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 modi ed speci cally 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 rst time.

  Within this packet, you will nd the required eld experience assignments and other documents that you
must complete in order to pass this class.

Your Name: >>> Jessica Martinez

CSN Course: >>> EDU 203

Professor: >>> Dr. Dale Warby

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

CCSD School: >>> Clark, Ed W. HS

Cooperating Teachers: >>> Daniel Morelli, Kathryn Hood, Airy Resurrection

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.

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 BEFORE ARRIVING ON THE FIRST DAY...

1. First, contact the principal and of ce 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 eld 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 re ect a willingness to learn, and are re ective of a future professional educator.

4. The rst half of your eld 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
re ecting 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 of ce and let the Of ce 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  ll out ANY check-in
paperwork for school safety. Be patient while the information you’ll need is located by the Of ce 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 rst 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 rst 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.

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 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 of ce 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 con dential. 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 ful lling their observation requirement in the assigned school district. Appearance creates credibility;
make a good rst 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 tting clothing, warm-ups,
sandals, ip ops, 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.
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 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 Con dentiality 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 rst impressions of the classroom environment? Is it warm, inviting,
organized, etc.? Describe the physical environment in detail. >>>
My rst impression of the classroom was that it was very warm and fun. There were two teachers with
three PTA who are all so kind and welcoming. The classroom was bright and very organized with all the
desk facing the board. There was a big bathroom where the students can be taken to wash up. The room
was very inviting with it having so much music and laughs. There was a round table in the room where
teachers sat with some students to complete assignments. There was also a total of three desk in the
center of the room facing the board and the teachers’ desk.

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 a total of ve students in the classroom with three girls and two boys. Including their ethnicity
two were Caucasian and three Hispanic. The room was a life functioning class which means that there are
academics but not too much since the overall focus is to prepare students to practice life skills by
learning how to cook and clean but due to the pandemic that isn’t much possible so their focus, at the
moment, is some academics with learning the states and how to be good friends. Four of the students are
in mechanical wheelchairs so the room is very spacious so students can go around. The students do
have challenges such as being deaf, blind, etc.

Observation Question 3: What are the posted class rules in the room? (exactly as written) >>>
There are some rules in the classrooms posted but they are more said than written. For example, they
have posts that say rules on how to be a good friend. They have written down phrases such as: “a good
friend does not force you to do something you don’t want to do”, “a good friend helps you when you
need help”, “a good friend always listens to you”

Observation Question 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance? >>>
Yes, the teachers really do enforce these rules, when a student does not treat someone else nicely one of
the teachers or PTA ask them “is that something a good friend would do?” The students have trouble
responding but the teachers and PTA have worked with some of these students for 4 years and are able
to communicate them and know what they say along with what they try to say with their eyes and
movements. The teachers make sure to talk with the students if they act rude, there are not any
consequences but they speak to them in a way they can understand and they really do understand
because they can act on st bumps and laughter or smiles.

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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 White board
Laying down area

projector
Couch area Teachers’ desks

Student desk Student desk

door
Group table area

Bathroom area
door

door

Mrs. Hood’s Classroom

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

I am strictly observing Special Education classrooms, the classroom layout is a Special Education
classroom that focuses on life functioning skills. The work ow is very smooth, they are their only class,
so it all runs smoothly. There are a total of ve adults who care for the students, when I arrive to the class
they are already running because work ow starts from the beginning, and they are around the fourth
period when I get there, so almost 2 hours later. The teachers care for all the students and make sure they
complete any work if they have any.

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?

The layout of the classroom is very effective, there is plenty of space for students to move around
especially for students who are in an electric wheelchair. There are two large tables for students in the
classroom, since four of the students are in electric wheelchairs, they can have enough space while
seated and move around if they wish. Since the tables are large teachers can deliver their instruction,
their lessons are delivered by providing students with large fonts for them to read and they also put down
buttons there which are labeled “yes” or “no” for them to responds to the teachers. In the classroom
there are three PTA’s who assist students and teachers, there is also a large bathroom for their
assistance. As soon as you enter the classroom there is a station teaching for teachers who deliver
lessons, and at times there are other students and teachers in the Special Education Resources who
come to get assistance or to use the restroom. There are two teachers, Mrs. Hood and her co-teacher Ms.
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Tanya, and there are three PTA teachers. The teachers do deliver instructions in whole groups but there
are moments of individual assistance since there are some students that need a little more support.

