CSN Education Department - EDU 203 Special Education 10 Hour Field

Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 203 is the opportunity you will have to actually observe
students in a classroom setting. This CSN course requires all students to complete a 10 Hour Field
Observation in one of the Clark County School District schools. Once your placement is processed, you
will receive details regarding your specific assigned school from your CSN instructor. You will then
contact the school and meet with your cooperating teacher. Both you and your cooperating teacher will
design a mutually agreeable schedule to complete your required contact hours. Within this packet, you
will find the required experience assignments and field documents that you must complete in order to
pass this class.
**Read this entire packet prior to making your initial visit.

Student’s Name: Christina Barton CSN Course: Introduction to Special Education

CSN Professor: V. Rieger Professor’s email: vickirieger@csn.edu

CCSD School: Tanaka Elementary School Cooperating Teacher: K. Pete

IMPORTANT NOTE:
Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (*asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing response to the following
requirements and assignments.

BEFORE ARRIVING ON THE FIRST DAY...

1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for your cooperating teacher’s contact information. Ask for the best day/time to come
and meet your assigned cooperating teacher. School phone numbers, locations and other information
can be found on the CCSD web site at http://ccsd.net/schools/

2. Preplan 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
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CSN class and institution. The school is allowing you to visit to further your understanding of the
profession. It is imperative that your actions reflect a willingness to learn, and are reflective of a future
professional educator.

3. 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 grade level or subject that you were assigned. You
are simply observing during this time. Your cooperating teacher will give you guidance on how, and if, your
experience can be expanded beyond these observations when he/she feels comfortable with your
professionalism and skills.

IMPORTANT NOTE: INITIAL SCHOOL VISIT…

1. The Initial Visit must take place during the week designated by your Instructor.
2. Must report back to your instructor as soon as possible, the plan for completing the 10
Hours of Field Observation.
3. Must turn in your entry letter at your assigned school, to the Office Manager, at your initial
visit.

UPON ARRIVAL THE FIRST DAY…

1. Introduce yourself. 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 Special Education class.
2. Show the teacher this “Field Observation Activities Packet”, your “Field Observation Time Log” and “Cooperating
Teacher’s Field Observation Student Evaluation” pages.
3. Let the teacher know that you will be asking him/her to verify your hours of attendance each time you visit, and grading you
after the observation hours are complete.
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CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a nonintrusive

location to begin your classroom observations. Consider/Complete the questions below:

Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
My first impression was that the classroom was bright and that there wasn't much space but
once I realized there was only 8 students I believe that there is ample amount of space for that
amount of students. The small classroom was very organized and I immediately felt welcomed.
There are 2 desks in the class along with a teachers desk, a digital chalkboard, a computer
center with 4 computers and a bright corner of the room which has different activities and a big
tree made of paper mache which I later found out is called “The Forest”. There was a sink area
with plenty of cabinet space.

*Observation 2: Please describe the student make-up of the class, including gender, ethnicity,
ELL, students with physical challenges, and any other apparent attributes that are important to
note.
There are 8 male students, one of ethiopian descent, three hispanics, and four caucasian
students. One of the students doesn't speak at all, the others speak English. All children are
able to physically move and feed themselves independently, onlt one of the children need help
eating and walking/sitting only when he decides he doesn't want to do it himself. Otherwise he
is capable.

*Observation 3: What are the posted class rules in the room? (exactly as written)
N/A but the teacher admits that she should have rules posted.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
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used for compliance or non-compliance.
Rewards are given to students who follow the teachers instructions, they are allowed time in the
Forest which is a positive reinforcement area.

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.
(THIS DOCUMENT APPLIES WHEN IN A REGULAR EDUCATION CLASSROOM)

*Layout attached separately

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? Are there any improvements you would recommend?

There is enough space in the room for the students to move around freely, such as when they
are rotating centers. The classroom isn't very big but all of the space is utilized. There aren't any
improvements that I would recommend. The maximum amount of students that Mrs. Pete is
allowed to have is 8 and I think that the space was just enough for that amount of children.

Classroom Layout Question 2: In your opinion, are there any concerns regarding safety
during a normal school day or during the possibility of fire, shelter in place, or lock-down?

No.

INSTRUCTION: Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:
Instruction Question 1: What is the posted daily schedule for different subjects or periods?

Monday-Art, Tuesday-P.E, Wednesday-P.E,Thursday Music, Friday-Library.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?

The class consists of 8 students, morning lessons is done in a whole group and after the
morning lesson they are broken up into smaller groups: 2 students per center. One particular
student always has an individual session with Mrs. Pete.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?

I would describe her teaching style as relaxed in the sense that she finds a lot of her own
curriculum and makes things interesting and fun for the students.

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

No.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.

The students are engaged for short periods at a time. There aren't any times that I witnessed a
student being engaged during the entire lesson, they are all easily distracted and the teacher
usually has to work to gain their attention back. One of the children was more severe than the
others and had the most difficult time focusing on the lessons, he was never really engaged.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?

