Mrs. Floyd, I discovered that both English Language Proficiency (ELP), and UDL standards provide students with an added academic support by allowing multiple ways to deliver assignments, collect data, and conduct assessments on the progress of students. UDL guidelines are considered flexible and able to fit the needs of individual learners. Special education teachers have the freedom to work with students in small group settings, or one on one. Mrs. Floyd informed me that ELP standards, and the grade level state standards fit together, but might not align with the students grade level, but is generally found in the ELA standards. Mrs. Floyd used I-Ready, and informal observations assessment tools to measure and document ELL progress. Iâ€‘Ready is an assessment tool and instruction program that is connected to diagnostic data and personalized instruction. It creates differentiated instruction that is achievable in every classroom while reducing complexity (I-Ready, n.d.). Instead of depending on scores from their academic work alone, Informal obse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .

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