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 rst time.

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

Your Name: Samantha Clodt

CSN Course: EDU 201-2002

Professor: Jacqueline Sgobba

Professor’s email: Jacqueline.sgobba@csn.edu

CCSD School: Vincent L. Triggs Elementary School

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 Cooperating Teacher: Leslie Dalton

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 re ect a willingness to learn, and are re ective of a future professional educator.

3. The rst half of your eld 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
re ecting 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 of ce and let the Of ce 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 Of ce 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 rst classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your rst 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.

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 of ce 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
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 You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain con dential. 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 ful lling their observation requirement in the assigned school district. Appearance creates credibility;
make a good rst 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 tting clothing, warm-ups,
sandals, ip ops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No 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 Con dentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order 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 rst impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>> The classroom is very friendly and inclusive. There is
an emphasis on teamwork and connection among the students. The students display an eagerness to
learn.

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. >>> This classroom is full of
diversity. There are kids of all races and ethnicities as well as an equal amount of boys and girls. The
classroom is evenly distributed.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> Do your best, be ready to
learn, eyes forward and listen, raise your hand, be respectful, say please and thank you, share and take
turns, keep hands to yourself, follow directions, try new things, believe in yourself, work hard and have
fun.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> The teacher uses positive reinforcement. Upon my arrival I was told the
kids had been rewarded extra recess for exceptional behavior in the class. She maintains a positive
in uence on the class by being calm, exercising patience, and never yelling at the kids.

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

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the work ow of the room. Is the space used ef ciently? >>> Yes, the
students work ef ciently in this space. It allows them the ability to see the board during instruction time
as well as participate with their peers during group work. The arrangement does not pose any
distractions or potential hazards for the students.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> In my opinion, I would personally create a theme out of the classroom, like a camping or coffee shop
theme. Though there is a lot of color in the classroom, I would personally love to create a theme out of
mine.

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? >>>
9-9:25: Vocab/phonics
9:25-9:50: Reading
9:50-10:45: Independent work groups
10:45-11:15: RTI
11:20-11:40: MT
11:40-12:30: Lunch/recess
12:40-1:30: Math
1:30-2:20: Science/Social Studies/Writing
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 2:20-3:11: Ventures (art, P.E., library, etc.)

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> The teacher
instills a combination of both styles in her classroom. Typically there is instruction time prior to group
work. After the teacher has given her lesson, she allows the students time to work amongst themselves
and help each other.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> She is very
friendly and interacts with her students while teaching. After providing instruction, she typically sends
the students to work amongst themselves and takes time to help individual students who need one-on-
one support.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> Yes, this teacher uses a lot of visual and hands-on learning in her lessons.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> The students actively participate in lessons and some demonstrate a genuine excitement
towards learning. Each student exhibits a genuine, positive attitude throughout all lessons being taught,

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>> No,
all students are treated inclusively and fairly.

Instruction Question 7: Is instructional time managed ef ciently? Please explain >>> Yes, the teacher is very
good at managing instructional time. She doesn’t lecture the class for too long but spends enough time
explaining each topic thoroughly. She also is good at identifying when the students are becoming
overwhelmed with a topic, and when instructional time needs to be extended/vetoed for the day.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions ef cient? >>> The teacher communicates to her class when it is time to
transition from one subject to another, or when it is time to leave the class for specials or recess. The
students are also used to being on a set schedule, so they know when it is time to leave or transition.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light icker, Heads on Desk) How effective are they? >>> The teacher does a series of claps and has the
students mimic them back to get their attention. Sometimes, she simply calls the classes attention, or will
count down.

Instruction Question 10: What speci c behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be speci c. >>> Some students are more anxious during tests or
lose attention during lessons faster. As a result, instruction time is typically condensed to subjects in a
time-frame that won’t overwhelm students. She is patient with these students and does her best to keep
them on track/reassure them. However, she doesn’t allow them to walk all over her.