One of the students is usually isolated due to not being able to group with any of the students,
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he also had crying fits often and licked his hands and objects so was alone most of the time.

Instruction Question 7: Is individualized instructional time managed efficiently? Please

explain.

Yes. During instructional time the teacher picks up where each student left off previously. She
has a very good memory and knows where each student is academically and makes sure that
the total time she has them in a center that they are engaged, if they wander off or gets
distracted she will bring out an ipad and reward them 1 minute on the ipad per 5 minutes they
“work” with her.

Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?

The teacher uses an timer on the ipad that has different alerts everytime it goes off such as a
ducks quacking, birds chirping, lions roaring etc. Every 15 minutes they students switch
centers which include instructional time with her or activity time with her teachers assistant.
The other centers include rug time, ipad and computers. The alarm is effective because the
students know that when the alarm goes off that it is time to switch and sometimes they do so
independently without having to be told to do so.

*Instruction Question 9: List ways that the teacher attempts any “attention getting”
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?

The teacher uses a firm voice to get their attention and for one of the students she has
threatened to tell their mother about his behavior. Her firm voice and threats are effective and
the kids shape up once she uses them.

*Instruction Question 10: What specific behavior issues does the teacher have to deal with?
How does the teacher deal with these behavior issues? Be specific.

There is one student that doesn't keep still and is very active even after being told several times
to stay in his seat, there is a student who doesn't follow directions and wanders all over the
room and there is one student who has tantrums and crying fits and is also mute. The teacher
threatens the student who doesn't stay still by saying she is going to tell his mom. The student
that wanders over the classroom she just keeps repeating herself over and over until he listens.
The student who has the tantrums she sits there and lets him cry sometimes, other times she
puts him at a desk by himself until he finishes.

*Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? (Examples: Stoplight- (Red, Yellow, Green), clickers, happy/sad faces etc.
are students allowed to bring home unfinished work to complete as homework, is daily
homework assigned) If so, explain them and how they help or hinder use of instructional time.

One of the procedures that is helpful is the “Forest” which is a positive reinforcement area that
has different activities on a bookshelf such as blocks, puzzles and books. The students all seem
to enjoy being sent to the Forest which is rewarded to them for good behavior. The students do
not take any homework home, they leave it in a folder to finish with the teacher on the following
day.
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CULTURE: Using the information provided below, carefully observe and evaluate the culture of the
school where you are assigned to observe. Remember you are evaluating the school for its
educational culture, place of learning, sense of safety, invitation for learning, promotion of self-
actualization, development of values and socialization.

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

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

The school is medium sized with an average sized parking lot, there weren't many cars on
any of the days I observed. There are cones regulating which way you can enter and exit the
lot, also a bike parking area that was pretty full. The entire external property was clean
without any noticeable debri. There were two crosswalks but there weren't any crossing
guards at the times I was there.

2. Next, study the interior of the school: are hallways/classrooms labeled, halls, floor
coverings, lighting, doors, windows, hall colors and decorations and entrance security.

The entrance security was monitored by staff that was behind counter tops, entrance to the
main building was only accessible by a button that was unlocked by staff. All visitors must
sign in electronically with a picture and name. The hallways were filled with student work
and pictures of the staff as well as school accomplishments and trophys. The colors were
white and blue. Most of the classroom doors were affixed with colorful art done by students.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere
within the school.
1. Identify the school’s mission statement, motto, and mascot.

The schools mascot was a dragon.

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school. (Example: teachers’ lounge)

The staff in the main office were welcoming and sometimes distracted. They were
helpful and answered any questions that I needed answered. Students that were in
the office were treated fairly and given attention.

3. Observe student-to-student interactions, inside and outside the building.

Observe where students gather to socialize – lunchroom, halls, playground, etc.

The only student to student interactions I was there to witness were lunchroom interactions.
The students were very loud and rowdy during lunch time and socialized a lot.
4. Examine school traditions, achievements and awards; community recognition or
community partners; extracurricular activities/clubs and athletics. Look for and document
sources of community pride and sense of identity through ceremonies, assemblies, trophies,
and artifacts.
There were many trophy’s for different activities specifically robotics awards.

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C. Culture of the Classroom: Each classroom has its own culture and way of life.

*1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality.

It seems that Mrs. Pete has different expectations for different students. For the student that is
co-dependent Mrs. Pete is teaching him mobility skills such as how to hold objects and where
to physically put certain objects. She focuses on math with two of her older students and
speech with three of the students who either don't speak much or has trouble with speaking.
The remaining two she build on memorization and is constantly challenging them to move on to
the next level.
*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?

