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 to pass this class.

Your Name: >>> Chloe flock

CSN Course: >>> EDU 203 Intro to Special Education

Professor: >>> Jaqueline Sgobba

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

CCSD School: >>>vasqusm@nv.ccsd.net

Cooperating Teacher: >>> Sarah Stevens

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 IEPs 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 Jewel
• 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 impression of the classroom
environment was warm and inviting from both the teachers and students. The classroom somewhat
organized. The teacher had a lot of stuff in classroom, especially on hand to help her. the teacher said
that she tries to keep the classroom cleaned every week with the students help, but the life happens, and
room can get messy.

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. >> there was
diversity in the classroom when it comes ethnicity. For gender, there was mostly the same amount for
each gender. Everyone looked normal, no one had any physical disabilities. but if you got to know and
talk to them, you can see they have an intellectual disability.

Observation Question 3: What are the posted class rules in the room? (Exactly as written) >>> I didn’t see any
posted rules on the walls except for the school acronym S.O.A.R. the school posted the acronym
everywhere in the school. which each letter stands for what it takes to be a good student at Ruthe Deskin.

Observation Question 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance? >>> no, the teacher enforces the acronym. she rewards to for good
behavior. student know what she wants to see for behavior and work for the reward and incentives, so the
rules do not need to be posted on the walls.

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.

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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 strictly in a special
education room and the workflow was sometimes stressful because the behavior issues would get in the
way. But most of time, the workflow was easy going.

Classroom Layout Question 2: Describe the layout and the kind of instruction /setting arrangement 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? it was like individual work on the current subject on the Chromebook,
while pull student into small group at time. But at a scheduled time, the children would go to a different
class with a different teacher to working on extra help with certain math or reading level.

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? I was in a special
education classroom.

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

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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? 
I have notice that the teacher keep track of everyone schedules with her phone.

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. She had a
paraprofessional teacher that would when she needed, and she did small group with students sometimes.

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. everyone is on a
Chromebook doing individual work in a subject.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. Nothing, I have seen while observing.

Instructional Question 5: What Philosophical teaching orientation(s) best fit the teacher’s teaching style?
Provide examples. I think this teacher was a progressive teacher, just the way she did things in the
classroom.

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. I did see anything culturally relevant in the
classroom.

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

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why? No, I
have seen in the classroom.

Instruction Question 9: Is instructional time managed efficiently? Please explain Yes, the teacher’s
instructions are quick to point and fast.

Instruction Question 10: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? She does a 10–15-minute fun activity called mystery worker,
then tell the class that it is time to do something else.

Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? I have not heard any attention getters or
anything like that.

Instruction Question 12: Describe Both teacher and students use of technology in the classroom? Multiple
different websites for many things different things.

Instruction Question13: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. Sometimes I would be crying and whining from the
students. Occasionally a student would bad behavior, but I only saw it once or twice.

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. No, nothing I have seen in the
classroom.

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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 school is artist and very colorful, it is a very
welcoming and safe school

Culture Question 2. Next, explain the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security. >>> The school have a lot of halls that go so many different
directions. I don’t see window everywhere. The halls are filled with recent project student have done and
they also have a lot of murals. I haven’t seen any entrance security since coming to the school.

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? It never that loud in the halls and never too full
of students. In hallways, students are always in line. In the classroom, Ms. Stevens’s students are
struggled with volume control and like to talk a lot. I think students really like the cultural of the
school, I have not heard any complaints.

School Culture Question 2: What is the school’s motto? How does the school demonstrate the motto?
Give examples. They use the acronym S.O.A.R as a motto and they post it round the school with
what it stands for and in the announcements.

School Culture Question 3: Did the students, teachers and staff seem friendly, happy and approachable
for students, parents and visitors? Yes, everyone was so kind, friendly and approachable.

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? They do use a pull-out program for the special education students. But
it not like they pull out one kid per time. Some students go as a pair or group as the same reading
or math level to another classroom. I haven’t a student ever go alone, so no one feels isolated.

School Culture Question 5: Compare and contrast current school cultural environment with school
historically. It was more progressive compare to school in history, like everyone is treat the same
respect and there is more equality.

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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?
Yes, the students seem to feel safe enough to ask the teacher questions.

