CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity
you’ll have to observe in a school classroom where students are actively engaged in learning.
Each of these three CSN courses require all students to complete a 10 hour "Field
Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school
from your CSN professor. Only then, will you contact the school and meet with your CCSD
“cooperating teacher”. Both you and your cooperating teacher will design a mutually agreeable
schedule to complete your required contact hours once you meet for the first time.

Within this packet, you will find the required field experience assignments and other
documents that you must complete in order to pass this class.

YOUR NAME: >>> MELISSA JACKSON

CSN COURSE: >>> EDU 203 – INTRODUCTION TO SPECIAL EDUCATION

PROFESSOR: >>> VICKI RIEGER

PROFESSOR’S EMAIL: >>> VICKI.RIEGER@CSN.EDU

CCSD SCHOOL: >>> ROSE WARREN

COOPERATING TEACHER: >>> TRINA BORING

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Save this completed packet for this class, and your Education Capstone Course, (EDU 299).
Your CSN instructor will let you know their required format for submitting the observation
assignments within this packet.

BEFORE ARRIVING ON THE FIRST DAY...

1. Locate your assigned school on a map, or via the CCSD website, and arrive during the
Initial Visitation Week dates provided to you by your CSN instructor. This initial visit will be
your chance to gather information about your assigned cooperating CCSD teacher. School
locations and other information can be found on the CCSD web site at
http://ccsd.net/schools/contact-information/

2. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and
students is respectful, courteous, and professional. You are a guest in their school, and a
representative of this class and the college. CCSD is allowing you to visit their school to further
your understanding of the teaching profession. It is imperative that your actions reflect a
willingness to learn, and are reflective of a future professional educator.

3. The first half of your field observation/experience will be centered around learning about the
school you were assigned, and focusing on the general and unique characteristics of its
culture. You will be looking at and reflecting upon things that are going on in the classroom at
the school level that you were assigned. You are simply observing during this time. Your
cooperating teacher will give you guidance on how your experience can be expanded beyond
simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education
student who has been placed with a cooperating teacher at their school for Field Observation.
Be patient while the information you’ll need is located by the Office Manager. The request for
placement came through Interact™ from our Field Observation Coordinator, and has been pre-
approved by the school’s administrator. During this initial visit, some of you may be sent
directly to the classroom to meet your cooperating teacher, some of you may be given contact
information for the cooperating teacher, and then will return on a different day for your first
classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the
teacher where he/she would like you to sit while you complete your observation hours for this
CSN Introduction to Education class. Show the teacher this “Field Observation Activities
Packet”, as well as the last 3 pages which contain the “Cooperating Teacher Information”,
the “Time Log” and “Field Observation Student Evaluation” pages. Let the teacher know
that you will be taking notes during the observation for your packet assignments, and that you
will be asking him/her to verify your hours of attendance and evaluate your participation once
the total observation hours are complete.

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DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching
profession. Candidates are expected to maintain high standards of personal and professional
ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You
are expected to sign in and out at the school (as required by the school office and/or program).
In case of illness or emergency, you must contact the assigned school and let them know you
will not be in attendance on that day, so they can notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that
your demeanor and opinions remain confidential. Under no circumstances can information
about any students be released to, or discussed with, any unauthorized person. It is forbidden
to have any contact with students outside of the classroom you are assigned. This restriction
also includes CSN students contacting CCSD students using any electronic means or through
the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore, we have established a
dress code for students fulfilling their observation requirement in the assigned school district.
Appearance creates credibility; make a good first impression by dressing professionally.
Required Acceptable Attire:
Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels
Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire : jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting
clothing, warm-ups, sandals, flip flops, stilettos ; no cleavage showing, no sagging or frayed
hems ; no head covering except for religious reasons, such as a yarmulke or turban-like. No
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nontraditional hair colors/styles. Undergarments and tattoos should be covered. Remove facial
jewelry. No perfume. *School principal/supervisor has the sole discretion on questionable
clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her
classroom. You should never assume that responsibility and be left unsupervised with children.
You should not discipline students. You are an observer, who should take notes to discuss
during your next education class meeting, or to record in your Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the
principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration
process to secure your placement. Completion of the Field Observation is a PASS/FAIL
component of the course.