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?

For my current observation I was in a resource 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, speci c
directions, posted in or around the classroom to enable children to keep track of their day?
 Yes, they have four different cards that each have pictures with different words, when they go to the front
and show the image students immediately know what to do once they see the image. One of the cards
does have the image of the lunchroom with the word “breakfast” and once they see the image students
immediately know that it is time to go each lunch. These images help them keep track of what they will be
doing.

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’s instruction is delivered both in whole groups and individually, she has few students all
who learn differently so she presents the idea as to what they are learning and how they’ll complete it but
she goes to each student and tells them what they will be doing for the day. There is a co-teacher who
helps students along with delivering lessons but there are other PTAs who help the students with their
tasks. The designs are done through videos that way students can hear it and there are even short songs
about the lesson such as state capitals and that really captures the attention of students.

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.

One of the teaching lessons that was made was about the states and in that lesson, they presented what
they would be doing and started off with one state as a worksheet. For the day students were learning
about Illinois and their state ower, capital, and even color in their ag. They really emphasizes how
important it is to let the students go at their pace slowly, since they are all different and have the day to
work on it they allow students to be free on this. The teachers make sure to go to all students and remind
them to work on the worksheet. Some students are able to nish the worksheet faster than other students
but there is no hurry with it, they introduce the idea by making sure all the students are comfortable and
listening, then they at times do repeat the lesson because students may have not given their full attention
earlier.

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

The teacher does incorporate the sensory modalities, for starters with visual they play them these
dancing song videos where they sing about math, history, or really any topic. They use auditory by giving
them songs in the background that include talk about the lesson or any other life lesson such as how to
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 be a good friend, the use of reading/writing is presented by having them write on paper and read signs on
the wall like the alphabet or signs that mention what they’re going to do like ‘lunch.’ At last they use
kinesthetic by giving students blocks to use, along with dgets, and they also give then buttons with
words like ‘yes’ or ‘no’ to communicate with them.

Instructional Question 5: What Philosophical teaching orientation(s) best t the teacher’s teaching style?
Provide examples.

I would say that the philosophical teaching orientation that best ts the teacher’s learning style would be
essentialism. The classroom’s purpose is to teach functioning skills and one of the philosophies best
tted is essentialism, the focus of essentialism is to teach students lesson and proper skills that will help
them progress in their life and education. While the teacher does teach them about state capitals they
also want students to learn about cooking, cleaning, and work with money because these are skills they
will need in their life.

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?

To meet the needs of today’s culturally diverse student population they all really focus on telling
students about good friendship and how that includes not judging people, they even tell them how they
should not judge others based on their skin tones or religion.

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

Yes, while it takes time for the students to focus on what lesson is being delivered the teacher work hard
to talk to them about it, if they learn about being a good person and a student does something not so
friendly the teachers would mention ‘that is not being a good friend right now why don’t you say sorry?’
They make it a focus to keep them engaged and that especially helps after they play them some of their
favorite songs. They play them songs about how to count money, these videos include a dance and it
really makes the students excited which makes it much better for the teachers once the lesson is going to
be delivered.

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

There are no students isolated from the rest of the class, they are all being talked with and helped. There
are moments students want to be alone with guidance and the teaches and PTA are willing to do so but
keep an eye on them from a distance.

Instruction Question 9: Is instructional time managed ef ciently? Please explain

Yes, it is not an “ordinary” instructional time, instead it is delivered throughout the day because it takes a
little longer for students to nish assessments and fully grasp what they will be doing. The teachers do
instructional time during different times just to remind students what they are learning that day and what
they will complete.

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

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 I was not able to grasp how the transitions are made from one subject to the other but they do make sure
to move on once students nish an activity or assessment and do show by showing them a quick
animated video on the next subject whether it be about states, money, friendship, or food.

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

The teacher does not have any certain “attention getting” commands, instead she goes up to students -if
they are doing something to others- and then proceeds to ask them what is wrong and if they need to go
out with someone to go around the school. She mentions to me how when they are upset it is not their
fault and that something in their environment is setting them off and may need to talk, go out, or be away
from classmates for a little bit.

