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 oi
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.

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.

C› CSN Education Depadment 2017

CSN Field Observation Packet Page 5ASSIGNMENT 1 (Observations): After arrival, take
a seat in a nonintrusive location to begin your classroom observations. Complete the questions below:
Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized, etc.?
Describe the physical environment in detail. >>>

When I first saw the class, I thought it was organized, comfy, and inviting. It looked just like a general
ed class would look like which surprised me.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note. >>>

Because I chose to observe a high school, I saw 5 different classes, not all of the students stayed. It
averaged 7 kids in each class. There were always more boys than girls. Half of the students in each
class were a person of color. I was placed in a SLD class, so all students had a specific learning
disability. Some come and go to other special education classes so there were a few students who
were autistic. They were all not in the same grade, some were freshmen and some were seniors.

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

There were no posted class rules, only the ones the school makes every teacher put up which were
their discipline and tardy policies.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>

Every teacher has to enforce these rules whether they’re general ed or special ed educators. Their
consequences comes from the administration.
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. >>>

This was strictly a self-contained special education class. These students were placed in a SLD class
where all students have a specific learning disability.

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? >>>

Although I observed Mr. Fischer, I was introduced to another teacher who helped out with the students.
One teacher would use the projector and teach the class and the second would walk around and finds
students who need help.

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

Not in a General Education classroom.

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? >>>

This was very easy because I was in a high school with block schedul. There were 4 periods a day,
each an hour and a half dedicating to one subject. This teacher wrote on the board the schedules so
students know what time class will end.

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. >>>

This teacher calls it “I do, we do, you do” where he uses the projector and teaches the students how he
would do the assignment. They would all do it together, still using the projector. Then gives the students
a chance to do it on their own while he and the other teacher help those who needed it. This way every
student can try in their own pace since not all of them were in the same level despite all having SLD.

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. >>>

They use worksheets that they all can work on together so no one can be left behind. They use
websites to show visually how something can be done. They play learning games to help students stay
engaged. Also have their own individual plan on certain websites because they all learn on different
paces.

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

I didn’t see any incorporations of the sensory modalities.

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

I believe that he is an essentialist teacher. I see him transferring knowledge and teaching them the
common core standards. He finds worksheets that teaches the basic on what they should be learning in
their level.

Instruction 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 only saw a Nevada State flag as a culture décor.

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

The students all seem engage. Most likely since their chairs face one way and the class is so small.

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why? >>>
No student was isolated, I’ve seen some students that talk less out loud but they all had friends with
either the students or teachers.

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

The high school uses block schedule, so each subject gets an hour and a half. During those lessons,
the teacher would use a timer when students would learn on their own.

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

It’s very easy with block schedules. Each period is dedicated to one subject so the students know when
and what they’re learning.

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

He would call out to the class. He never needed to use commands because the students never get to
the point where they’re too loud or disruptive.

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

The teacher would use online games like Kahoot to grab their attention and help them learn. They also
offer ipads if students prefer to do their assignments on it or if they needed to google something they
didn’t understand.

Instruction Question 13: What specific behavior issues does the teacher have to deal with? How does the teacher
deal with these behavior issues? Be specific. >>>

None of the students had a behavior problem, at most, students like to talk out loud when bored.

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.>>>

There weren’t any policies or procedures in place that help or hinder instructional time.

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

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

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs, and symbols. >>>

This school has buildings that circle around a courtyard. I didn’t see a fencing, but I’ve seen
some trees circling around the school. The parking lot goes in front of the school and the side
of the building is for students to come and go on school buses. They also have a dragon statue
for their mascot.

2. Next, explain the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>
3.

Their hallways were U shaped, so they all lead to one point. There were no lockers which I
would assume is recent because there were when I attended a few years ago. There was
concrete for the courtyard and tile for the halls inside the buildings. I saw a lot of light blue and
green tiles. I was there before senior week, so I saw a lot of signs for prom and spirit week.

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

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? >>>

I’ve been to this school while in high school, so I’ve felt familiarity while walking down the
hallways. This school cares about its magnet program so they tried to stay up on creativity.

2. What is the school’s motto? How does the school demonstrate the motto? Give examples. >>>

The school’s motto was Optimism, Modesty, Results.

3. Did the students, teachers and staff seem friendly, happy and approachable for students, parents and
visitors? >>>

The staff was very kind and approachable. While walking down the hallways, I’ve had teachers
greet me with a smile.

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? >>>

This school uses block scheduling, so students would have a total of 8 periods, 4 a day. Some
students would have two class dedicated to special education and have the rest in general ed.
Some students would be in general ed 98% of the time and would have 60 minutes a month
taken out of class.

5. Compare and contrast current school cultural environment with school historically. >>>
 This school wasn’t always a performing art magnet school. The school opened in 2004 as a
public school but in 2016 was reestablished as a performing art academy.

Culture of the Classroom: Observe and listen to the interactions between students, students and teacher.
1. Does it appear that students feel safe enough to ask the teacher questions?. >>>

The students felt safe enough to speak their mind on their confusion and would ask for help.

2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>

This teacher projects his voice to have a lenient atmosphere. He talks similar to a helpful friend
and isn’t afraid to joke around with his students.

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

I’ve seen all students participate at least once. Not every student wants to speak up but they all
do their work.

Teaching special needs was my first choice. My mother was a special education teacher and I always

admired what she did. 