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ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin
your classroom observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm,

inviting, organized, etc? Describe the physical environment in detail. >>>

When I first walked into the classroom I was immediately greeted by a couple students

with a warm welcome, it was as if the students were expecting me. Mrs. Boring made

me feel comfortable and gave me a quick rundown of the classroom. From that moment

on I was a part of the classroom.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity,

ELL, students with physical challenges, and any other apparent attributes that are important to

note. >>>

Mrs. Boring’s students consist of 6 boys, no girls. 3 of them were Hispanic the other 3

African-American. When I arrived, there were 10 students in the classroom, all boys, 4

of them from Intermediate Autism. Some of the students had poor hand control, some

could not hold still, and others could not maintain eye contact. Most of them had

delayed speech.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>

There were no classroom rules posted. I did ask about this and Mrs. Boring doesn’t feel

that she needs them posted. She has 6 students in her class and an assistant, her rules

are implemented and followed.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences

being used for compliance or noncompliance? >>>

Though the rules are not posted, Mrs. Boring does enforce the rules. She goes over the

rules verbally every day and in between certain transitions. There are rewards and

consequences for not following the rules. If redirection doesn’t work the first couple of
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 times, then rewards were taken away. Mrs. Boring uses a star reward program which is

an app that allows her to keep count of star rewards. She can add and subtract rewards

to each student accordingly. When the student reaches 100 stars, they can pick from

the reward box.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an

accurate overhead view, labeled drawing, of your assigned classroom before answering the
questions below

See Exhibit 1

Classroom Layout Question 1: Describe the workflow of the room. Is the space used

efficiently? >>>

The space is used efficiently. The class was a little crowded, it was explained to be that

way for a reason. There is no need for open space, as it could cause distractions. For a

classroom of 6 the space was acceptable, for a regular education classroom, it would

have been too crowded.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the

room be improved? >>>

The physical arrangement of the room could be improved if there was more storage

space. Mrs. Boring has a lot of stuff in a little room. I am more of an organized person. I

am sure she knew were everything was, and it made sense to her. She has been a

teacher for over a decade, she has a lot of learning materials.

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ASSIGNMENT 3 (Instruction) : Observe any instructional time in your assigned classroom,
and record your observations when presented with the questions below :

Instruction Question 1: What is the posted daily schedule for different subjects or periods?
>>>

7:40-8:15 Buses/Breakfast
8:15-8:30 Bathroom
8:30-9:00 Calendar – Whole Group
9:00-9:45 Center 1 – Reading/Writing
(5-minute transition time)
9:50-10:40 Specials
M– Library
T– P.E.
W– Science
TH – Art
F- Music
(5-minute transition time)
10:45-11:15 Center 2 – Math
(5-minute transition time)
11:20-12:00 Playground & Lunch
12:00-12:15 Bathrooms
(5-minute transition time)
12:20-12:55 Whole Group Independent Work/Activities
(Teachers Lunch)
12:55-1:30 Center 3 – Speech/Language
1:30-2:00 Whole Group Activity
2:00-2:16 Clean-up/spend tickets/line-up
2:16 Buses

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Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
>>>

Instruction is done in all the groups mentioned above depending on the lesson. Whole

group instruction is done when Mrs. Boring is reading to the students and when it is

calendar time. Centers are done with 2 – 3 teachers and the students are split up.

Individual instruction was done when students were being assessed.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?

>>>

Mrs. Boring’s teaching style was hybrid; she was a delegator, she promoted self-

learning, she demonstrated when needed, and she maintained authority in areas where

needed.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning

styles)? If so, give examples. >>>

Yes. Mrs. Boring incorporated the sensory modalities. She was auditory and provided

verbal instruction, she was tactile and gave the children hands on activities, and she

gave visual demonstrations for the students.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being

presented? Please explain. >>>

Some students were distracted, more so from their disability and not the education plan.

Some students had longer attention spans than others and did well remaining focused.

Other students were continually distracted and were having to be redirected to the

lesson.

Instruction Question 6: Are there any students isolated from the rest of the class for any

reason? Why? >>>

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 There was one student who had to be isolated from the rest of the class for short

periods of time. He was more of a behavioral problem. There were times where he had

to sit away from others because he could not keep his hands to himself. There was also

another child in the other class who sometimes joined Mrs. Boring’s class. He had to be

isolated from others because he did not like people sitting next to him or near him. If

they were close to him he would rock, get upset, start hitting his head, and scratching at

himself.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Yes. Instructional time was managed efficiently. Mrs. Boring stuck to the planned

schedule and made every moment in school count.