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

There are various uses of technology in the classroom for both students and teachers. For starters the
teachers use technology to put on videos through the projector, grade their assignments, look at their
In nite Campus, etc. The students don’t use it as often but they do have tablets available to them, there
are at times students who come in to complete their work -who are in other resource classrooms- and
they use their tablets to use text-to-speech.

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

There are few behavioral issues the teacher must deal with in the classroom, there are students who at
times become reactive and try to grab others like their arm and hair. The teacher always takes this
student to the side and talks to them and asks why they are doing that, if something is bothering them,
then have them apologize to anyone they almost hurt. This is not often but she mentions it happens and
anyone who wants to become a teacher in a resource classroom needs to have lots of patience.

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.

To my knowledge from observing the classroom there are no policies to hinder the instructional time. The
school day goes from 7:40 AM to 2:15 PM and I know that the teacher I observe begins instructional time
much earlier however I was not always there for that as I observed another classroom.

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

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

Culture Questions 1. Summarize the school property: building, grounds, fencing, equipment,
landscaping, trees, parking lot, crosswalks, gates, signs and symbols. >>> The school is very open, the
building where all classes are is at and one story. In the outside of the school there are few
outdoor classrooms, the school ground has various different entrances, since there are
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 apartments nearby in the mornings many students walk in from different areas but there are
limited entrances to the building. The front of the school has a large parking lot with double
entrances for vehicles. That parking lot has a street that leads to the left side of the building where
there are much more parking spaces however made for staff near the of ces. The background of
the school has double doors to the of ce and that is where the staff enters, then there is a
staircase that leads to another door to go inside the building. Many doors lead to the outside of
the school however I was told some are locked from outside for safety reasons. There is a lot of
grass and trees where people can wait for the buses or pick-up. There are various crosswalks that
lead to the school, there is a large gate by the outdoor classrooms, there are also stop signs that
protect students who cross to get to the school.

Culture Question 2. Next, explain the interior of the school: halls, oor coverings, lighting, doors,
windows, hall colors and decorations and entrance security. >>> The interior of the school is bright,
there are lights everywhere making it seems welcoming, there are few windows far front of the
school that look out to their garden. There is a large cafeteria that goes out to the courtyard, there
is another gate there that goes out to their theatres, dentist area, parking lot, and back to the
garden. The inside of the school has black lockers, there are large murals designed by students in
the student council who make them for upcoming events or spirit week. There is a library and
right as you exit the library to the hallway there is a wall lled with the history of the school,
trophies, and copies of historical artifacts. There is a different hallway far from that one near the
science and robotics rooms which has all trophies they have won related to STEM. In the
lunchroom there is a room to the ROTC rooms and in the wall next to those classrooms is lled
with trophies the ROTC program has won. The walls are all a beige color, the oors are wooden
but with the bright lights they look yellow. The yellow oors and white walls with black lockers
match the school colors which are yellow, white, and black something interesting I noticed.

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?

Visiting the school, it all felt very welcoming, the mood is bright and everyone is very friendly to
one another and the visitors. The climate seemed very relaxing with teachers being calm along
with other staff members which was great to see especially because that is what students should
see after missing a year due to the pandemic.

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

The school motto is “Educating today…for tomorrow” and I can see how this applies to the
school because they have various programs like the magnet programs, and from what I see in
their trophies in robotics they really seem focuses on their education. Another way I see how their
motto applies is that in their of ces they have a lot of posterboards with Nevada colleges/
universities and many handbooks so that lets me know how they want the students to focus on
furthering their education.

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

The students all seem very friendly, there are a couple in the of ces who work as aides and they
all help out the staff, and the students in my observation classrooms are very friendly as well. The
teachers are especially welcoming, they all made me feel very welcomed and let me know I can
ask questions about anything. The teachers all made conversation with me about stuff I was not
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 aware of like what goes into working as a special education teacher. The staff at the school
seemed very friendly, they made me feel welcomed and told me if I did not feel comfortable in a
class I could let them know or if I needed any sort of accommodation they would make it work.
Everyone at the school made me feel very welcomed but they were also friendly to the visitors by
starting conversations and attending to them as quickly as they could, or even take them to meet
staff if they needed to.

