CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

  One of the most rewarding aspects of EDU 203 Introduction to Special Education 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 requires all students to complete a 10 hour "Field Observation" in a Clark
County public school. This CSN Field Observation Packet has been modified specifically for students enrolled in
EDU 203, Introduction to Special Education. Do not use this packet if you are enrolled in EDU 203.

  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: >>> Kate Topete

CSN Course: >>> Education 203-2001, Introduction to Special Education

Professor: >>> Ms. Jacqueline Sgobba, M. Ed. Adjunct Instructor/ Prof.

Professor’s email: >>> jacqueline.sgobba@csn.edu

CCSD School: >>> Clyde C. Cox Elementary School

Cooperating Teacher: >>> Ms. Verni Ross-Delce

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...

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1. First, contact the principal and office manager listed for the school you were assigned to arrange a good time to
come in for your initial visit.  You can use the emails provided or you may call the school and ask to speak to
those individuals listed.  Note:  If their name is not listed on the contact list for the school, they DID NOT receive
my field observation email and may not know what you are referring to. 

2. 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/

3. 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.

4. 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 as well as fill out ANY check-in
paperwork for school safety. Be patient while the information you’ll need is located by the Office Manager. The
request for placement came through Gmail from our Field Observation Coordinator (Corinne Blake), 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 and inform
them that you are taking an Introduction to Special Education Course and will be focusing on the unique aspects
of teaching those students in the classroom that have IEP’s. Some of you will be placed in regular education
classrooms and some will be assigned to classrooms that are for special education students only. If for some
reason there are no students with IEP’s in the classroom, you will need to contact your school and explain that
you need to be assigned to a classroom where you can observe students with IEPs. 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.

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.

CCSD COVID Procedures

Students must abide by all CCSD policies regarding the safety of staff and students.  For up-to-date information
please visit: https://ccsd.net/departments/risk-management/covid-19-information

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,
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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 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 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 Question 1: What are your first impressions of the classroom environment? Is it warm, inviting,
organized, etc.? Describe the physical environment in detail. >>>
My first impressions of the classroom environment were that this is a kindergarten classroom. For example, I did
not know what grade level I was going to be placed into until day 1, one can assume that when you first walk in,
the classroom is designed for very small students. There was a bathroom in the room which is not common
among the higher grade levels. The classroom is full of color which makes you feel welcomed and excited to
learn. The classroom also has many things everywhere. With kindness, the classroom was a bit chaotic in
organization. The teacher’s shelf was scattered with papers, creating tall mountains of worksheets upon
worksheets. Her desk was filled with anything. It seemed to me that her area was crowded with just stuff. They
had a rug that was centered to face the Elmo, but you could tell it’s been very much used. The teacher’s
classroom was in a sperate building from the main school building. The school had built a new building to house
more classrooms and kindergarten was one of the grade levels that got selected for the new building so
everything in the classroom and hallway was new and clean and white.

Observation Question 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. >>>
Many of the students were Hispanic. There were some students who were white and some who were African
American. These where the only ethnicities in the class. The teacher was African American decent. Most of the
students were girls but there was about 8 or so boys to balance it out. The classroom I was selected to observer
housed many students with academic IEP’s. There was only one student with a behavioral and academic IEP.
Some students were glasses and most of the kids were a mask at school.

Observation Question 3: What are the posted class rules in the room? (exactly as written) >>>
1. Be kind to others
2. Keep you hands and feet to yourself
3. Work hard
4. Raise your hand
5. No talking when teacher is talking

Observation Question 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance? >>>
Ms. Ross (the teacher) does enforce these rules daily. At least one of the rules gets broken each day she says so
you must constantly remind them of good and bad behaviors. If they students show good behavior, they receive a
sticker on their green folder. This folder is a take home folder for parents to look at any handouts passed out in
class. Once a student receives at least 10 stickers they may go to the treasure box inside the closet and pick out
any item. The treasure box is opened on Fridays only and those who have behaved bad during the week do not
get to go even if they have enough stickers. For good behavior you of course receive a sticker, and you can
participate in fun Friday. Every Friday Ms. Ross has a fun activity like decorating cookies with frosting and
toppings like sprinkles to do for the students. If the students are bad, then they do not get to participate in fun
Friday and get sent to another room during that time.

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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.

Classroom Layout Question 1: Describe the workflow of the room. Is it a strictly a Special Education classroom
or a General Education classroom that you are observing? Describe below.