Instruction Question 8: How does the cooperating teacher handle transitions from one

subject or period to another, and are these transitions efficient? >>>

Mrs. Boring handles transitions with ease. Her classroom was very well behaved and

knew the routing for transitions. Mrs. Boring gave the students enough time to get from

point A to B. Transitions were efficient. Mrs. Boring must do things systematically, if

changes are made during transition, some of the students would get upset because it

was not routine.

Instruction Question 9: List ways that the teacher attempts any “attention getting”

commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? >>>

Mrs. Boring used a sparkle/magic wand type sound. The sound id used to give the

students rewards/stars. If they students were having a hard time following direction she

would make the noise and the students would get excited and want to earn rewards,

therefore, they would start listening a little better.

Instruction Question 10: What specific behavior issues does the teacher have to deal with?

How does the teacher deal with these behavior issues? Be specific. >>>
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 Mrs. Boring deals with one student who like to pass gas and burp throughout class, the

behavior is intentional. She would ignore the actual passing of gas, but if you did not let

him know he was heard, he would keep doing it until someone said something Then she

would sit him away from the other students until he was done. (He had a surprisingly

large amount of available gas for these moments).

Instruction Question 11: Are there any policies or procedures in place that help or hinder

instructional time? If so, explain them and how they help or hinder use of instructional time.

>>>

No. I did not witness, nor did Mrs. Boring mention any procedures that got in the way of

instructional time.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and
evaluate the culture of the school where you are assigned to observe. Remember you are
evaluating the school for its educational culture, place of learning, sense of safety, invitation for
learning, promotion of self-actualization, development of values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere,
comfort, and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping,

trees, parking lot, crosswalks, gates, signs and symbols. >>>

The building is gray and has blue trimming, the school yard is fenced, all gates

are locked, the parking lot is blocked off, and cars are not allowed to use the

driveway for drop-off or pick up. There are signs for the speed limit, children

crossing, and several other signs. There are playgrounds that look fun and

inviting. The school has quite a few portables. There are crosswalks and there

are two crossing guards. The school is on a main street and there is heavy traffic,

the cross guards make sure to provide safe crossing for the children daily. All the

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 landscaping is maintained well. On the side of the school there is a huge tree

where all the children hang out until the bell rings and during recess.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows,

hall colors and decorations and entrance security. >>>

The awesome thing about the structure of this school is that the hallways are

outdoor. There is a courtyard with tables and chairs, beautiful plants, and lots of

colorful decorations on the ground. There’s patches of dirt throughout the

hallways that the children like to drag their shoes through. The windows to the

classrooms are covered with children’s school work and decorations representing

the classroom (Teacher’s name, classroom theme, etc.). All door that give

access to the school are locked until it is time for the students to enter. After the

bell rings, the doors are secured, and any visitor must enter through the main

office, where her or she will be asked to present I.D and obviously give reason

for them being there.

Culture of the School: Read, listen and observe to determine the climate, values, and

atmosphere within the school.

1. Identify the school’s mission statement, motto, and mascot. >>>

Mission Statement – The Teachers and Staff are committed to providing our

students with the tools and education they need to become successful members

of society. We are taking advantage of modern instruction tools and technology

that students are familiar with, to provide them with the highest level of

education. Continuous improvement is our goal. Encouragement is the key.

Success is the way.

Motto – Be Kind Like Josh

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 Mascot – Mustang

2. Analyze staff and visitor interactions in the main office. Note student and faculty

interactions in other areas of the school. >>>

The office staff greets the parents that walk in and asks them what they can help

them with. No one is allowed past the office unless granted entrance to the

school. Students say hello to their friends and to the teachers. The teachers

know some of the students by name and tell them good morning. Some of the

staff looks happy and some look on edge.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie.

grades, block scheduling, periods) Does the school use inclusion, or a pull-out

program for special education students? >>>

The school uses both inclusion and the pull-out program for special education

students depending of the need of the student. Some students will be pulled out

of class to attend a special service. Students that stay in the general setting can

have less severe disabilities.