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 hours go from 7:40 AM to 2:15 PM and they use block schedule, they have eight
classes total not counting early bird. An average day there are four classes made by even and odd
numbers. So one day its even day and the following would be an odd day. The school does have a
pull-out program which was made known to me by one of my cooperating teachers.

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

The current school cultural environment is much more diverse, the school is made up of students
with different ethnicities. Compared to schools historically the schools used to be divided with
some schools being for white schools, those tending to be the most “prestige” and now students
are open to students regardless of their background and are able to get the same opportunities as
everyone of their classmates.

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 in my cooperating classrooms all seem to be very close to one another, they are
small classes, so I assume it is easier to become friends plus there is a sense of respect between
students. The students and teachers in each of my classes seem friendly to one another. In the
classes students ask questions with anything they may need help with and teachers answer them.

Culture of the Classroom Question 2: Evaluate the interactions between teachers and students,
rapport, cohesiveness, distribution of power, tone, frequency and reinforcements.

The interactions between teachers and students are respectful, I see how the teachers tell
students they can ask for help or if they need to leave the class for a minute. No moment did the
teachers act like they had more power than them nor did they tell them, they talked to their
students like an equal with a calm tone.

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?

In all the classes I evaluated the students all participated, I noticed there were some students who
talked more than others. In one of the classes I observed the students who participated the most
were male and those who did not participate as much were girls, I was unsure why but they still all
participated and the teacher responded their questions all the same.

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 ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating teacher will
allow you to photocopy for your packet.

Interview Question 1: Was teaching students with Special Needs you first choice, or did this come late in your
teaching profession?

“This was not my first choice; it was a discovery for me. At first, I was a clinical psychologist and then I
found out it was not working out for me. I decided on working in a classroom and I chose special
education since it was closest to clinical psychology. I had no idea back then about special education, I
found it challenging and filled with mystery its great learning more about it. I love that no day is the
same.”

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? “It is very
challenging especially since I teach children with autism, sometimes students will be highly aggressive.
At times children who are highly aggressive you may experience aggression, hitting, spitting, hair pulling,
or cutting your hair. Those will be some of the challenges, and second it would be the paperwork, there is
a lot of data collection and quite rigorous. There will be times an IEP will be simpler or at times very
dif cult. I dealt with these challenges by calling some resources or student services division, you can call
anyone if I experience some physical aggression. The autism program m has lots of support so there is
always support.”

Interview Question 3:  What have you learned or done differently after facing some challenges with
teaching students with Special Needs? “You have to be very patient, I was not typically a patient
person, but I really learnt with this career. It took me awhile to gain patience, I was told that if I
deal with a student who is highly defiant you do not want to make arguments. One, you will be
exhausted by the end of the day and this small quarrel will affect everyone. We are told to take it
one at a time, to pause and take a look as to why this student may be acting this way, they could be
hungry or tired. You have to pause and think, before it was hard because it may be a trigger for
you so it takes time to get the hang of this process. Many special education teachers will just stand
for a minute, not because they are shocked but because they are thinking everything through and
are used to this conditions.”

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 were a beginning teacher it would be the support system. I began with
nothing, and I was not aware as to what was autism back then. I was not prepared for this because I was
in criminal psychology but when I went back for my masters it was all new. If I were a beginning special
education teacher I would pursue a education for specific for which group you want to teach like
functioning life skills or autism.“

Interview Question 5: How do you address the different student characteristics, behaviors or needs in your
classroom? “It does not take a day for me to learn about a student, it is important I catch on their personality and
behavior. The students I teach are in ninth grade, some are a few grades ahead because they need some time. I get to
learn them through different situations like the activities, some students go through the day and complete the tasks
while others need a break, or others are upset and do not want to do the tasks. The fire alarm systems are also a
moment to learn about them, in that situation I know how everyone will react, but most importantly is getting in
touch with parents and learn about their child from them.”

Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications for your
students?  “Here in the self-contained program, the IEP is used every day. It is most useful when they go
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to general ed classrooms, that is where modi cations are so helpful and important for general education
teachers to know. We let them know the students can progress in the regular education classroom. There
should be constant communication between special and general education teachers.”