I was placed into a general education classroom with only one IEP including behavioral details. The workflow of
the classroom is students come in and wash their hands after eating breakfast. Then the students put away the
backpacks. Those who have jobs perform them. For example, the person who takes out the cart that holds all the
backpacks, the person who turns on the lights, the person who turns on the classroom, and the person who turns
calls all the students one by one to the rug for the morning song. The students take turns on who will be the
pointer for the alphabet call out and everyone needs to follow along and sing the alphabet song which includes
the sounds each letter makes. Then they go over the main colors and shapes too. They go over the days of the
week and month. The use cubes to keep track of the day and they must say that number too. All of this is done
every day, so students remember these key essentials for first grade. They say the numbers 1 to 100 in the form
of 10s too sometimes. After that Ms. Ross will go over reading and sounds. After that, students will do writing and
coloring based off what they just read. Students go to specials, and they come back and work on centers until
lunch. Ms. Ross pulls groups to the back and goes over alphabet sounds, sounds, sight words, reading, or writing.
The groups are based on what their reading levels are. While she is doing that, the students are working on

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centers: the puzzle center, the writing center, or the reading center. Each center knows what to do and they work
independently until they get called to Ms. Ross and clean up after each rotation. If students get to loud Ms. Ross
will ring a bell and give them a few chances to settle down. There have been a few times were Ms. Ross told the
students to clean up and go back to their desks and put their head on the table because they got to out of hand.
After lunch, Ms. Ross goes over math with the students on the Elmo. The students work on more writing
afterwards and then it is time to clean up for the end of the day. This is how is usually goes from day to day.

Classroom Layout Question 2: Describe the layout and the kind of instruction /settins tarrangement going on
with the teacher(s) and students? For example, are Station Teaching, Inclusion, Parallel Teaching, Co-Teaching,
and/or more going on in the room?

The classroom is very large, probably because it was built recently. Because the classroom is so large Ms. Ross
has separated tables where the students and her have enough space to move about comfortably. This section of
tables in housed in the middle of the room. The front part of the room houses the Elmo, rug, and teachers’ corner
with her desk. In this section of the room, there is also a sink where students wash their hands when they first
come into the classroom after eating breakfast and when they come back from eating lunch. The back end of the
classroom is the students centers and teachers table where Ms. Ross pulls students to her table to work
independently with them while they work on different centers in this section. There is also another sink on this end
of the classroom and a section that houses all the puzzles for the classroom. Most of the time the students are
working with Ms. Ross. It is rare that they are working independently and even if they are, she walks around to
see who needs help besides centers time.

Classroom Layout Question 3: If you are in a General Education classroom, does the teacher teach in a whole
group setting layout or cooperative, and or collaborative student group work type of setting?

Ms. Ross teaches for most of the class time and after the students go off and work on an assignment based off
what they just learned. It’s a give and give relationship. She teaches but the students only give her effort in the
assignment based off the lecture she previously gave. It is rare that she has the students working together in
groups. She said that she finds that in kinder this method does not work because the students do not work on
anything. They simply just play around.

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

Instruction Question 1: Do you notice any transition schedules, token boards, or brain break cards, specific
directions, posted in or around the classroom to enable children to keep track of their day? 
The students are on a very strict schedule that does not really change . They know what to do when they
come to in down the time that its time to clean up for the end of the day. There are no schedule trackers posted
anywhere besides what specials they go to. For example, A Day is PE, B Day is Art, C Day is Humanities, D Day
is Library, and E Day is PE again. Ms. Ross does not have brain break cards posted anywhere she simply has the
students lay their heads on their tables to get them to settle down or play a short clip from a movie as a brain
breaker. The only token tracker is on their green folder with their stickers on it.

Instruction Question 2: Examine the teacher’s instruction for the use of instructional design options (individual,
small and whole group teaching; teaching centers, co-teaching and parallel teaching). Explain all the instructional
design options used in the instruction and how these designs meet the needs of students with an IEP.

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For those who need more one on one, Ms. Ross does individual centers they help her concentrate on students’
individual needs and know where they are at and what they need more help in. She also helps these students
when they are working independently, and she is walking around the classroom. For those that need even more
help she places them at their own desk, and they receive worksheets in which they can trace over words with
because they cannot write on their own with help; there is only one student who requires this accommodation
based on his IEP. Ms. Ross has many students with IEP’s where information must be repeated many times, so
she does the same morning routine every day, so they constantly get reminded about their ABC’s, colors, sounds,
etc. She also creates centers centered around these topics, so the students receive it in different forms. For those
who require more silent time, she has independent practice, and she plays very soft music, so the students
concentrate on their task better. For those with IEP’s that need help with a little of everything, Ms. Ross teaches
but she also makes all the students participate and answer her back. If the student is not following along she lets
them know that she knows they are not following along so they can get into the right mind set and start
participating in the teaching.

Instruction Question 3: Evaluate a classroom teaching lesson, and identify the ingredients that are most
important in crafting a good lesson plan that meets the needs of students with an IEP.

Making sure that the student gets constant reminds of how to do the lesson and what they learned from it really
help. For example, Ms. Ross will reach a book about science. The students will answer her questions based on
the reading as a group together. Instead of forgetting about what they just learned, she has the write about it so it
challenges them, but they also draw a picture of what they wrote about so they can connect the picture to the
lesson. A lot of the students with IEPs in her class need repetition for instructions and for remembering things and
Ms. Ross finds different forms to create different lesson plans for the same or similar concept.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.