4. Observe student-to-student interactions, inside and outside of the building. Observe

where students gather to socialize – lunchroom, halls, playground, etc. >>>

Students like to gather under a large tree in the morning. After school a lot of

students gather in the front of the school while waiting for parents or siblings to

pick them up. During that time, the students socialize and communicate with

each other. In the lunchroom, students sat where they were assigned; all classes

sat with each other, and some of the students had seating arrangements. In the

halls, the students have two color lines that they follow when walking in the

hallway. One line for each direction. There is not much playing at the playground.
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 The playground is closed in the morning and once the bell rings, the students

immediately go to class or the lunch room. All students receive breakfast and go

together as a class.

5. Examine school traditions, achievements and awards; community recognition or

community partners; extracurricular activities/clubs and athletics. Look for and

document sources of community pride and sense of identity through ceremonies,

assemblies, trophies, and artifacts. >>>

In the office, there are trophies that the school and students have won. Most of

the information about extracurricular activities, clubs, and athletics in found in the

office.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students,

and his/her personality. >>>

The teacher’s interactions with the students showed that she cares for her

students and has high expectations for learning and success. Her personality is

warm and inviting and she has a bond with her students.

2. Evaluate the level of student participation in the class. Who participates? Who does

not? What modifications, accommodations, and/or inclusion techniques were observed?

>>>

All students are encouraged to participate. Mrs. Boring did a very good job at

keeping the students active in the lesson. Mrs. Boring made sure to seat the

children apart from each other, this way they would not distract each other. She

enforced her instruction and reminded the students of her expectations. There

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 were times she would have to have a student sit next to her to keep their

attention on the lesson. She uses stars and proses can be earned.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements. >>>

The interaction between teachers and students was clear. The students knew

who was in charge. When the teacher had to reinforce the students, they knew to

listen. Sometimes, it took more than once to get the students to listen. The

students understood that they were being redirected. The tone was clear when

the teacher spoke to the students. The rapport between the teacher and students

showed that there was a bond.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by

interviewing your cooperating teacher during a convenient time. Include any school documents
that your cooperating teacher will allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>>

Trina’s mother worked at a hospital with Special Education students. She always

knew she would work with children with disabilities. She began as a resource helper in

primary autism and was offered the opportunity to take a fast track to her master’s

degree paid for by CCSD. She then became a licensed teacher working in the Special

Education department with students with Autism. She earned her degree while working

in a classroom.

Interview Question 2: What are the main challenges you face as a teacher? >>>

Time, paperwork, and behaviors are the main challenges Mrs. Boring faces as a

teacher. There is a lot of paperwork to do for Special Education and at times that can

be frustrating if there isn't enough time to work on it. She is often doing things off the

clock to finish IEP's, lesson plans, data, etc.... Time is also difficult as she often wishes

there was more of it to work with the students on their needs, as well as her own
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 work. Some students have challenging behaviors and can disrupt the whole classroom

and make it difficult to work with the other kids.

Interview Question 3: What is the best part of being a teacher? >>>

Mrs. Boring says “The best part of being a teacher is watching my kiddos make

progress and grow! It's such a fantastic feeling!”

Interview Question 4: How do you determine where students sit in class? >>>

There are several areas for the students to sit. Students sit in designated areas

based on the lesson plan/classroom schedule. Some of the children do not like others

close to them so they are spread apart enough it so that it isn’t bothersome to any other

student.

Interview Question 5: How do you determine the members of any flexible groups? >>>

Members of flexible groups are determined by the student’s individual needs and

behavior.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?

>>>

Mrs. Boring uses AIMsweb Assessment, CORE Phonics, and uses daily

data/documentation to see how the kids are making progress or what they may need to

help them grow.

Interview Question 7: What requirements are placed on you for reporting progress to

parents? >>>

Requirements are based on what is in the IEP. Usually that is at least 4 progress

reports (based on their IEP's) and 2 report cards a year, as well as a parent/teacher

conference day once a year. Mrs. Boring also sends home a notebook in which to

communicate with the parents throughout the week.

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Interview Question 8: How often do you interact with a student’s parents in person, and what

type of discussions do you typically have? >>>

If a parent drops off or picks up their kid before and after school, Mrs. Boring then

communicates more in person than she would if a student were to ride the bus. She

usually communicates via the notebook sent between home/school or a phone call. She

usually sees parents in person during IEP meetings, or school functions. The type of

discussion she has depends on the type of meeting (formal vs. informal).