Interview Question 7: Describe team collaborations. What is the purpose of these collaborations? (Consider
lesson plans, help for students, addressing challenging behaviors, etc.) “Professional Learning Conference
(PLC) is very helpful. We have an activity and there we the teachers are called, and we help each other out
as colleagues. We also have a departmental meeting for special education, and it is so helpful during the
pandemic because the district releases new information. The IEP meetings consist of the general
education teachers, the teacher, if there are related services like speech therapist or occupation therapist,
behaviorist, interpreters, they are also there. You not only hear your perspective but everyone else’s. It
really helps the student as well because we are all able to talk about what will be best for them and the
parents will know what is going on. Having the student and parent feel calm and know that their child is
finding the resources they need, at IEP meetings everything is addressed.”

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?    “I think it is the
differentiation. You have to speak to the case manager, if a student can go to a general education class it
means they may have problem behaviors but they certainly keep up with the pace in a general education
class. There should be good communication with a general education teacher and the case manager to
go over what they need. So there is also be a familiarity with their behavior, also with the case manager
you can talk about what you should do to have a student refocus or improve their writing skills. Also to
keep in mind that sometimes the attention of a student eets, in a general education classroom there may
be long paragraphs and their attention goes somewhere else to not focus on the reading. General
education teachers need to be understanding and have proper communication. In a lesson plan you
should have remember how you will address this special need.”

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? “We have just adapted, there is really no time
to adapt. Last year distance education began, we used to have to add the eight subjects, the minutes and
we are done. During the pandemic we have to put the distance education minutes for all eight subjects,
and then hybrid classes, then full in person. There were three modes of instruction and it took time to put
all minutes together along with knowing the eight subjects. We need to revise our minutes and parents
were so confused and we had to meet many times and changes with the IEP.”

Interview Question10: Describe both teacher and student uses of technology in the classroom. “We use a lot
of technology in this class, we use jam board which is a google extension. We also use google slides and
they have activities in there. We have CCSD approved programs like the unique learning system, achieve
3000, and achieve 3000 math. BrainPOP is now district approved so that will also be added in the course.”

Interview Question 11: Describe some of the teaching strategies you use for your students with special needs.
“Number one is modeling, I think that is what I do most, they will not follow by you just saying the
instructions. You have to model what we do, and I use the technique of “I do, we do, you do” so they
follow how some tasks are done. Second, verbal prompting, some question prompts, and picture
supports. In autism they are visual learners so picture supports are really essential. There is also re-
teaching, with both guided practice and independent practice.”

Interview Question 12: What procedures or strategies do you use to maximize instructional time for your
students with special needs? “One is watching videos and second would be hands-on activity, and third
would be a partner activity. They have dif culty speaking up but partnering up lengthens instructional
time.”

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? “For me this class has easy
behavior management. Back in the days I used visual schedules so they could see their routine and
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 classroom procedures. I am using that visual and they get to see their goals, I also have behavior
schedules with quotes like be respectful. Their main positive reinforcement is food, on Fridays I have
popcorn or sometimes cupcakes. They also get play time and video breaks which they really like, you can
proceed with your instruction, and they are motivated.”

Interview Question 14: How are special education specialist involved in the instructional planning process?
“They are really involved, in general ed there is learning specialists, in special education there is the
safe. She has information on changed to the IEP, the supervisors are also very involved and helpful.”

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? “I was observed informally, and there are a couple of three
times, the supervisor is well informed of autism they understand how some things are done.”

Interview Question 16: How are you accountable in your evaluation for students with special needs? “There is
lots of accountability, if there is physical aggression for example you le a document for it and what
occurred. Once it is documented the teacher calls the parents or guardians, everything like that teachers
are responsible for. If a student is skipping class then in this case, we need to be accountable. There is a
behavior lesson plan for these cases and that makes us accountable because we need to inform
everyone about this plan. We give a copy of the behavior lesson intervention plan and needs to be give to
staff, parents, teachers, and let them know what goes on.”

Interview Question 17: What types of support do you receive instructionally, nancially, or professionally from the
school, parent organization or school district to enhance the instruction of students with special needs?
“Financially, this is no secret but we do get paid on the extra writing IEP hours. During COVID-19 we were
also paid for that. With parents I do get lots of support, they are willing to help the classroom and go
through the process to do so.”