Ms. Ross makes sure that when she has the students say a word, they spell it out with the letter and the sound
they letter makes so they can start learning the alphabet and use it in their writing more. She often plays soft
music during independent instruction so like when the students are writing. She often teaches lesson plays and
includes seeing, hearing, and to it yourself. For example, when she does not read, she has a play along video so
they students hear the book, see the animation from it, and read the book at the same time.

Instructional Question 5: What Philosophical teaching orientation(s) best fit the teacher’s teaching style?
Provide examples.

For Ms. Ross’s classroom right now, I would say she is more of the essentialist teacher because her schedule is
rooted around memorization. For example, the students have the same morning routine, and they go over the
same information every morning to they can memorize the alphabet, their sounds, shapes, colors, day of the
week and month, etc. For kindergarten, I think this philosophy is good to have because they students really need
to know this information to be ready for first grade. If it was not discussed every day, the students would not
remember it. Ms. Ross also sticks to core curriculum and making sure the students know what they need to know
to be ready for the next grade level. She has taught for many decades, so she understands the importance of
centering her classroom around core curriculum.

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Instructional Question 6: Explain the use of culturally relevant material, teach strategies, class decor, etc. to
meet the needs of today’s culturally diverse student population?

Ms. Ross’s classroom is full of color. There is not a real pattern to it, I guess you can say the pattern is diversity.
Though she does not have any cultural relevant material in her classroom she kind of shows it with the numerous
of diverse colors she has. She also mixes races in the seating she has for the classroom so everyone works with
each other no matter what he or she may look like. She teaches kindness to everyone so that way everyone is
kind to one another. She doesn’t really have any lesson plans based on culture diversity either she just always
makes sure that everyone can work with one another and that no one is being judged to who they are.

Instruction Question 7: Do the students seem engaged in the lesson(s) that are being presented? Please
explain.

Ms. Ross prides herself on making sure everyone is engaged in the lesson. She will call out good students who
are following along to encourage the others who are not. If that does not work, she will call out individual names.
Because the students receive different forms of teaching they seem engaged with most lessons. The ones they
do not like is writing. To get them to write is a struggle. She tries to pick topics that are fun to write about. She
choices different animals or different science topics to write about that seem interesting like healthy food vs junk
food. The one thing that is difficult to engage the students in especially now that it is the end of the year and the
students know what the material is, is the morning routine of the alphabet, the sounds, the shapes, colors, etc.
Because most of the students have learned this material throughout the year, when we do the morning routine,
they either do not participate or are no longer excited to sing along to it. Ms. Ross uses this time to call on
students who are not following along to test their knowledge and see if they really know it or they are just trying to
pass the time and pretend to know it.

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why?

There is only one student who is isolated from the rest of the class, his name is Donovan. He has an IEP with
academic and behavioral details included. He first started off hitting students with notebooks or chairs but as the
school year has gone by, he has settled down especially because he does not sit with the other students. He
spends most of his time playing with something or speaking to himself. His speech is very incoherent, and it is vey
hard to understand what he says most of the time. He knows very words. Because of his out of hand behavior an
IEP was created with a behavior plan to see if they can encourage good behavior.

Instruction Question 9: Is instructional time managed efficiently? Please explain

The same routine is something that the students know very well. The time is managed very efficiently to where all
subjects are covered, and the teacher has all forms of learning including in the whole day. I was very impressed
with this because the day runs smoother, and they students know what to expect for the most part. What cannot
be predicted is clean up time. Sometimes the students create more of a mess than what Ms. Ross expects.
Sometimes her lesson plans get changed because she must take extra time for the students to clean up. When
the students get too messy and disrespect the items in the classroom, Ms. Ross make it a priority to teach the
students about caring for other people’s things. Because of this, she must alter her day and fit the most important
things and other miscellanies tasks must be put aside. She says that this is important to due for classroom
management and if you do not have that then you cannot teach the students. So instead of thinking about that
these few adjustments are messing with the lessons plans for the day, you need to think of it as an overall benefit
to the lesson plans because they truly are.

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Instruction Question 10: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?

Ms. Ross uses the extra activities in school to plan out her day. For example, the students go to specials, so she
creates a block of time before this and dedicates it to reading, writing, and science. She uses these breaks in the
day like going to specials for the students to get a brain breaker. Then the students come back refreshed and
ready to learn yet again. She uses the time before lunch to get the students working independently with her and
the others to have centers that are also another form of a brain breaker so that way when they come back from
lunch, they are ready to hit the math. After lunch, the students focus on math or ELA curriculum. Ms. Ross
incorporates ELA a few times a day because she feels this is one on the most needed subjects for her students to
be successful in future grade levels. From day to day, she may play a video for the students to get them to calm
down that in not included in the transition plan for the day. But she says you must be ready to alter you lessons
plans based on the day-to-day needs.

Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they?

Ms. Ross will ring a bell to capture the student’s attention. This bell is usually rung during centers time when the
kids get too loud, and she cannot hear the students that are working one on one with her. She also uses the lock
it and pocket rule when we are out in the hallway and the students are headed to specials and lunch. This tells the
student you need to be silent in the hallways and hug yourself so that you do not touch anyone else. When the
kids are also walking in the hallways they must walk in a straight line and sometimes the kids end up with a big
gap in between so Ms. Ross says big gap, quick feet to let the student knows that they need to keep the pace of
the line, so no one gets lost. She also says “yes” and then the kids repeat back “we can” so she can get their
attention and she uses this for many reasons, both good and bad.