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

Data/documentation is done every single day.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

Lessons for the week during centers usually take a while to prepare for the first/new

skill and are used until they master it or need a different way to learn it. Group activities

take a little longer to plan, depending on the activities for the week. It's usually theme

based, she tries to plan it within a 2-hour or 3-hour time span throughout a couple

days.

Interview Question 11: What procedures or strategies do you use to maximize instructional

time? >>>

Mrs. Boring maximizes instructional time by involving activities. For example, during

reading. She used the pictures in the book to help build a conversation. The students

were able to come and point at the pictures in the book. She asked them to point to

specific items, she asked them what they think would come next.

Interview Question 12: What positive reinforcement programs have you had success with,

and what behavioral consequences seem most effective with this age group? >>>

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 The students in Mrs. Boring’s classroom love earning “JoJos”. JoJos are starts that

can be earned for good behavior and staying on track. Each student reacts differently to

reinforcement

Interview Question 13: How are specialist teachers involved in the instructional planning

process? >>>

Specialist are not usually involved in Mrs. Boring’s instructional planning process,

they often communicate with her or her assistants to make sure her students are

involved during specials.

Interview Question 14: How often are you evaluated, and what measurement tool is used by

the administration for determining your teaching performance? >>>

Mrs. Boring is evaluated once a year, with at least one formal observation. Our

review is based on the NAEPF, as well as a student learning goal written for the class.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

Mrs. Boring has never had consequences and is not sure but believes it would have

a probationary period and a chance to correct what needs to be worked on.

Interview Question 16: What types of support do you receive instructionally, financially, or

professionally from the school, parent organization or school district to enhance instruction?

>>>

Most of the student’s parents are very supportive and will often work with their kid

and Mrs. Boring when needed. Some parents will also send in supplies to donate to the

classroom. Mrs. Boring’s self-contained classroom receives about $1,000 a year from

federal monies to purchase supplies for the classroom. She also knows that she can

ask questions or get help from her fellow Special Ed team on campus, as well as her

administration.

Interview Question 17: What surprised you most about teaching as a profession? >>>
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 Mrs. Boring said “Originally, the most surprising thing about working in a self-

contained classroom was how physically and emotionally exhausted you could be at the

end of some days. More recently, it's been most surprising how hard it is financially for

the school district to have money to pay teachers and get supplies, etc.... It's frustrating

knowing that kids aren't always getting what they need so that they can learn to their

most potential because the funding is not there”.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned

classroom during an extended period of direct instruction. Detail what was going on in the
environment, and what you observed the student doing while the lesson was being given.
Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher. Please describe the setting, the lesson that was given, if the student was
on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson
from the student’s point of view.

>>>
The student that I observed, was “Joe”, he is a student in the Primary Autism

classroom. My day began at 7:30 am. I decided I would observe the first student I seen

that day from the class. I followed Mrs. Boring to the busses, Joe was the first student

off the bus. I walked with Mrs. Boring and the students to the multipurpose room, where

the students ate breakfast. Mrs. Boring oversees unloading the special needs busses

every morning. After a few minutes, I noticed that Joe did not eat his school breakfast

even though it was offered. When Mrs. Boring took it that he wasn’t going to eat the

school breakfast, she went into his backpack, where he carried his lunch/extra food.

Mrs. Boring told me that she offers him breakfast everyday but the only thing that he will

eat is a banana, which is sliced, in which you must slice in front of him. When Mrs.

Boring sliced the banana, Joe became extremely happen and began waving his arms.

He ate his banana slowly but did not have anything to drink. It is very common for

children who have autism to eat the same thing. We let the students eat and them we

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 walked them to the bathroom, then went into the classroom. Joe seemed to have the

routine down, even though he seemed very distracted.

Once in class, Joe was told to put his backpack on the hooks and to turn in his

journal, which is a parent/teacher communication log. Joe did not do what asked and

went and sat down on the rug. Mrs. Boring asked him to get up and reinstructed Joe to

do what was asked. Mrs. Boring’s assistant then walked him over to the backpack area,

gave him step by step instruction, which he followed, and then he went and sat down on

the rug. On the rug are different color shapes. Joe sits on the green triangle. This is his

assigned spot. Now it was time for calendar, which was a whole group activity. During

this time students were asked to read, write, or speak different information about the

day. Including: weather, today, yesterday, tomorrow, the day of the week, what today’s

specials were, and what the date was. When it was Joe’s turn, he was unable to write

on the board and had a very difficult time following simple instruction. Mrs. Boring took

Joe by the hand and helped him write on the whiteboard. His job was to write down the

weather. Mrs. Boring showed him pictures that he was able to select from and then

used flash cards to match the picture. Joe selected the picture of the sun and the word

sunny. Mrs. Boring had to help him write sunny on the board. Joe’s writing was not very

controlled.