Interview Question 18: What surprised you most about teaching students with special needs? “Every day is a
surprising day, when I started off with this career my rst class was with young kids. This young kid who
was socially challenged and had ADHD was playing in class and he threw a toy at the door, and that was
when I was entering and it hit my head, when that happened it was so shocking since already the rst day
I was hurt. It was so unexpecting, and I had no clue about anything like that I had to make visual aids. I
was glad to have a good mentor because it was all new but once I get in there it will all be ne. It truly was
a work in progress.”

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 interven ons were used, if you learned any that the
Coopera ng Teacher were using.

>>> One student with special needs I observed was a young boy. He was, to my knowledge a sophomore.
The environment was very welcoming, and the room was large for the child to go around. In this class
there is a teacher, co-teacher, and three PTAs who helped the students, so this student was never alone.
While the lesson was being presented, he was listening, the boy was in a mechanical wheelchair and has
speech dif culties, so he listened but when it came to communicating that presented a bigger challenge.
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 The teachers made sure to ask him if he needed help, they had buttons with the options “yes” or “no” so
he could answer and using a tablet wasn’t very helpful. However, because the teachers have spent much
time with the students they are able to understand his emotions without him having to press the buttons
sometimes. During the lesson he was talked to or the teachers would make jokes that had him laugh or
smile. The seating was two large tables, there are few students and many of them use mechanical
wheelchairs so they can be near the table comfortably and go around the classroom if they want to. The
lesson given that speci c day was on friendships, because the class is a functioning life skills class
these are some important factors they learn. The lesson included songs that they played and the teachers
would sing along to the songs which made the students really happy and cheered up. They introduced
the lesson by saying how some of their actions show they are being a good friend to their classmates. If I
put myself in the students position I feel like the lesson was delivered properly to understand and grasp
the concept. The teachers used papers with plastic covers of characters with different emotions, they had
videos and songs to keep students happy and focused. I learned that making students feel comfortable is
a priority. The student who I observed has had a history of teachers not knowing how to work with him,
but my current teacher lets me know how they just did not take the time to bond with him and get to know
him and that is something I admired.

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

>>> The entire observation is one of the best experiences I have had in the eld I am about to enter. I feel
blessed that I was placed with such great teachers who love what they do. To start off the rst teacher Mr.
Morelli, he demonstrated how to get along with students and how forming a connection is important. He
took time to listen to his students and joke with them to make them feel comfortable in the class. He
talked to me about his own teaching timeline which I really appreciated, he also took time to ask me about
this class and what I have learned. The second teacher I observed was Ms. Hood, she taught me how
talking to your students is important, she has a calm demeanor and when students reacted she went to
ask them what was going on and she really showed how understanding she is to them. I admired how she
is with all the students and teaches them, she talked to me about how she got into this career and what it
has taught her. She also let me know how she prioritizes talking to all her students as an equal, they are
all teenagers and should be respected as they will soon be adults. She let me know about how important
it is to know more about special education and what some of the process is. The third teacher I observed
was Ms. Resurrection who I interviewed for the eld observation, I loved learning about her and how she
got into this profession. While the students worked she talked to me about how she also nds it
important to have a diverse classroom, she also made it a very comfortable environment for me to ask
her questions. Overall, I learned so much about this eld of education along with the different areas of it, I
was able to observe a resource classroom, functioning life skills classroom, and a self-contained
classroom which made me so glad because I learned so much more than I was expecting. I learned about
myself during this observation as well, like what I should keep in mind about IEPs and modi cations even
though I will be a general education teacher.

Before nal 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 nal
exam date.

The instructor’s email can be found on the rst 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 eld 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 rst 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 eld 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 nal grade for EDU 203 courses can be assigned, the CSN professor MUST receive your of cial
email veri cation 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 nal grade in
the course until the email is received from you.

CSN Course # & name: >>> EDU 203

CSN Professor: >>> Dr. Dale Warby

CSN Professor’s phone: >>> (702) 651-7392

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

Student’s name: >>> Jessica Martinez

Student’s email: >>> jm969076@gmail.com

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
FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher