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: >>> Samantha Clodt

CSN Course: >>> Introduction to Special Education

Professor: >>> Jacqueline Sgobba

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

CCSD School: >>> Vincent L. Triggs Elementary School

Cooperating Teacher: >>> Samuel Bernaldez and Ms. Gills-Hall

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 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

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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:
• 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:

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 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. >>> My first impressions of the classroom was
that it is very inviting. On my first day, the florescent lights were off and instead there were warm wall
lights lit. Additionally, there was soft music playing to calm the students. The students take frequent
breaks in between lessons so they don’t get tired or overwhelmed.

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
classroom is fairly diverse. Mr. Sam is Filipino and Ms. Gills-Hall is African-American. The classroom has
eight students total, 3 being white and the others have varying ethnicities. Two of the students appear to
be severely autistic, as they are still in diapers and don’t communicate with the other students. They
typically make loud noises, flail their arms, or scream when they are upset. However, Mr. Sam is able to
get them to respond to basic cues, like sitting with their arms folded or calming them down when they are
upset. Mr. Sam never appears impatient with any of his students.

Observation Question 3: What are the posted class rules in the room? (exactly as written) >>> CHAMPS-
Conversation (normal talking) Help (Raise your hand) Activity (Listening) Movement (Stay calm and keep
cool) Participation (Working) Success.

Observation Question 4: Does the teacher enforce these posted rules? Are rewards or consequences being
used for compliance or noncompliance? >>> The teacher is very good at enforcing these rules. He is patient
with the student but good at setting boundaries with them. Each of his students knows what is acceptable
behavior vs what is not. He also uses a lot of positive reinforcement with the students; students who
finish their assignments early get to play on their iPads or with toys.

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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. The classroom I am in is a self-
contained primary autism classroom. All of the students are on the autism spectrum with varying
severity. They are all in second grade, except two students who are in first grade. Additionally, there are
eight total students in the classroom.

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 two teachers usually sit at the table with the students and work on
activities together. That way the students are not sitting at desks alone but are instead working together
and interacting with one another.

Classroom Layout Question 3: If you are in a General Education classroom, does the teacher teach in a whole
group setting layout or cooperative, and or collaborative student group work type of setting? I am not in a general
ED classroom, although the teacher typically utilizes a collaborative student group work type of setting.

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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? Each of the students
have token boards. Every time they are following directions, doing their best, or working quietly at their
desk, they are given a token. Once the student earns five tokens on their board, they are able to get their
prize that they have been working for. For most of the students, they work towards being able to play on
their iPads.

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. Since the
classroom is only eight students, students are able to participate in whole group teaching. Mr. Sam has a
table in the center of the room where he is able to sit with all of the students to make sure they are each
on task. It also allows him to interact with students individually if they are struggling with the task or
having an off-day as well as allows him to track individual student progress. Additionally, working
together in a group teaches the students how to interact appropriately with each other.

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 most important
ingredients in crafting a good lesson plan is making sure all students are able to be included in the
lesson. Additionally, the teacher should be able to identify when adjustments need to be made to the
lesson plan to ensure students are not overwhelmed/ left behind. Mr. Sam usually has all of his students
participating in a lesson, but ensures that they are not being held to impossible standards.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. Yes, the students are typically engaging in activities that require them to visualize, listen, or
interact with items. The combination of work allows the students to learn how to engage in academic
activity in varying ways.

Instructional Question 5: What Philosophical teaching orientation(s) best fit the teacher’s teaching style?
Provide examples. Mr. Sam strikes me as using the progressive philosophy in the teachings in his
classroom. He gives all students the opportunities to engage in his lessons and is aware of their
academic strengths. Additionally, Mr. Sam believes all the students can participate in the lesson.

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? Mr. Sam utilizes a lot of videos for his
classroom to keep the students engaged with the lesson. Many of these videos display students or
people from different cultural backgrounds or have different races. Additionally, some of his décor in the
classroom is culturally diverse.

Instruction Question 7: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. The students stay engaged with the lessons presented. Even the students who are prone to
outbursts or being loud know the strategies their teacher uses that help the student with calming down.
Sometimes he shows the students how to have “calm” hands where they sit with their hands one on top
of the other. The students know what is appropriate behavior to display during lesson time vs what is not.

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why? The
students do not get isolated from the class unless they are being ornery or having a hard time focusing. If
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the teacher senses a student becoming overwhelmed, he has them take a break in a quiet, sectioned off
part of the classroom. This strategy I’ve noticed is really effective for the students who are nonverbal but
have a lot of outbursts.

Instruction Question 9: Is instructional time managed efficiently? Please explain Instruction time is managed
very efficiently. The teacher gives the students breaks in between class time so they do not get
overwhelmed. However, the students know once their break time is up, the attention belongs back on the
teacher.

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 remind the students when they are getting ready
to transition to a new subject, classroom, or when it is time to clean up. The transitions are very efficient
because the teacher will be consistent with the students and give them plenty of time to prepare for a
transition.

Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? If the students are behaving unfavorably,
the teacher will tell them they are “not being cool.” Additionally, he will tell the students to have “calm
hands” where they put one hand on top of the other and sit quietly.

Instruction Question 12: Describe both teacher and students use of technology in the classroom? Many of the
students like playing on iPads, so the teacher incorporates playing on the iPad as a reward the students
earn. Additionally, the teacher uses his computer to play soothing music for the students. Also, the
teacher will play educational videos for his students and incorporate those videos into his lessons. He
doesn’t let the videos do the teaching for him, rather, he utilizes the video to further engage the student.

Instruction Question13: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. One of the students scratches teachers and other
students. As a result, the teacher has to keep an eye on this student and occasionally restrain the student
or put him in a time-out. Two of the students are also in pull-up diapers, so the other teacher usually has
to change the student. The most common issue the teacher deals with is settling the students who have a
lot of loud outbursts.

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. The teacher uses token boards to track
student behavior; if a student is following directions, sitting quietly at their desk, staying on task, they
receive a token for the good behavior. Additionally, once the student has five tokens, they get their
reward they are seeking, which is usually to play games on the iPad.

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 clean and
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 well-kept. There are trees outside, a well-kept playground, and a grass field. The building is very
modern-looking and a pale orange color.
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 building is very
spacious; with glass windows covering the cafeteria so students can see outside. The carpet is
green with yellow and blue lines and the walls are a light green and white color.

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? The environment of the school culture is very
friendly.

School Culture Question 2: What is the school’s motto? How does the school demonstrate the motto?
Give examples. The mission of Vincent L. Triggs Elementary School is to achieve high academic
success by providing a caring environment in which students work collaboratively, embrace
diversity, and become special, productive citizens in an ever-changing world.

School Culture Question 3: Did the students, teachers and staff seem friendly, happy and approachable
for students, parents and visitors? Every teacher I saw in the hallway or personally interacted with
was approachable and kind to the students.

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 uses a pull-out program for special education students.
However, the Special Education students go to specials and recess.

School Culture Question 5: Compare and contrast current school cultural environment with school
historically. The environment in this school is very bright and colorful. It is also very warm.
Teachers are not unkind to their students and are very approachable. However, teachers are firm
with their students.

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

Culture of Classroom Question 1: Does it appear that students feel safe enough to ask the teacher
questions? Yes, students display a positive and comfortable attitude towards their teacher. The
students trust their teacher and care for him deeply.

Culture of the Classroom Question 2: Evaluate the interactions between teachers and students,
rapport, cohesiveness, distribution of power, tone, frequency and reinforcements. The teachers are very
sensitive to the students in the class. They are very kind, yet firm in their tones. Mr. Sam works
alongside Ms. Gills-Hall, who is also a teacher in the classroom. She explained to me that it is
important to establish boundaries with the students in order to prepare for effective lesson time.

Culture of the Classroom Question 3: Evaluate the level of student participation in the class. Who
participates? Who does not? How does the teacher response to student comments? Most of the
students participate in the teachers lessons. There are a few students who are nonverbal, but the
teacher still includes them in his lessons. He tries to get them to participate in sounding out
letters as well as practicing motor skills, like cutting and gluing. Additionally, he has “target

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 behavior” plans for every student, in which he identifies what behavior he wants to see from each
individual student as well as a plan for accomplishing that.

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? When I interviewed Mr. Sam, he told me he first realized he wanted
to be a teacher in high school when he had to participate in an activity that required him to
teach his class. Additionally, he taught kids in his neighborhood. He felt he could make a bigger
difference in teaching students with Special Needs. Mr. Sam achieved his Master’s Degree in
Special Education and has been teaching Special ED for a total of 15 years. He has been a
primary autism teacher at Triggs Elementary for 4 years.

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 main challenges he faced with students was identifying strategies that would help
students manage their behavior. You can’t teach a successful lesson if the student cannot be
controlled. Being a primary autism teacher, Mr. Sam’s students come to his class with different
needs/behaviors that need to be addressed. A vital part of his job is being able to effectively
deliver instruction to all types of students.

Interview Question 3: What have you learned or done differently after facing some challenges with
teaching students with Special Needs? Mr. Sam has learned that the best thing he can do is to
receive feedback with a positive attitude and to lean on other colleagues for support.

Interview Question 4: What do you feel could have helped you more in beginning your career as a
Special Education Teacher? Learning how to rely on teachers and principals for support; asking
for help is not a bad thing.

Interview Question 5: How do you address the different student characteristics, behaviors or needs in
your classroom? . Students who tend to display physical outbursts typically have to sit away
from the class if they are unable to control their behavior, but for the most part the students sit
together. Since he is a primary autism teacher, each student comes to his class with different
needs in their academic journey.

Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications
for your students IEP’s give instructional details on the academic needs of the student it inquires;
students are at the center of the IEP plan and the school works to accommodate the student as
needed.

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

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of groups are also determined by behavior in the classroom. If a student demonstrates an ability
to listen and follow directions then they are displaying favorable behavior.
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? Mr. Sam
prepares his lessons one week before the class is to take place. This gives him enough time in
advance to identify any alterations that may need to be implemented or if anything needs to be
adjusted. He also has time to prepare his resources for his lessons. Additionally, the success of
a lesson plan boils down to a student’s behavior. If a student has mastered their behavior and
can pay attention to a lesson, then he knows he will have success in helping the student
improve academically.
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? IEP Guidelines have become more
instructive, student learning is taken into consideration, emphasis placed on the student.

Interview Question10: Describe both teacher and student uses of technology in the classroom. The
students are allowed to have brief breaks throughout the school day where they can go on
iPads and watch educational videos or videos they enjoy. Additionally, the teacher has
personalized goal boards for his students. If a student wants their reward, they have to display
good behavior, follow directions, pay attention, and be respectful.

Interview Question 11: Describe some of the teaching strategies you use for your students with
special needs. Firmness is important when dealing with students with Special Needs. It is
important to set boundaries with students with special needs so that they can practice good
behavior and be able to be taught properly in a classroom setting. It is impossible to continue
with a lesson if a student is not displaying appropriate behavior.

Interview Question 12: What procedures or strategies do you use to maximize instructional time for
your students with special needs? Mr. Sam utilizes visual aids, different representations of the
lessons, online videos, as well as collaborates with his students in the class. He will show a
student a desirable behavior and ask them to copy it.
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
autistic kids, reinforcement is very important. It helps them be motivated to display acceptable
behavior, as well as learn to follow classroom rules and standards. Mr. Sam utilizes green,
yellow, and red traffic lights in his classroom as reinforcement. If the students are being well-
behaved, they stay on the green. If they are being ornery or not following directions, they are
moved to yellow or red, depending on the severity of behavior.
Interview Question 14: How are special education specialist involved in the instructional planning
process? Specialist teachers typically collaborate with the Special ED teacher as well as go over
any IEP plans that might be in place.

Interview Question 15: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? Observations take place 3x a year using
an evaluation form. Conferences with administrators occur after the observation, in which the
administrator goes over what went well vs what needs improvement.

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Interview Question 16: How are you accountable in your evaluation for students with special needs?
Teachers are encouraged to receive the feedback positively, as there is no formal
consequences for an observation. Teachers are encouraged by their administration to ask for
assistance from their colleagues. Resources and training are provided to teachers.

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? Teachers have a $1000 budget they are given to buy things for their
instruction. The principal informs all teachers when the deadlines for budgets are closing in so
teachers have enough time to purchase any classroom materials or supplies in time.
Interview Question 18: What surprised you most about teaching students with special needs? Mr.
Sam said the surprising part about teaching for him was the feeling he gets when the student is
beginning to understand. When students begin displaying behavioral or academic
improvement, there is a feeling of accomplishment associated with it.

ASSIGNMENT 6 (Observing a student): Discretely observe one student with special needs in your assigned
classroom during an extended period of direct instruction. Detail what was going on in the environment, and what
you observed the student doing while the lesson was being given. Make sure to document ALL behavior in
relationship to what was being presented by the classroom teacher. Please describe the setting, the lesson that
was given, if the student was on task and engaged in the lesson, and what you uncovered about putting yourself
in a lesson from the student’s point of view. what interventions were used, if you learned any that the
Cooperating Teacher were using.

>>> The student I observed was Jacob. Jacob was one of the students who was non-
verbal and was prone to outbursts. He was also still in pull-ups, despite being in second
grade. While Jacob did not have conversations with his students or teachers, he knew
what is acceptable behavior for the classroom. Often, Jacob struggled to be quiet
during lesson time and not make loud noises. The teacher was very patient with him
and reminded him to use “calm” hands. Even if Jacob did not want to do the selected
activity and sometimes threw a temper tantrum, the teacher did not allow him to get his
way. Jacob was held to the same standards of behavior when it came to other students-
stay on task, sit quietly at your desk, follow directions, and pay attention. He was also
included in the lessons, asked to sound letters out and even participate by going up to
the board and pointing out numbers or letters. When Jacob was really struggling to
maintain self-control, the teacher would allow him to take a break in a sectioned-off part
of the classroom. I noticed this intervention helped Jacob and the other students who
would typically make loud noises or behave erratically calm down. Jacob was able to sit
at his desk and work on math worksheets and even reading worksheets with a little help
from his teachers.

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

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>>> This opportunity for a field observation has been an incredibly fulfilling experience.
In fact, I am now considering pursuing an interest in Special Education, specifically an
autism track. I found the students to be fascinating in how their minds work and how
they learn and interact with one another. Many of them were very smart and talented,
seeking to do well in their work and demonstrate positive behavior for their teacher. I
even got to interact with the students and help them with their schoolwork. By the end
of my visit all of the students were saying goodbye to me and telling me they hoped to
see me again soon. . I feel Mr. Sam treated all of his students fairly and did not allow
them to take away from one another’s education by being distracting. He used a lot of
positive reinforcement rather than punishment for his students.

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

CSN Field Observation Packet © CSN Education Department 2017 Page 12

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: >>> EDU 203 Introduction to Special Education

CSN Professor: >>> Jacqueline Sgobba

CSN Professor’s phone: >>> 702-651-4908

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

Student’s name: >>> Samantha Clodt

Student’s email: >>> Samantha.clodt@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: >>> Samantha Clodt

CSN Instructor: >>> Jacqueline Sgobba

CCSD School Assigned: >>> Vincent L. Triggs

CCSD Cooperating Teacher: >>> Samuel Bernaldez

CCSD Grade/Department: >>> 2nd

CCSD School Principal: >>> Sheila Cooper

CCSD School Phone & Fax: >>> 702-799-1890

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

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CSN Field Observation Packet © CSN Education Department 2017 Page 15