Instruction Question 12: Describe goth teacher and students use of technology in the classroom?

I think that because of the low grade level, Ms. Ross does her very best to incorporate the least amount of
technology in the classroom. The students are in kindergarten, and she says that most of her students go straight
home and play with something involving technology or they watch television. She mentions that they get very little
exercise and prefers the old school way of when getting home after school, the students would go out and play
but it is not like that anymore. The students do not get any iPad or chrome books for kindergarten, but the upper
grade levels do. The only technology used in the classroom is the Elmo and this is rarely used. It is used for
morning announcements or to watch a short video. She sometimes uses it to display worksheets like math so they
students can follow along with her as she completes and explains what to do with the worksheet. I am sure that if I
was to observer a higher grade that technology would have been implemented a little bit more, but the students
are so young the school has yet to agree to lend them a Chromebook or iPad for usage even in the classroom
alone. When I did my first field observation it was for a 5th grade class and the students used Chromebooks for
most of their assignments and activities in the classroom which is where I made this conclusion.

Instruction Question13: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific.

Because the students are so young, Ms. Ross says that the kids will always have something to say bad about the
other students. Most of the time its about them touching one another or them being offended by the choice of
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words the other used. She says to not give into the story because if you do, they will only be more encouraged to
continue doing it. “You cannot spend all day trying to make them all happy because one second their friends and
the other second their coming up to you and saying that she/he touched me” says Ms. Ross. There was a time
when a student hit anther students at P.E and Ms. Ross asked what happened to the students involved and one
accused the other of doing it on purpose. After getting to the bottom of it, the students both agreed it was not on
purpose, but Ms. Ross spoke to both students’ parents and let them know what happened. She did have to report
it because there was a mark left on the student’s face. With Donovan, Ms. Ross keeps from separate from the
other students because he used to hit the other students, but she is never shy to take the misbehaved student out
of her class and to another for the safety of the other children. But again, Ms. Ross says never give into the
situation when the students are behaving bad, you must remain calm and think about what is best for all the
students involved.

Instruction Question 14: 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 only time that procedures really hinder on instructional time is when Ms. Ross must stop and tell the students
about manners. For example, like I said before with clean up time. The students get out of hand sometimes and
are not always respectful of the teacher’s stuff, so she takes that as an opportunity to teach the students about
respect and manners. But it always helps with classroom management because the students know from right and
wrong, and it makes it easier to teach them. Procedures that help with instructional time is Ms. Ross taking the
time to teach the students not just about the school aspect of it but also nice quality traits one should have like
manners. Ms. Ross has been teaching for many years, so she understands classroom management very well
from what I observed, and she knows how to efficiently use instructional time. I really didn’t view much on any
hinder instructional time, but I am sure that if it does come across, she would know how to delegate that time to
make it useful. Ms. Ross’s tight but flexible schedule also helps with keeping instructional time on 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.

Culture Questions 1. Summarize the school property: building, grounds, fencing, equipment,
landscaping, trees, parking lot, crosswalks, gates, signs and symbols. >>>
The main building is quite old. The walls could use a repaint but there is no faded logos anywhere
though. The campus is kept clean on the outside. There is some trees and other greens bushes
but not much. It’s mainly dirt and parking lot space or crosswalk space. The fencing is thought
out the whole permitter of the school for the student’s protection. The is another new building that
houses more classrooms. This is a very nice add on to the school but to me it looks odd to have
such a nice building and then an old one right next to it. I wonder if they are going to make a new
main building too and tear down the old one. The school does a good job of making it seem like
an elementary school. There school website is so fun and colorful. It is not meant to look super
professional; it really looks like an elementary school website. The parking lot is so small though.
With the added new building, the school was able to take more students but there parking lot does
not match it. I had to park on the other side of the school near houses when I went to the school
to complete my hours. There are not many signs posted outside or around the school besides the
street signs. There is only one sign when you come in the main office doors, and it is to make
sure that you are wearing a mask before you enter; this rule is no longer enforced though. The
landscaping is very dry, and everything needs to be watered because all the green plants are
dead.
CSN Field Observation Packet © CSN Education Department 2017 Page 10
 Culture Question 2. Next, explain the interior of the school: halls, floor coverings, lighting, doors,
windows, hall colors and decorations and entrance security. >>>
The old main building is very unkept with. Meaning the walls are bit dusty and the carpet floors
could use a cleaning or too. Despite this, the other day they did have people come over to the
school and clean the outside walls of the building. The walls in the hallways are covered in boards
where the students display some of their work off. Besides that, there are no other things posted
anywhere besides signs of what rooms are or where to locate the office for example. I think that
they do not want to crowd the hallways with too much stuff especially because the students love
touching them. It is quite dark when you walk through the hallways of the main building. They are
few lights above, so it seems a bit dreary as your walking through. The doors are made of old
wood and they teachers only have a paper sign on their door letting others know whose
classroom this is. The walls are all white everywhere. When you first walk in you must see the
main office clerk through a window and she lets you into the main office area if need be. There
other doors are locked so you cannot get into the school until you pass into the main office first.
The main building is so bright with lights, it is a huge difference compared to the old main
building. The new building has wall art of random stuff like a ruler where kids can measure their
height or a globe of the world but the only color on the walls besides white and green is blue for
the wall art. Each classroom in there is super huge and clean. The old main building doesn’t have
small classrooms but not big ones either. The new building houses an elevator and stairs to
because it is 2 floors which the kids love.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the
school.

School Culture Question 1: Consider the factors of school culture (climate, mood, tone, standards).
Describe how you felt visiting the school, walking down the hallways and inside the classroom. What do
you think student feel regarding this school’s culture?

The school’s culture is very colorful but also unorganized too. You could tell from their school
website because it is colorful and not professional looking at all, but all makes you think that their
school isn’t full of rigid organization. The main building really could use a touch up and new
pieces of flooring or more lights for example. It makes me kind of dreary to be in the old main
building because it looks so dull compared to the new building. It makes me wonder if they put all
their money into the new building but the old one is getting ignored. The culture does make it
seem somewhat invited with the multiple colors it has and the fact the school does not have
uniforms. The students I like the new building more because as soon as we walk into, they can
see better, and they get chattier too. It is much more inviting than the other one. This building
makes it seem like you are walking through a cool expensive elementary school.

School Culture Question 2: What is the school’s motto? How does the school demonstrate the motto?
Give examples.

Their motto is “We are Clyde Cox! We are respectful. We are responsible. We are kind. We are Clyde
Cox!” This motto is followed in all aspects of the school. For example, the principle will make
announcements at lunch if the students get too loud and restate their school motto. For every morning
announcement, the music teacher will make the student say the school motto to with a cute and cache
lyric write up to the words (it makes me smile every time). This is probably why Ms. Ross prides herself
on making sure to take the time to teach these young students about the motto the school follows.
Anytime a student acts out, the teachers are very quick to teach the student from right and wrong. If they
did not care, they wouldn’t try so hard to have the very best-behaved students possible.

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 School Culture Question 3: Did the students, teachers and staff seem friendly, happy and approachable
for students, parents and visitors?

Everyone was very welcoming. They listened to anyone that came in the office, but they were not
overly nice either, which isn’t necessarily a bad thing it is just something I picked up on from substituting
at other schools. For example, when I go to some other schools to sub at anytime a person sees another
person no matter if you know them or not, they smile at you and or say hello, good morning, how are you
doing. But at Clyde Cox I got a few smiles but nothing over enthusiastic either. I did not mind this at all, I
still felt very much welcomed. This is just a small connection I made. I felt very comfortable around Ms.
Ross and the other teachers next door; they were also all kindergarten teachers as well. They welcomed
me with open arms, and I got multiple requests to sub for their classes after my hours were completed
and I did come back to the school after my field observation to sub for Ms. Ross’s classes and another
kindergarten teacher class too. The staff were friendly with the students but not too friendly, almost like in
a cool friendship kind of way. A way to let the kids know they were welcomed but I am still the teacher so
please respect me way. Everyone was easy to talk to no matter who you were which was the positive in it
all.

School Culture Question 4: 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 does not have a special education program, but they try and place students who have more
accommodations in one classroom like Ms. Ross’s. She had many IEP students with some
accommodations in there. So, they kept these students together. The bell schedule is centered around
what time you have specials and lunch. I believe there are 3 different lunch times: the youngest go
together then 2nd and 3rd, and the last group is 4th and 5th. The main building houses 2nd to 4th and the new
building houses kindergarten and 5th grade. I really do not know why they choose it this way, but I think it
was based on how many kids are in each grade level and who needs more space in the classroom based
on the classroom size.

School Culture Question 5: Compare and contrast current school cultural environment with school
historically.

The school reminds you of your time back as an elementary school student, well at least for me it
did. Because the main building was old, and it made it seem like I was visiting my old elementary school,
and nothing had changed because the main building hadn't been updated that much over the years. The
same format of how my elementary school was is the same as Clyde Cox. The school still had stairs in
the cafeteria, there was still only one way in the building passed the main office, the school still had the
same school smell. I don’t think the layout to these olden buildings will change but I kind of like that
because it takes you back to the good old times. Now the new building does not even feel like you’re in a
school. It makes it seems like you’re in this cool new Google workplace until you get the classroom, and
you see the same old layout with the same purple gray looking carpet. When schools make new buildings
they are so unique now and nothing like another schools layout until you get inside the classroom and
that layout never really changes by much.

Culture of the Classroom: Observe and listen to the interactions between students, students and teacher.

Culture of Classroom Question 1: Does it appear that students feel safe enough to ask the teacher
questions?

The students feel super safe to ask the teacher and me any questions like “Ms how old are you.” The
students are not afraid to ask anything, and they also are not afraid to get in trouble either because they
know Ms. Ross does not old the anger for too long if she gets mad at one of the students’ actions.
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 Culture of the Classroom Question 2: Evaluate the interactions between teachers and students,
rapport, cohesiveness, distribution of power, tone, frequency and reinforcements.

The students are to respect the staff no matter what. The schools how motto is to be respectful and kind,
so the teachers pride themselves to enforce that on the students. I have yet to see an uneven distribution
of power while I was there. The teachers do not take anything too far or too seriously either when it
comes to discipling. The students also pay attention to the teachers when they ask them to do something.
There has never been any push back on their part, probably because they know what they are being
asked is not unreasonable. The staff’s tone with the students is polite but tuff. They never get loud with
them or disrespectful with them either.

Culture of the Classroom Question 3: Evaluate the level of student participation in the class. Who
participates? Who does not? How does the teacher response to student comments?

I noticed the students who wear masks try to pretend like they are not participating. They either mumbled
incoherent words or they do not say anything at all. At first it took me a while to catch on, but Ms. Ross
will call on these students to either participate or call on them to test their knowledge. Those who do
participate, Ms. Ross will hand out good comments or give them a sticker. When Ms. Ross responds to
the students comments she usually answer back with good encouragement if they get it wrong, so this
does not discourage them from raising their hand. For those that do answer correctly, she gives a good
job or that’s correct. When it come to the students’ saying things that will put the lesson off track Ms. Ross
says something to distract them back to the task they are meant to be focused on.

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: Was teaching students with Special Needs you first choice, or did this come late in your
teaching profession?  

“This was not my first choice, but I started off as in aid in special ed”. She didn’t want to do special ed
because she didn’t want to do the verification. She started off in the banking industry. She’s waiting for
retirement at 65 to retire from the school district; she 55 now.

Interview Question 2: What challenges do you face in teaching students with special needs and, what have you
learned or done differently after facing some challenges when teaching students with Special Needs?

“Identify collect data accommodation. Having services help. Haven’t been qualified for sped. You must
identify and collect the data. You must accommodate to their needs like extra time to complete
assignments. The older they get they harder it gets to teach them because they haven’t had any
accommodations for all their school years. So, identifying it is the change I would make earlier on
because that is what makes it more difficult. Making sure you accommodate is the next challenge you
have to make sure you fit every IEP because then what it the point of having that IEP. And if they haven’t
qualified for SPED you have to go through the motion get them some 504’s or some other services.”

CSN Field Observation Packet © CSN Education Department 2017 Page 13

Interview Question 3:  Whathave you learned or done differently after facing some challenges with
teaching students with Special Needs? 

“Know when to back up and give space know your student and they them think for themselves. Whether
it’s closure or space. You need to know your students and knowing what they need especially special
education students.”

Interview Question 4: What do you feel could have helped you more in beginning your career as a Special
Education Teacher? 

“I guess thinking everything Is perfect cause its not and more support in special ed. Sometimes the support wasn’t
always there for me when I has special ed like someone who has special ed and didn’t want to help me.”

Interview Question 5: How do you address the different student characteristics, behaviors or needs in your classroom? 
“On a one-to-one basis a token board would work for one student but not another. Some students need
consist of attention. Other students in SPED prefer to work alone like twice gifted students. I was GT
certified in Texas, but nobody knows that here so shh.” (lol) “Those kids, some had an IEP or a 504 or
SPED accommodations. Most of the kids don’t want to work with another students.”

Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications for your
students? 

1. Know what IEP says know if they need extra time or shorter assignments
2. What their goals are, and modifications are; meet their goals objectives
3. Where the class knows to count to 100 the IEP student might need to only count to 50 and that’s their
goal so do not expect them to be on the same pace as the rest of the class and that’s what you have to
accommodate to

Interview Question 7: Describe team collaborations.  What is the purpose of these collaborations? (Consider
lesson plans, help for students, addressing challenging behaviors, etc.) 

“Students do well with peer intervention so when you pair them up it makes them feel on the same level.
The student never wants to feel different, so you let them collaborate with their peers. Sometimes
teachers can give advice about how they would deal with team collaboration. The IEP team collaborations
all the time. The student is included in all activities, so they are not excluded from anything unless they
need a break. Then you bring them back and see if they are ready to rejoin the group.”

Interview Question 8: From your perspective and experience, what are the most important things for me to
consider when tailoring a lesson plan for individual special education students? 

 “Include accommodations for each student in the lesson plan. You can use they same lesson plan but
maybe you need to include a word bank for some students but not the whole class. Kindergarten is a bit easier
because everyone gets the same things like a picture and a word bank so the plans are easier because they are
little, they do not know much yet. They still are not expected to do all this stuff from the last grade. Teachers
collaborate on a lesson plan. Each teacher gets a subject but first year teachers should not get this in my opinion
because they don’t know much yet. You can pair them up with someone and midway through the year and let
them do it. Over the years it gets easier. Like I can walk in a classroom and teach it but that’s because I have
been doing it for a long time.”

Interview Question 9: How have the laws changed from year to year within the IEP’s guidelines, and or
mandates, and how have you adapted to that over the years?

- More inclusion is included now

- Provide the services that you say you’re going to provide
- Not up to date with laws but when I first started the were not as inclusive as now
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 - Do not mess with sped accommodations and make sure that you provide the services in the IEP
- Make sure you’re in compliance with the IEP because it’s a legal agreement and if you break it oh no. You
better follow the IEP or your out of compliance with the IEP

Interview Question10: Describe both teacher and student uses of technology in the classroom.

- Chromebooks for testing, clever (browser), pebble (language arts program), smarty ants
- Ell is used for imagine learning who qualify
- Maps testing is used on chrome books
- 2x a week they are tested
- Less at school of technology but more at home is used because the students go home and don’t play
outside anymore

Interview Question 11: Describe some of the teaching strategies you use for your students with special needs

- Counting
- Token board
- Timers
- Repetition
- Peer collaboration
- Personal space
- Sometimes I would lay awake at night trying to find the perfect way to meet their needs, but I stopped
doing that because it’s insane and its never goanna be perfect

Interview Question 12: What procedures or strategies do you use to maximize instructional time for your
students with special needs?

- More inclusion not exclusion in the lesson plans, like partners

- Partners turn and talk
- Walk around room to make sure they have what they need
- Pulling in small group – sometimes they don’t want be excluded out but if you pull a small group they
don’t feel excluded

Interview Question 13: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with your students who have special needs?

- Positive reinforcements are key

- Stickers get you treasure box, at least 10 to get there
- Happy face stamp to let the students know they did a good job on the assignment because they all want
the happy face stamp
- A lot of speech IEP students are in her class, so the stamp keeps their focus
- Playdo for token board; if you do good you get to play with playdo

Negatives

- Frownie face for SPED students

- Phone calls to parents to let them know what behaviors need to change for every student
- Daily behavior form if the student is needed to be put on that
- No playdo time if they misbehave

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Interview Question 14: How are special education specialist involved in the instructional planning process?

- Speech takes students away to take them to speech class

- Special Ed coordinator puts together the BIB packet for each student and you are supposed to find that
accommodation for the student

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?

- SLG and yearly evaluation & walk throughs that is how I get envaulted
- It doesn’t freak me out when they come in because if its something I can change then I want to know it
but if it’s positive then leave me alone, but I haven’t gotten any negative feedback since I’ve been here. I
always so look your goanna see what you want to see. I have an open-door policy.

Interview Question 16: How are you accountable in your evaluation for students with special needs?

- In SLG, you don’t count students that are IEP and SPED because they will not measure up to standards
your expected to teach them at. I’m the IEP classroom basically, I have speech and behavior students
and mines already qualified for the IEP so I am not held responsible for the setback.

Interview Question 17: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance the instruction of students with special needs?

The ceieve (she said spell this however way you want want) comes in and does reading groups with the 2
students who qualify for the reading portion of their IEP. That’s all I can say about that and be kind.

Interview Question 18: What surprised you most about teaching students with special needs?

Some of the have some really special qualities. Some might be further along in some areas than other students
especially in kindergarten. They are really not that far off grade level, sometimes most IEP are just for behavior
or speech. Its not always for academic reasons. And a negative thing is that some don’t have the
accommodations for the stuff they really need until Ms. Ross comes along.

ASSIGNMENT 6 (Observing a student): Discretely observe one student with special needs 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. what interventions were used, if you learned any that the
Cooperating Teacher were using. 

>>> The student I observed was named Donovan. He is the only SPED student in Ms. Ross’s class. There
are some other students with IEP’s but they are not considered SPED. Donovan gets his own desk, and it
is separated from the rest of the other desks. The reason for this is that Ms. Ross tried to pair him with
CSN Field Observation Packet © CSN Education Department 2017 Page 16
another group of students, and he started hitting them with a notebook so that let Ms. Ross know that he
needs his own space. Donovan likes to get up from his seat a lot, so Ms. Ross has to tell him to sit down
a lot. He cannot stop moving for a second, so he needs a lot of space around him to move. He talks to
himself at his self and mumbles incoherent words. I learned he has a speech disability which is included
in his IEP and SPED documents. He constantly has spit drooling from his mouth, and he has mucus on
his face and shirt most of the time. He is always touching his hair or pulling on his clothes. He loves to
get the attention of anyone. When he comes to sit down at the rug with the rest of the students he rolls
around on the rug and mumbles to himself. If he gets too out of hand Ms. Ross will tell him to go back to
his desk for a few minutes and then he rejoins the group afterwards as a break for himself and the other
students. When it is time for centers he tries to talk to the other students, and they do talk to him, but he
always messes with their puzzles or writing, and Ms. Ross has to pull him away and then he can rejoin
after a few minutes. He loves to run around the classroom and that’s when he gets tokens taken away
from him board. The speech pathologist stays in the classroom for about 20 minutes a few times a week
to work with him. He sits still during this time, and he listens to the instructor but afterwards he back to
moving about the classroom. Because there is no SPED program at this school, I feel that Donovan really
is missing out on the extra attention and extra modifications he could receive in a SPED program, but Ms.
Ross tries to find a way to make it work. She tries to be as inclusive as possible, but Donovan doesn’t
appear ready to move into a regular gen ed classroom just yet. During lesson time, he hardly participates,
he doesn’t know much of the curriculum. All he is able to do right now is trace what has been given to
him. He only knows how to count to five and he cannot read or write or even draw. During a test, he still
has to have the tracing done for him but now that it’s the end of the year he does not have that option no
more and he hasn’t improved. He loves drawing during the writing part of a lesson, but he cannot form
the sentences on his own. When he goes off to specials, his token board is taken with him and he get a
star for specials if he is good and if he gets 4 of the 5 stars at least, he can play with playdo which he
loves because it is hands on. The louder the setting is the more encouraged he is to run around the
classroom or roll on the floor or even go underneath the tables. It only usually during centers that he
thinks he can roam around and do whatever, so he has to get pulled back and rejoin Ms. Ross at her
table. Because Donovan requires much added attention, I really feel that even with Ms. Ross’s
accommodations he would be better suited in a SPED program and later on rejoin a regular gen ed
classroom.

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

>>> This will be my second field observation that I have completed. The first was in a fifth-grade gen ed
classroom. Because I got to observe a classroom full of IEP students and one SPED student, I got to see
the difference in gen ed and special ed. Not to mention but this was a kindergarten classroom so the
difference in grade level was major. The curriculum, routine, and students’ behaviors are so much
different at this young age/grade level. I realized that with IEP’s the classroom runs slower than a regular
gen ed because it takes the student longer to process things and for the teacher to teach things. The
students also can only grasp a small amount before they need a brain breaker or behaviors start to lose
control. It also helped me see that a student who is SPED is much different than a student who just has
an IEP. A SPED student may need to specifically be in a program for SPED and later on rejoin back into a
resource room or a regular gen ed with IEP’s. I can also see how with each grade level their different
routines. Like with kindergarten, you must give them a bathroom break some time in the day or the
students may have an accident. Also, it is important to including a lot of brain breakers in the classroom
because the students lose interest very quickly. It also showed me that you need to have different
attitudes with each grade level. For example, you can be a little less animated with a 5 th grade group
because they are older and can hold attention for much longer but if you do not create a lively lesson plan
with kindergarteners, they will lose interest before you even started. I still haven’t figured out how you
would teach a SPED student, but I think it’s based off their goals. If you meet their goals for the year, then
you taught them what they needed so making sure their IEP fits what they need is a must in that IEP
meeting. Overall, I think I learned a lot and it gave me some insight into why students may act the way the
do; sometimes they have other needs that regular students may not need. I have also learned more ways
about being inclusive in a classroom and it all comes down to the students’ individual needs. I am very
happy I got to observe Ms. Ross’s class and am thankful for the experience.

CSN Field Observation Packet © CSN Education Department 2017 Page 17

Before final grading for EDU 203 course 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 18

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 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 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: >>> Education 203-2001, Intro to Special Education

CSN Professor: >>> Jacqueline Sgobba

CSN Professor’s phone: >> Unknown but the education department # is 702-651-4400 and the fax # for
Professor Sgobba is 702-651-4908

CSN Professor’s email: >>> jacqueline.sgobba@csn.edu

Student’s name: >>> Kate Topete

Student’s email: >>> 5004473859@student.csn.edu OR kate.topete@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 19

TIME LOG - CSN Field Observations

CSN Student: >>> Kate Topete

CSN Instructor: >>> Jacqueline Sgobba

CCSD School Assigned: >>> Clyde C. Cox Elementary School

CCSD Cooperating Teacher: >>> Ms. Verni Ross-Delce

CCSD Grade/Department: >>> Kindergarten

CCSD School Principal: >>> Ms. Lakeisha Meyers

CCSD School Phone & Fax: (702) >>> 799-4990 (702) >>> 799-4997

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

3.16.22 7:57 am 10:20 am 2hrs 23 min

10:57 am 11:55 am 58 min
12:17 am 3:10 pm 3 hrs 53 min
3.21.22 7:57 am 10:07pm 2 hrs 10 min
3.23.22 8:34 am 10:35am 2 hrs 1 min

TOTAL HOURS: 11hrs & 25min

Cooperating Teacher Signature: In the email that contained the Field Observation Evaluation, the teacher
confirmed my 10 hours of Field Observation (you gave us permission to include that in there). She got busy during
the last time I was there so she was not able to sign the time log so that’s why she included it in the email.

CSN Field Observation Packet © CSN Education Department 2017 Page 20

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:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Cooperating Teacher’s Signature: My observation teacher sent the evaluation in the form of an email, you did
confirm that you had received it.

CSN Field Observation Packet © CSN Education Department 2017 Page 21