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. >>> The teacher uses a policy called
“Give me Five!” When students need to be redirected, are confused on a topic, or attention is diverted for

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any reason. The policy includes ve steps: 

1) Eyes on the speaker
2) Ears listening
3) Mouth quiet
4) Body still
5) Brain focused
This policy encourages students to give their full attention to whoever is speaking, whether it be the
teacher or another student.

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 glass of the front of the building is decorated as a
camping scene to welcome visitors and returning students. The layout of the building is very
modern-looking, the exterior being an orange and white contrast. Indoors, the accent colors are
mostly different shades of greens and browns.

2. Next, study the interior of the school: halls, oor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> Indoors, the accent colors are mostly different shades of
greens and browns. The lighting is very bright and there are big windows all throughout the
school letting natural light in.

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. >>> “The mission of Vincent L. Triggs
Elementary School is to achieve high academic success by providing a caring environment in
which students work collaboratively, embrace diversity, and become effective, productive citizens
in an ever-changing world.” The motto of the school is “Trigg’s Travelers” and the mascot is a
traveler.

2. Analyze staff and visitor interactions in the main of ce. Note student and faculty interactions in other
areas of the school. >>> The staff is very friendly and welcoming. They interact politely with each
other and there is usually a lot of laughter. The staff engages warmly with visitors and students
alike.

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?
>>> There is a special program set aside for students requiring Special Education.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> Students in the classroom are very quick
to help each other. Students display inclusive attitudes towards one another. Students want to
help each other learn and do not discriminate against one another based on gender or race.

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. >>> There are photos
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 hanging up of all of the staff on the rst oor next to the of ce. There are murals all over the walls
at the school of themes such as diversity, going on adventures, celebration of knowledge, and
much more.

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 expects the students to try their best throughout all lessons. She
expects struggling students to ask for help and to work collaboratively with their group-mates.
Students are expected to listen during instructional time and to be respectful of their teacher and
their peers.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modi cations, accommodations, and/or inclusion techniques were observed? >>> All students are given
the opportunity to participate. The students are all very eager to learn. Typically, most students
are so excited to participate they have to be reminded to slow down and raise their hands.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> Even when the students are behaving rambunctiously, they
respect the authority of their teacher and are quick to re ect on questionable behavior when
asked.

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? >>> She wanted to have an
engaging job that allowed her to work with children.

Interview Question 2: What are the main challenges you face as a teacher? >>> The main challenges she
believes teachers face is that they are overworked and underpaid, micromanaged, and required to go to
lots of meetings.

Interview Question 3: What is the best part of being a teacher? >>> The grati cation achieved from helping
students learn and engage with new subject material.

Interview Question 4: How do you determine where students sit in class? >>> Seating is organized by testing
scores- there are typically two average students, one low student, and one high student in each group of
four.

Interview Question 5: How do you determine the members of any exible groups? >>> The members of
exible group are determined by testing scores, which are reassessed regularly.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> Standards
are to be broken down and assessments are created for students by the teacher.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Teachers
are required to send progress reports, quarterly report cards, and in certain cases, organize parent
teacher conferences. Teachers communicate with parents through an app called ClassDojo, where
teachers can update parents on behavior and academic progress.

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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? >>> Parent participation varies based on a considerable amount of factors. Some
parents are very active in their child’s education, others are not active at all. Discussions vary anywhere
from student growth to student participation in class.

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

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

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> There is
lots of group cooperation combined with instructional time throughout lessons.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> The teacher has an organized pin system
characterized by four levels, the highest being “outstanding” and the lowest being “needs improvement.”
Students move pins based on the behavior exhibited throughout the school day.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
Specialist teachers create their own curriculum based on the subject they are teaching.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> Observations occur every two weeks and the tool used by
the administration is called the NEPF (Nevada Educator Performance Framework.)

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> A bad evaluation
is recorded, but there are typically no severe consequences unless an evaluation determined something
extreme.

Interview Question 16: What types of support do you receive instructionally, nancially, or professionally from the
school, parent organization or school district to enhance instruction? >>> The school receives support via
school fundraisers and strategists.

Interview Question 17: What surprised you most about teaching as a profession? >>> What surprised me the
most about teaching as a profession was the varying involvement of parents in their students. Growing
up, my parents were very involved in my academic career, even in elementary school. Some parents are
not involved in their child’s education at all, and this is typically re ected in that student’s behavior
throughout the school day.

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.

>>> Throughout my eld work observation, I’ve observed one student in particular named Joemar.
Joemar joined his class about half-way into the semester and he is quite the character. He is humorous,
loves to chat, and enjoys mischief. Joemar struggles to read and to spell. Though there aren’t any
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 documented learning disabilities, I wondered if he had an attention de cit disorder of some sort. He lost
interest easily, and at times it seemed very dif cult for him to sit still or not blurt out the answer. He tried
his best to participate, even if what he had to say had nothing to do with the discussion at hand. If what
he feels is boring or useless, he won’t want to do it. If he’s entertained, he is able to buckle down and get
to work. He also doesn’t like to be wrong. Joemar is an independent spirit, often thinking about the way
things work, or why things operate a certain way. He has a very big heart and desires to be included. He is
also very clever; I spent much of my time working with him on math and writing and he knew how to try to
get you to do his work for him. At times, he did know the right answer, but still attempted at coaxing you
into telling him or doing it for him. Joemar taught me that even the “dif cult” students all have a story to
tell and a personality that is unique to them. Though at times I wished he would settle down, I would be
lying if I said he didn’t bring a genuine smile to my face every day I was privileged to work with him. All in
all, I would take a class full of Joemar’s if they had the happy heart and clever mind he had. I hope he
remembers me as he continues on in his academic journey!

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

>>> Throughout my eldwork observation, I got to work with students, experience several elements of a
classroom, and view how my selected CCSD models behavior to her class. One of my favorite things to
do was work with the students on math. I have never enjoyed doing math myself, but it was fun seeing the
student’s minds at work in analyzing a problem, as well as being there to assist them. I also attended
“specials” with them, for example, going to the library. In the classroom, I observed the teacher placed a
lot of emphasis on group cooperation and class conversations. I feel this method of teaching helps create
a very lively classroom environment. There were times the class was chatty, but the teacher was very
patient in her efforts to control the class. I feel like she genuinely enjoyed how the students interacted
with each other and never lost her temper even if it was a little noisy at times. The kids all expressed the
desire to learn and approached every day with an excited and motivated attitude. I feel like if the teacher
did not encourage so much group cooperation or independent thinking, the students would not be as
eager to learn or participate. For example, on my rst day I waited in another classroom for my assigned
teacher to return to her classroom with her students. In this other classroom, all the desks were arranged
in rows rather than groups. The teacher was slightly intimidating even to me, and I noticed the students
were quieter and less eager to participate. It was a drastically different environment to my actual teacher I
was assigned to, but I was thankful for the differing perspective I was enlightened with. My teacher put a
lot of effort on positive reinforcement in her class which I feel is so bene cial for young minds. Overall, I
experienced different methods to teaching, classroom environments, the different ways students learn, a
bit of CCSD’s school curriculum for third grade, and much more. I am leaving this experience with a
sense of excitement and passion towards my own teaching career.

Before nal 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 nal exam date.

The instructor’s email can be found on the rst 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)

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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 eld 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 rst 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 eld 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 nal grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your of cial email veri cation 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 nal grade in the course until the email is received from you.

CSN Course # & name: EDU 201: Introduction to Elementary Education- Section 3002

CSN Professor: Jacqueline Sgobba

CSN Professor’s phone:

CSN Professor’s email: Jacqueline.sgobba@csn.edu

Student’s name: Samantha Clodt

Student’s email: sami.clodt528@gmail.com

samantha.clodt@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.

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TIME LOG - CSN Field Observations

CSN Student: Samantha Clodt

CSN Instructor: Jacqueline Sgobba

CCSD School Assigned: Vincent L. Triggs Elementary School

CCSD Cooperating Teacher: Leslie Dalton

CCSD Grade/Department: Third

CCSD School Principal: Sheila Cooper

CCSD School Phone & Fax: (702) 799-1890 (702) 799-1890

Record accurate data for all school visitations in the table below

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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

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