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: >>> Estephanny Prado

CSN Course: >>> Education 203 Special Education In Contemporary Society

Professor: >>> Dr. Dale B. Warby

Professor’s email: >>> dale.warby@csn.edu

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CCSD School: >>> Eileen B. Brookman Elementary School

Cooperating Teacher: >>> Ms. Oliveto

Save this completed packet for this class, and your Education Capstone Course, (EDU 299).
Your CSN instructor will let you know their required format for submitting the observation
assignments within this packet.
BEFORE ARRIVING ON THE FIRST DAY...

1. 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
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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, 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:
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 • 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.

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 is very organized with different sections as to wear the teacher has her reading books, supplies
and a section where papers need to be turned in. On the left side of the wall there is an AR progress where she
has different students names who have accomplished specific points. On the white board the morning assignment
is written so the students know what the first assignment is. The alpabet is right above it with bright colors so the
students are able to see them. On the right wall we have numbers counting all the way to 120. The calander and
a place value chart made with bright colors so it catches students attention. The back wall has a sound chart
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where a sink is for students to wash their hands. The classroom is very neat, students understand the procedures
and know what their duty of the day is.

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. >>>
The make-up of the class consists of 7 girls and 5 boys which include Hispanic, black, white and Asian, also 3
students that have IEPS.

Observation Question 3: What are the posted class rules in the room? (Exactly as written) >>>
Rules listed on the left wall are 1. Follow directions quicky 2. Raise your hand for permission to speak 3. Raise
your hand for permission to leave your seat 4. Make smart choices 5. Keep your learning community happy and
6. Keep your eyes on the target. Kelso’s choices are also being used.

Observation Question 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance? >>>
The teacher enforces the rules when she wants their attention she will clap and compliment
those who are very quiet. An example would be that she will state class class and the students
will reply by saying yes yes. Also she gives positive reinforcement by saying ,“Oh look at
Aliana following the rules and being nice and quiet.” If rules aren’t followed as a class they will
begin to gain points but those points are bad the more they have the higher chance they have
of losing recess.

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 if it is a general classroom with a student that has an IEP he has is taken out of class to
check on his learning.
This is a general education class that has 3 students with IEP’s. The workflow seems to flow
smoothly everyone is aware of what needs to be done and the time they have to do so. The
students with the IEP’s are taken out of class and are given more time to do work.
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?
Inclusion is clearly seen here everyone is involved in class activities.
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?
The teacher teaches in a whole group setting even when the students are put into group
instructions will still be given as a whole.

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?

On the white board the teacher will add what their next task is erase once completed and add the new
assignment and this is repeated throughout the day.

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.

The teacher focuses in whole group teaching, this helps students with IEPS explain to others
what they have learned when it is time to sharing answers.

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.

The classrooms lesson starts off with breakfast once that is done they continue with their
morning assignment then splitting into groups to share what they have learned. Then they can
continue with their reading online. The ingredients that are most important in crafting a lesson
plan for students with IEPS is by making sure that once they are done working in teams they
are also pulled away to make sure they truly understand the lesson plan.

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

A sensory modality is used by the teacher there is a bell that goes off when they must turn in
their work.

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

The teachers teaching style would be progressivism because she promotes moral
improvement by asking kids to act better and fix their attitude when they are misbehaving.
Social welfare is used when snacks are provided for those that weren’t able to have anything.

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?

The alphabet contains pictures of Disney characters which are white, black and hispanic.

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

The students had a practice test that was presented to them through an online program called
Kahoot where the question will pop up and they select their answer on their computer. Excited

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as to who was going to be placed they all jumped out of their desks when they would get an
answer right.

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

No kids are isolated in this class setting. Each child is involved despite their behavior.

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

time is managed efficiently.

A timer is put on the smart board that counts down as they are finishing an assignment.

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

The teacher will simply mention when it is time to move on to the next assignment she starts
by grabbing their attention stating class class they respond yes yes and she goes on
explaining what they will be doing next then proceeds to write it on board.

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

The teacher will state class class and the students respond yes yes when she needs their
attention. It is very affective students automatically stop what they are doing to respond and
focus on her.

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

They are assigned to log into their Lexia where they have assignments like articles to read, or
read to self on their laptops.

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

A student seems to be getting out of their chair and constantly dancing around. The teacher
focuses on him and states we need to keep calm bodies. The student understands that he has
to calm down and take a seat. If this escalates to more they will step out of the class and have
a one-on-one conversation to fix the problem.

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 are no specific notes as to what the students need to do but the teacher keeps them on
track by saying a specific time as to when their next task will be.
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
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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 property is very clean there is a fence all around the playground to keep students safe. The
parking lot is right in front of the school, and there is also a side walk in front. The feelings here are very
safe each student is usually with a buddy or a teacher when in the halls.

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

School Halls are very neat and covered with student pictures and work done. The lighting is very good
there’s windows in classrooms but they are covered with blinds. There’s carpet in the whole school and
there is arrow on the floor for student going up and down the hall due to covid restrictions.

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 felt very safe when visiting the school everyone around me or simply anyone that I
would bump in to at the hallways made sure to greet me or simply ask how I am doing.
That made me feel very welcomed. I feel the students feel comfortable because
everyone gets to share and be a bit of who they are.
School Culture Question 2: What is the school’s motto? How does the school
demonstrate the motto? Give examples.
The motto is constructing the path to success. They demonstrate this by teaching the
children what is needed for their grade level. The teachers I was able to meet seemed
very committed in making a difference so the students get the best education possible.
School Culture Question 3: Did the students, teachers and staff seem friendly, happy
and approachable for students, parents and visitors?
Yes, the staff were very nice and friendly as soon as you stepped in they would smile
and welcome you.
School Culture Question 4: Look at the formal practices: School bell schedule, and the
grouping of students. (Grades, block scheduling, periods). Does the school use inclusion, or a
pull-out program for special education students?
The school does focus on inclusion there was a class where I was taken to observe the
different type of lessons for kindergarteners and they had a student with down
syndrome. Collaborating with others but also close by to her aid.
School Culture Question 5: Compare and contrast current school cultural environment with
school historically.
Back in the day students were taught about tradition, customs and religion, schools now
education material that will help them continue with school. They are similar because all
teachers ever want is for students to achieve and do their best.