Culture of the Classroom Question 2: Evaluate the interactions between teachers and students,
rapport, cohesiveness, distribution of power, tone, frequency and reinforcements. I think the distribution
of power and tone is most likely the same every time.

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? Everyone
participates in classroom for most part. The teacher response in a calm and nice way to student
comments.

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? I chose to teach general education when I first started my career. My principal
decided that my class would include the students who had IEPs, and I had the opportunity to
collaborate with the special education teacher. I soon found out that I loved working with
students with learning disabilities, so I decided to get a Master’s degree in Special Education

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? My
biggest challenge is always finding the time to reinforce and maintain skills that students seem
to master. Many times, students are successful with a new skill after frequent repetition and
practice. However, when that skill has not been practiced for a few weeks, some students are no
longer proficient, which means that reteaching must be done.

Interview Question 3:  What have you learned or done differently after facing some challenges with teaching
students with Special Needs? I do more quick checks and reteaching with students with Special
Needs than I did with general education students. I also incorporate more visuals and
manipulatives in order to meet the students’ needs.
 

Interview Question 4: What do you feel could have helped you more in beginning your career as a Special
Education Teacher?  I wish there had been more of an emphasis on behavior management
strategies and strategies for working with students with dyslexia in my Special Education
courses. 

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Interview Question 5: How do you address the different student characteristics, behaviors or needs in your
classroom? My students have a range of abilities and behaviors, so we have a lot of small group
instruction. There are different expectations for each student during whole group instruction.
For example, some students are expected to trace words during writing tasks while others are
expected to write sentences independently. 

Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications for your
students? I use the Supplementary Aids section of the IEP to make accommodations during
instruction. I use the information in the present levels of the IEP to determine if there are any
other accommodations and modifications that might be helpful such as using visual aids,
digital tools, and organizational tools.

Interview Question 7: Describe team collaborations.  What is the purpose of these collaborations? (Consider
lesson plans, help for students, addressing challenging behaviors, etc.)  I work closely with my SPTA
(Specialized Programs Teacher Assistant) to determine which strategies are effective and to
brainstorm new ideas. We also discuss student progress and challenges. I also check in with
general education teachers who work with my students throughout the day to determine
whether or not the students are successful in each class. This includes behavior and
academics. If students are struggling, I offer support such as having my students complete
general education assignments with me or the SPTA in a smaller group setting.

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?  It’s important to remember
the strategies that have been effective with students you’ve worked with, but you should never
stop trying to find new ways to reach your students. Each student is unique, so what works with
one student doesn’t always work with another student. It’s also important to allow students to
find and share strategies of their own. Sometimes my students will understand their peers’
ideas and explanations more than mine.

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? I’m not sure how the laws have changed,
but each year we have new guidelines related to writing IEPs. Our Special Education
Instructional Facilitator (SEIF) gives the Special Education Team updates about the changes. It
can be frustrating because we may be required to hold IEP revision meetings in order to adhere
to the new guidelines.

Interview Question10: Describe both teacher and student uses of technology in the classroom. Each student
in our school has been assigned a Chromebook or an iPad in order to complete online
assignments or to work on programs that have been adopted by the school district. I also use
my computer, ELMO (document camera), and projector to model using the programs.

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Interview Question 11: Describe some of the teaching strategies you use for your students with special needs. I
use a lot of visual and hands-on strategies for my students. I made tactile letters for a student
with visual impairment. I use place value charts and base ten pieces for math lessons. I also try
to ensure students are engaged in lessons by asking for frequent participation such as writing,
discussing, highlighting, and drawing throughout each lesson.

Interview Question 12: What procedures or strategies do you use to maximize instructional time for your
students with special needs? I try to maximize time by having daily routines. The less time I have to
spend explaining what to do when students finish a task, the more time I have to spend in small
groups. It takes a while in the beginning of the year to establish these routines, but it pays off
later.

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? Each of my students has an
individual point chart that allows them to earn free time, a snack, or an item from the treasure
box. I also have a clip chart that I use to rate student behavior for the morning and afternoon.
Students color a daily behavior note to share this rating with parents. I also have a “Mystery
Worker” system that I use after each lesson. I have a bag that contains a slip of paper with each
student’s name. At the end of the lesson, I pull out one of the slips of paper. If the student was
working hard, he/she gets to choose an activity for the class such as free time or recess. If the
student was not working hard, the person remains a mystery. Students often consider whether
it may have been them. When students exhibit negative behavior, I often use a timer to
determine how much time they will have to sit out of the next fun activity. For example, if a
student takes more than one minute to follow a direction, I start my timer. The student will owe
the amount of time it takes to follow the direction. Students know this routine, so it is never a
surprise.

Interview Question 14: How are special education specialist involved in the instructional planning process? We
have related service providers such as occupational therapists and speech/language
pathologists who write present levels in IEPs for students who require their services. I
collaborate with them to write goals and to implement strategies in the classroom.

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? I am evaluated once each year. The Nevada Educator
Performance Framework (NEPF) is used to determine the scores on my evaluation

Interview Question 16: How are you accountable in your evaluation for students with special needs? All of my
students have special needs, so my evaluation is related to how well I meet their academic
needs. My supervisor observes how I modify the curriculum and keep students engaged.

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? I
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receive the instructional materials for programs that have been adopted by the school district in
addition to the materials that have been adopted by the Special Education Department. I also
receive an annual budget of $1000 to spend on instructional materials and supplies for my
classroom.

Interview Question 18: What surprised you most about teaching students with special needs? I am
continually surprised by my students’ abilities in non-academic areas. For example, many of my
students have great artistic abilities and are extremely creative. Others are very athletic.
Knowing this about my students can be helpful in creating lessons that motivate them.

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 name Taron, he looked like he was severe and non-verbal autism. Once I
got to know him a little bit more, I learned how sweet he was. Taron just loves giving hugs. The teacher let
Taron hug her or the paraprofessional if he tries to put hug them, but they will never try to hug him. While
observing Taron, I noticed that he never had bad behavioral outbursts like screaming or punching, he
was always so happy. In class, he was treated the same way as the others when it came to discipline and
stuff like that. But he didn’t really do his work all time or following directions very well, and the teacher
kind of let me his own thing sometimes. If Taron did his work or follow directions, he would get praise for
it. Mostly that was all that really happened when I observed him.

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

>>> My 10-hour field observation was amazing, enjoy my experience. My cooperating teacher was patient
with me and understanding when it came to school schedule. she answered all my question asked her
about teaching, I learned so much from my cooperating teacher. Observing the classroom, help me
understand how it feels to be in an actual classroom environment with students. It also, my cooperating
teacher introduced me with new technology, incentives, and many other things that can help with my
future teaching career.
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 cap stone 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 field observation hours in these courses:

EDU 203 Introduction to Special Education

This class is where many of our students 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 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: >>> Introduction to Special Education 203

CSN Professor: >>> Jacqueline Sgobba

CSN Professor’s Phone >>> 702-651-4400

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

Student’s name: >>> Chloe flock

Student’s email: >>> 5007336602@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.

TIME LOG - CSN Field Observations

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CSN Student: >>> Chloe Flock

CSN Instructor: >>> Jacqueline Sgobba

CCSD School Assigned: >>> Ruthe Deskin Elementary

CCSD Cooperating Teacher: >>> Ms. Sara Stevens

CCSD Grade/Department: >>> 3-5 grade Special Education self-contained

CCSD School Principal: >>> Jessica Robbins

CCSD School Phone & Fax: (702) >>>799-4600 (702) >>> 799-4609

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

3/4 9:08 12:08 3 ss

3/11 9:35 3:17 6 ss
4/17 9:35 12;18 3 ss

TOTAL HOURS: 12

Cooperating Teacher Signature: _____Sara Stevens__________________________ Date:

______4/7/22_____________

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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

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

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

_3____ Professional appearance, adherence to CCSD dress code

__3___ Reliability, punctuality

___3__ Communicates effectively with teachers and staff

___3__ Demonstrates manners, graciousness

___3__ Reflects upon observations using critical thinking

___3__ Demonstrates enthusiasm and curiosity toward the profession

___3__ Models respectful behavior with students

_3____ Uses appropriate language

_3____ Exhibits pre-service educator success indicators

Comments:
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Cooperating Teacher’s Signature: __Sara Stevens________________________________ Date:

_4/7/22_________

CSN Field Observation Packet © CSN Education Department 2017 Page 14