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: >>> Evelyn Duran

CSN Course: >>> EDU 203

Professor: >>> Jacqueline Sgobba

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

CCSD School: >>> William E Ferron Elementary School

Cooperating Teacher: >>> Mrs. Miller

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. >>>
The classroom seems to be organized but a little disorganized at the same time. This class is a self contained
classroom so there aren’t many desks. The students seem to be very comfortable in here.
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 are 3 students in this class
Observation Question 3: What are the posted class rules in the room? (exactly as written) >>>
Be respectful
Be kind
Treat other the way you want to be treated
Stay on task
Observation Question 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance? >>>
The teacher does enforce these rules, when a student misbehaves he/she has to move their behavior stick from
green to yellow.

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. This classroom is strictly a special
education classroom and the workflow seemed very organized. The teacher had a time for everything.

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,

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and/or more going on in the room? There is co-teaching and one teacher does reading groups while the other
teacher works with the kids with their spelling

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?

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? 
I noticed that at the end of the day she teacher would give the students 2 recess pieces chocolate if they behaved
that day. I think that helped and motivated the students to stay focused.
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 helps
every student with how they need it. There was a student who is deaf and she sits closer to her so its easier for
the student to hear her.

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. When they were doing the
reading lesson what I noticed she did was have all the students read the books together out loud because she
said when they do popcorn reading the students tend to not pay attention to the student reading.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. The teacher incorporates sensory games for the younger children that also help them learn the
material being taught that day.

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

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?

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

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why? I did not
notice any students isolated from the rest of the class.

Instruction Question 9: Is instructional time managed efficiently? Please explain Instructional time is managed
very well she has a time for everything.

Instruction Question 10: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? She uses about 2 minute breaks between each subject to let the kids
relax a bit and be ready for the next lesson.

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Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? She uses a microphone and a bell that nakes
funny sounds and they are very effective

Instruction Question12: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. There is only one student who does not seem to be able to
finish his assignments he always seems to do them half way then work on something else.

Instruction Question 13: 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.

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 was just recently rebuilt and it looks amazing. There is a big parking lot many trees and they
even have a school garden.
Culture Question 2. Next, explain the interior of the school: halls, floor coverings, lighting, doors,
windows, hall colors and decorations and entrance security. >>> The inside of the school is roomy and
very colorful, there are two floors one for kinder-2 nd and the second is 3rd-5th. There are bathrooms
at every floor and the playground and field is very big.

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? I think students feel very safe in this school,
teachers and administration know the name of every student which I think makes the students feel good
about themselves.

School Culture Question 2: What is the school’s motto? How does the school demonstrate the motto?
Give examples. The schools motto is be kind, be respectful, and be courageous the school demonstrates
the motto by having the staff show the students that they can whatever they put their mind to

School Culture Question 3: Did the students, teachers and staff seem friendly, happy and approachable
for students, parents and visitors? The students are very nice and respectful and the staff is very nice and
welcoming.

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 has the special education work a little more with the special
needs students

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

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 Culture of Classroom Question 1: Does it appear that students 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.

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?

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?  “my first job at this school was being the librarian so I guess you can say I did come in late
to this teaching profession”

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? “The only
challenges I seem to have is behavior issues the kids are amazing.”

Interview Question 3:  Whathave you learned or done differently after facing some challenges with
teaching students with Special Needs? 
“I learned that teaching with special needs children every kid is different and learns different
from anyone else”
Interview Question 4: What do you feel could have helped you more in beginning your career as a Special
Education Teacher? “I think if I had more time to prepare to the transition”

Interview Question 5: How do you address the different student characteristics, behaviors or needs in your classroom? 
“I just remember that each student is different and that they each have their own learning needs”
Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications for your
students?  “My IEP changes a lot because the students often seem to get better at the things they struggle with
before.”

Interview Question 7: Describe team collaborations.  What is the purpose of these collaborations? (Consider
lesson plans, help for students, addressing challenging behaviors, etc.)  “When I have team collaborations its
mostly to have the kids interact educationally with one another. Some challenges I have with this is sometimes
students don’t stay on task”

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?    “You just need to remember
that you adding something so that the student with special needs learns well is not affecting the other students in
the classroom”

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? “Well I have only been teaching special education
for about 2 years and the guideline have not changed much.”

Interview Question10: Describe both teacher and student uses of technology in the classroom. “We only use the
ipads during free time and when we take reading quizzes”

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Interview Question 11: Describe some of the teaching strategies you use for your students with special needs. I
have a student who needs the Ipad in order to stay on task so I let her have it with her at all times”

Interview Question 12: What procedures or strategies do you use to maximize instructional time for your
students with special needs? “I try and make the lessons fun and accommodate to their needs”

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? “The best behavioral
consequence that seems to wok best is telling them that they won’t be able to have the candy at the end of the
day, that really seems to help”

Interview Question 14: How are special education specialist involved in the instructional planning process? “The
specialist usually let the kids do the same activities as the other classes unless they need to change something in
the lesson to accommodate a student with special needs”

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? Im evaluated maybe once or twice a month and im not really sure
what tool is used by administration for determining my teaching performance”

Interview Question 16: How are you accountable in your evaluation for students with special needs? “Im
accountable by if they improved since the last evaluation, even if it’s a little thing like behavior”

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?
“Parents are very supportive in this class, they always keep me updated with any changes I may need to know
about their child with special needs”

Interview Question 18: What surprised you most about teaching students with special needs? “What surprised
me the most was how its not as easy nor hard teaching kids with special needs”

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. 
>>>There was a student names Mirabel, and she has ADHD. She needed to eat with the teachers per
request from her mom. She seemed to have issues with focusing and she would always want to be on her
Ipad. There was a book that she wanted to read during one of my visits and she wanted to read it to me.
Before she began, she told me its her favorite book. She seemed to enjoy it so much because she would
laugh every page. She seemed to be able to pay attention when the lesson involved a book, she loves
reading and I think its what caught her attention the most.

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

>>>
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My experience with this field observation was so fun. I loved every minute of it, through the days the students
warmed up to me and would even come up to me to ask me questions. There was a student who told me “you’re
going to be a great teacher”. That really warmed my heart, it reminded me why I wanted to become a teacher in
the first place; the kids, I love working with kids and seeing them grow. The environment in the classroom was so
amazing, from the moment I got there I felt welcomed by both the students and teachers. The school was so
welcoming as well. There was many times where I felt like apart of the teaching community; I went to my
observation hours during teacher appreciation week and the teachers let me participate in it. The principal was
giving out goodie bags to the teachers and she gave me one for being a future teacher. She told me that when I
finish school I’ll have a job ready for me at their school. That made me so happy and keeps me motivated.
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)

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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 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: >>>

CSN Professor: >>>

CSN Professor’s phone: >>>

CSN Professor’s email: >>>

Student’s name: >>>

Student’s email: >>>

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

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TIME LOG - CSN Field Observations

CSN Student: >>>

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

DATE START TIME END TIME HOURS TEACHER INITIALS

TOTAL HOURS:

Cooperating Teacher Signature: _______________________________ Date: ___________________

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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

_____ Professional appearance, adherence to CCSD dress code

_____ Reliability, punctuality

_____ Communicates effectively with teachers and staff

_____ Demonstrates manners, graciousness

_____ Reflects upon observations using critical thinking

_____ Demonstrates enthusiasm and curiosity toward the profession

_____ Models respectful behavior with students

_____ Uses appropriate language

_____ Exhibits pre-service educator success indicators

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

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