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?  >>>

Teaching special needs was my first choice. My mother was a special education teacher and I always
admired what she did.

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? >>>

Challenges include finding creative and effective ways for students to retain information. I have learned
every student is unique. If a strategy works on one student, it may not work on another.

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

I have learned that you need to be flexible when teaching students with special needs. Things are not
always consistent and at times do not always go according to plan. You have to adjust to find effective
ways to help students learn.

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

I felt very supported when I started teaching. I had great mentors and supervisors who helped me grow
and become more comfortable in the profession. For me, I just needed to calm down and not get so
anxious.

Interview Question 5: How do you address the different student characteristics, behaviors or needs in your
classroom? >>>

Every student is different. It is important to understand the unique nature of each student to effectively
address behaviors and needs. Having clear and understandable rules and expectations for your
classroom is essential.

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

I use the IEP to determine the appropriate accommodations given to the student by the IEP team. If a
student is new, I can use his/her present levels to determine appropriate strategies in teaching this
student with special needs.

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

Special education teachers meet routinely to discuss successes and failures in lessons, how to reach
troubled students, and finding new programs to help us differentiate the needs of our students.
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?    >>>

Do not be afraid to modify or change a lesson plan in the middle of a lesson if you see that a change in
plan would be effective.

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? >>>

The biggest change was over the pandemic years. We have to make IEPs to reflect different learning
environments that students may be in (online, hybrid, and in person)

Interview Question 10: Describe both teacher and student uses of technology in the classroom. >>>

Teacher uses computers, an overhead camera, and projector. Students use chromebooks, iPads, cell
phones, and calculators. Various software programs are used throughout the learning process as well.

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

The "I do, We do, You do" strategy is very effective especially in areas like math. Teacher models how
to solve a problem. Class and teacher do problems together. Then students do problems independently
to see if they have acquired the skills needed.

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

We use clear and understood expectations and routines in my classroom. Students with special needs
(especially Autism) need structure throughout the day. It is very important you give them that structure
they need to be successful.

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? >>>

Behavior consequences must be consistent and clearly explained. If a student has an active parent,
calling home can be effective by getting a parent involved in trying to correct the inappropriate behavior.

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

I plan with my paraprofessional to collaborate on different lessons and strategies that might be helpful.
Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance? >>>

I am formally evaluated 3 times per year. They use the approved CCSD evaluation tool for our
evaluations.

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

I try to have honest reflections about my performance and make changes that would benefit the
students.
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? >>

We have instructional leaders that meet with teachers to find effective ways to teach students with
special needs. We also receive a budget every year for our special ed classrooms.

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

I was surprised by how capable the students truly are. They do not let their disabilities define them or
hold them back.

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. >>>
I observed a student named Riley. I thought he would be the best choice because I’ve seen
him the most throughout my observation. The teacher I observed had a total of six classes to
teach, and I stayed for five of them. In those 5 classes, I saw Riley in all the ones I attended.
This meant that Riley needed to be placed in special education for math, ELA, history, health,
and prevocational. Riley was placed in that class because he has a specific learning disability,
but I noticed that English was not Riley’s first language. Riley was a student who always
participated in his work. He was also very vocal about his thoughts and always let the
teachers know what he was thinking. When confused, he was never afraid to say what was on
his mind and ask questions. I could see that he struggles to do his work by himself and needs
help, either from the teachers or from the internet. I noticed that he has a little trouble
understanding social cues. I can see he has friends in the class but it’s not often I see him
talking to those he barely knew. When someone sat in his seat, he didn’t say anything, he just
stared and waited for the student to realize he was in his seat and move out the way. He also
didn’t talk to me even though he was the one to guide me in the room. While observing the
class, I can see that he continuously stared at me and made a few efforts to talk to me. I can
see that Riley has a nice relationship with Mr. Fischer. Sometimes, Riley doesn’t understand
that Mr. Fischer is being silly with him but he still smiles and loves to be included.

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

>>>

I wanted to finish my hours as soon as possible, so I planned to finish my observation hours in two
days. I felt it was best that I could watch an entire school day in two days, especially since they had
block scheduling and I could see what they did on both days. I was placed in a self-contained
classroom specifically for students with SLD. I was surprised to see that there were different types of
special education classes. When I was in elementary school, there was only one class dedicated to
special education, and there were about eight kids or less. At this high school, they had different types
of special education classes. They had to co-teach SLD, Autism, and FLS. One of the subjects they
taught was prevocational, where the class went to the cafeteria and helped stack up the chairs after
lunch. I met students who were mute, autistic, and had Down syndrome to help. I was very lucky to be
able to attend an IEP meeting with the permission of the parents. I learned a lot in those 15 minutes
and wrote down many notes that I thought would help me in the future. I felt very inspired by observing
my teacher. I had this idea of what special education would be like, and it wasn’t like I thought. The
students were very calm, probably because they had a very caring and calm teacher. I learned a lot
more than I expected, and I'm glad I now have a better idea of what type of teacher I want to be in the
future.

GSN Student:

CSN Instructor:

CCSD School Assigned:

CCSD Cooperating Teacher: >>>

CCSD Grade/Department: >

CCSD School Principal:

CCSD School Phone & Fax: (702) (702)

Record accurate data for all school visitations in the table below

TOTAL HOURS:

Cooperating Teacher Signature:

CSN Field Observation Packet

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