After calendar was done, the students split up into groups. Three of the students

were with a woman who came in to read to them, with her dog. The other students went

to a separate table with the teacher’s assistant. Joe went to a table with Mrs. Boring.

Mrs. Boring grabbed her grade book for Joe and began with flash cards. Joe had words

that he needed to work on. Joe was immediately distracted. I thought it would have

been the dog in the classroom that caused the distraction, but it wasn’t. Joe simply

couldn’t hold still and wanted to grab the erasers that were at the table. It took Mrs.
CSN Field Observation Packet © CSN Education Department 2017 Page 19
 Boring several attempts to get him to hold still and pay attention. Once Joe was able to

focus, I was surprised how smart he was. Not that I expected any less, just that he

didn’t speak, seemed to be constantly distracted, and I just assumed that he might not

be where he should be educationally. Joe was able to communicate through picture and

words. I thought that maybe because he didn’t speak much that he couldn’t read well.

But everything that he pointed to was correct. He matched the right pictures with the

words and he placed the right words in the sentences.

We then went to specials, which was P.E. The kids started off with some stretches

and then ran around the field. I walked with Joe, he did not run but he enjoyed the walk.

He had a happy look on his face and looked very settle. After specials, we returned to

the classroom and began working in centers. Joe was working on math in a group of

three. Mrs. Boring had to sit next to Joe because he could not hold still and needed to

be redirected quite often. Mrs. Boring helped the other two children as needed but had

to give Joe more help than the other two. She helped them by focusing on their

individual needs. Mrs. Boring was teaching Joe time. She asked Joe to write his name.

She highlighted the area where she wanted him to write. She mad squares to

encourage him to write in that space because he tends wot write extra-large. She also

gave him a special tool to write. I did not ask her what it was because I did not want to

disrupt her teaching, but it looked as if it helped him grip the pencil better. Joe also

worked on number placement. He did well. Mrs. Boring assessed Joe while he worked

and documented what he needs to work on.

During my time observing Joe, I noticed that Joe needed constant attention. He was

continually having to be redirected. If he was being redirected, he had no problem

staying on task. I also noticed that he did very well when he had one-on-one learning.

Joe was very interested in learning and did well on his assignments. He was able to
CSN Field Observation Packet © CSN Education Department 2017 Page 20
 speak through pictures and he knew what he was learning. Joe’s primary language

spoken at home was Spanish. If I were to put myself in Joe’s place I would feel a little

confused. If my family only spoke Spanish at home, but I was being taught in English, it

might be hard to grasp, especially being Autistic.

As a future teacher, I would have liked to see him with more available technology to

assist him with speaking and communication. I have heard a lot about what is available

for students with special needs. During my observation, I did not see one piece of

technology to help the students, other than the computer station in the room, which they

did not use once during my four days of observation. I felt that Joe could really benefit

from the use of technology. Overall, I was impressed with how smart Joe was and knew

that there was potential. Joe still has a lot to learn but has also came a very long way.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10-hour
Field Observation Placement.

>>>

When I first arrived for observation, I was a little worried about how Special
Education may impact my desire to become a teacher. I did not know what to expect
because I have never been inside of a Special Education classroom. I have worked with
children who have special needs, but never at an educational standpoint. I was
immediately inspired by Trina and her patience and handling of the students. I learned
that if there is a plan in place, that a classroom of children with Autism could be
managed with ease. The students were kind and by the end of my observation, they
knew me and were glad to see me when I was there.

Trina Boring was very knowledgeable and shared important learning tactics with me
that I will be able to use as a special education teacher, if I decide to teach in special
education, or as a teacher in general. If I were to teach any form of special education, it
would be in Autism. I have worked with children with Autism in the past and have
always had a way with my students.

During my observation, I learned about IEPs; what they are used for, what they are
used, and how an IEP will benefit the student. I learned that all lessons are provided by
the school and that the teacher could not provide her own curriculum. There are activity
sheets that every student must completed and get assessed on. Each student in her
class had a different type of IEP plan. Some of the students went to special classrooms
for more one-on-one learning in areas that were included in their IEP.

CSN Field Observation Packet © CSN Education Department 2017 Page 21

 I stayed long enough each day to see the students transition between centers and
specials. Students were taught math, English, writing, and went to science. I was able to
sit down with a student one-on-one and help him with his activity sheet. I was able to
watch and learn how to make transition time easier. I learned that with Autism, it is best
to stick to a routine. If routine is changed, some of the students get upset or scared,
some even panic. You must learn about each student’s individual needs and teach them
based on how they learn.

I never saw myself to teach special education, but I have always had a way with
students/children who have Autism. After my experience observing a special education
classroom, Primary Autism, I knew that teaching special education is something that I
could do. I have been working with children for over 15 years and am excited to begin
my life as an Elementary School teacher.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet, Time Log, and Student
Evaluation to their CSN instructor for grading. The student must also provide the CCSD
cooperating teacher with their CSN professor’s contact information, so the cooperating teacher
can send a quick email validation that the student completed their 10 hours before the final
exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

CSN Field Observation Packet © CSN Education Department 2017 Page 22

COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our
education majors are required to complete 10 field observation hours in these courses:

EDU 201 Introduction to Elementary Education

EDU 202 Introduction to Secondary Education
EDU 203 Introduction to Special Education

This class is where many of our students actually make the decision whether they will continue
further study of the profession. We appreciate you joining us in providing these students with a
wonderful first experience in the classroom. If at all possible, please utilize the student to assist
you in supervised classroom instructional activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been
approved by the Nevada College Consortium, will help you with a clear sense of how this field
experience works.

When the student has completed his/her required observation hours, please complete and sign
the “FIELD OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT
EVALUATION” (along with the student). Then, return these two pages to the student who will
submit them to his/her professor. For your convenience, the student has provided you with
CSN contact information below. Please contact the CSN instructor if there are any questions or
concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the
CSN professor MUST receive your official email verification that the student successfully
completed his/her 10 hours. Please also “cc” the student on this email as soon as the student
has completed the 10 contact hours. The student WILL NOT receive a final grade in the
course until the email is received from you.

CSN Course # & name : >>> EDU 203 – Introduction to Special Education

CSN Professor: >>> Vicki Rieger

CSN Professor’s phone: >>> 702-217-3250

CSN Professor’s email: >>> vicki.rieger@csn.edu

Student’s name: >>> Melissa Jackson

Student’s email: >>> melissa.jackson01@student.csn.edu

Should you have any concerns or questions about this process, please feel free to contact the
instructor directly, or the CSN Education Department at: (702) 651-4400.

CSN Field Observation Packet © CSN Education Department 2017 Page 23

TIME LOG - CSN Field Observations

CSN Student: >>> Melissa Jackson

CSN Instructor: >>> Vicki Rieger

CCSD School Assigned: >>> Rose Warren

CCSD Cooperating Teacher: >>> Trina Boring

CCSD Grade/Department: >>> Primary Autism

CCSD School Principal: >>> John Herring

CCSD School Phone & Fax: (702) >>> 799-4233 (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER

INITIALS
10/02/2018 1:00 pm 2:30pm 1.5
10/03/2018 7:30am 11:30am 4
10/09/2018 1:00pm 2:30pm 1.5
10/10/2018 7:30am 11:30am 4

TOTAL HOURS:
11

Cooperating Teacher Signature: _______________________________ Date: ___________________

CSN Field Observation Packet © CSN Education Department 2017 Page 24

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

Enter the appropriate “Performance Indicator Score” in the spaces below

(4) =exemplary (3) =consistent level (2) =not consistent (1) =lacking

_____ Professional appearance, adherence to CCSD dress code

_____ Reliability, punctuality

_____ Communicates effectively with teachers and staff

_____ Demonstrates manners, graciousness

_____ Reflects upon observations using critical thinking

_____ Demonstrates enthusiasm and curiosity toward the profession

_____ Models respectful behavior with students

_____ Uses appropriate language

_____ Exhibits pre-service educator success indicators

Comments:
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Cooperating Teacher’s Signature: __________________________________ Date:__________

CSN Field Observation Packet © CSN Education Department 2017 Page 25