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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?
The students seem to love their teacher very much. There was not a single kid that
would not raise their hand. If anything they would try to raise their hands up high to
answer or ask questions.
Culture of the Classroom Question 2: Evaluate the interactions between teachers and
students, rapport, cohesiveness, distribution of power, tone, frequency and reinforcements.
The teacher and students relationship is very close they communicate very well with one
another. The tone is very calm no one shouting or upset. Reinforcement is put in place when
someone steps out of the line.
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?
All the students want to participate as they raise their hands to answer questions. The
teacher will answer their question if need be. If the student comments on something silly
she laughs with them.
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?

The teacher has 3 students with IEPS no special education students and she enjoys helping them. One
summer she was called to help out for special education and it was a great learning experience. Though
it was tough as it was her first time ever teaching them.

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 teacher learned that every child is different in the way they process certain things. Goals
are put in place that they need to accomplish. The hardest thing would be to getting to know
each child differently and strategies needed to be used and their behavior. Has never helped
with special education.

Interview Question 3: What have you learned or done differently after facing some challenges with
teaching students with Special Needs?
The teacher learned to be very patient some challenges were to come up with lesson plans the day of when she
had to sub for special education.

Interview Question 4: What do you feel could have helped you more in beginning your career as a
Special Education Teacher?
While in college offer actual classes that specifically explain how a classroom will be ran and the
programs that will be used in different grades instead of trying to learn a specific plan the day before
when teaching.
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Interview Question 5: How do you address the different student characteristics, behaviors or needs in your classroom?
There are only 3 students with IEPS and they have mild autism so they are just put to use their computers but still interact
with class.

Interview Question 6: How do you use the IEP to accommodate different needs, and or
modifications for your students? So when they meet they decide how much time they are in gen
ed and when they will be pulled and be with their special ed teacher and test visual and hear
impairments. To see if it affects other students.
If modifications are needed she still keeps them in class but they will get more computer time
to do their work than others but they are not singled out. The students are kept in class all day
but are taken out once.
Interview Question 7: Describe team collaborations. What is the purpose of these collaborations?
(Consider lesson plans, help for students, addressing challenging behaviors, etc.)
The purpose of team collaboration for the students to create social skills and learn to be able to
communicate with one another.
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?
Creating a lesson and look at standards and language where are we starting out and where
they need to be so working backwards to reach the main goal.
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?
Does not have the information needed.
Interview Question10: Describe both teacher and student uses of technology in the
classroom.

Teacher uses smart board to explain different assignments and the students use their school
laptops to go on school programs.

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

Some of the strategies used when she helped special ed was to keep students from hurting
themselves and to help them achieve as much as they can. By helping them out with all school
work.

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

Can’t answer no special education students.

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?

When a student seems to act out she will pull them outside and have one ones. Positive
reinforcement is always given when the kids are on best behavior.

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

IEP students were involved in all the work but were pulled away when it came to working
individually to be helped.

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

Evaluation 3 or 4 times for probation but after that once every year all day random pop up by
principal.

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

Accountable to make sure IEP students meet their goals and understand their work process
and goals.

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?

There’s really nothing in place but she is able to go talk to admins if any issues arise their door
is always open.

Interview Question 18: What surprised you most about teaching students with special needs?
Surprised how they have to really get to know their students in every aspect to know how to
meet their needs and goals. Also teacher aides have to have their full attention on them to
keep them on track and safe.

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.

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>>> When I was taken to a kindergarten class I noticed while the teacher was teaching the
student with down Syndrome just wanted to be on the floor but the aid kept telling her she had
to get up. The students around her seemed to be used to it so they just continued on with their
work. The teacher was going over items that were bigger than one another the student with
down syndrome was just not having it and didn’t want to sit on her chair. What I have learned
from putting myself in that lesson is that it can be hard at times. When you are trying to help
everyone else.

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

>>> My experience throughout the observation was very educational. I was able to learn
about the students and the teacher. I was able to see personally how teachers are so
dedicated to their job and want nothing but the best for their students. I was also able to see
other classrooms and compare the different styles of learning each teacher brings to the table.
Attention seeker strategies are very helpful when getting the students to stop what they are
doing and face the teacher. I enjoyed seeing how it is important to build bonds with the
students that way they feel safe and happy. When a student feels that way they will continue to
be nothing but the best and always do their best. A teacher has a lot on their plate during their
prep time they must get their things ready for the following task and so on throughout the day.

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: >>> Education 203 Special Education In Contemporary Society

CSN Professor: >>> Dr. Dale B. Warby

CSN Professor’s phone: >>> 702-651-4189

CSN Professor’s email: >>> dale.warby@csn.edu

Student’s name: >>> Estephanny Prado

Student’s email: >>> etephanny.prado@student.csn.edu

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

CSN Student: >>> Estephanny Prado

CSN Instructor: >>> Dr. Dale B. Warby

CCSD School Assigned:>>> Eileen B. Brookman Elementary School

CCSD Cooperating Teacher: >>> Amanda Oliveto

CCSD Grade/Department: >>> 1st grade / inclusion

CCSD School Principal: >>> Darren Hall

CCSD School Phone & Fax: (702) >>> 799-7250 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: ________

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
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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 Indicatore 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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