The students adore Mrs. Pete and respect her a lot, they are constantly testing her patience but
once she puts her foot down they change their behavior pretty quickly and listen most of the
time. They do sometimes fight for her attention and get jealous. All of the students participate
except for one of them. The non participant has severe intellectual disabilities and has a hard
time staying still or focusing his eye on any object, his eyes and head wanders a lot and he
doesn't speak so he causes the most disruptions.

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: What was the primary reason you became a teacher?

My mother was a teacher and also a foster parent. Many of the kids that we fostered had
disabilities and I understood the need that was present for someone to help them, this was my
way.

Interview Question 2: What is the main challenge(s) you face as a teacher?

The main challenges are behavior problems that we don't receive much training on, the
demands that are put on us teachers and paperwork such as the legality of certain documents.

Interview Question 3: What is the best part(s) of being a teacher?

The “Ah-Ha' moments and helping them grow.

Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?

AIMS which is for reading and writing, there are weekly assessments for progression
monitoring that are personalized to each student. KTEA.
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Interview Question 5: What requirements are placed on you for reporting progress to parents?

Every 9 weeks an IEP progress report is required and some students require IEP behavior
sheets that parents need to sign daily.

Interview Question 6: Describe the interaction and discussion you have with a student’s
parents?

Some parents I have daily interactions with, some parents I only see/speak to during
conferences. There are some parents that are required to sign behavioral sheets every day for
me. I also use Class Dojo as a means of text messaging without them having my personal
number.

Interview Question 7: What type of discussions do you typically have with parents?

Mainly quick verbal check ups on what's going on.

Interview Question 8: How much grading do you complete on a daily/weekly basis?

Spot checking.

Interview Question 9: How much time does it take to prepare lessons for the day/week?

Every Friday I spend about two hours a week to write plans.

*Interview Question 10: What procedures or strategies do you use to maximize instructional
time?

Routine is the most important strategy and maintaining a schedule.

*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students?

The Forest, a treasure box and color charts.

Interview Question 12: How are specialist teachers involved in the instructional planning
process?

Some specialist teach Common Core Standards.

Interview Question 13: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?

Three times a year, NEPF, Pre Observation meetings, post observation meetings. Meetings with
administration.

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Interview Question 14: What consequences are there if your evaluation is not favorable?
Probation, Additional training.
Interview Question 15: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?

Training, Financial support from the state, instructional coaches, literacy materials.

CLASSROOM INTERACTIONS:
Teacher Exchange Directed to Boys vs. Teacher Exchange Directed to Girls.
Record tally marks for a 20-minute period when direct instruction is taking place. When
interaction is between the teacher and any male student, add a tally mark. Do the same when
teacher interaction is between the teacher and any female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

*Summarize your Classroom Interactions data from above:

There are only male students in the classroom, there are no female students.
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ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW WITH AN
ADMINISTRATOR, WHAT 5 QUESTIONS WOULD YOU ASK AN ADMINISTRATOR
REGARDING HIS/HER ADMINISTRATIVE POSITION? (QUESTIONS REQUIRED)

The prewritten student created questions are mandatory for credit, and a
Principal/Assistant Principal/Dean interview is optional but strongly encouraged
ONLY IF IT CAN BE ARRANGED. (Example Open Ended question: What are the most
important qualities you look for in a newly hired teacher?)

CSN Student Created Open Ended Question # 1 for Administrator:

What type of funding is available for me as a special education instructor?

CSN Student Created Open Ended Question # 2 for Administrator:

How will you as an administrator ensure that I have all necessary resources available to
be a successful educator at this school?
CSN Student Created Open Ended Question # 3 for Administrator:

How will I be evaluated throughout my time here? And how often?

CSN Student Created Open Ended Question # 4 for Administrator:

What costs will I responsible for?

CSN Student Created Open Ended Question # 5 for Administrator:

What is the student-teacher ratio for self contained classrooms?

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Interviewed school administrator’s name/title:

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SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember… some schools do not
have these programs. Specialist classroom visits are strongly encouraged ONLY IF THEY CAN BE
ARRANGED. Make sure you get permission from your cooperating teacher, as well as the lead teacher in the
specialist, GATE/AP, or special education room.
A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, and PE)
they attend, or a different middle/high school subject the same students attend within
your cooperating teacher’s grade level team.

1. Do the students participate or behave differently in these classes in comparison to

their regular academic/cooperating teacher’s class?
2. Does any student seem to have a particular talent? Describe.
3. What is the curriculum like in comparison to the regular education (cooperating
teacher’s) class?
4. Describe the specialist teacher’s instructional style.
5. What different strategies do you notice this teacher using that are successful?
6. What are the challenges the specialist teacher has to deal with?
7. How are student needs being met?

B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted
and Talented classroom, or another classroom that is considered Advanced Placement)
This is optional: Remember… some schools do not have these programs. Specialist classroom visits are strongly
encouraged IF THEY CAN BE ARRANGED.

1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the GATE/AP teacher’s instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?

C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room,
Deaf/Hard of Hearing rooms, etc. This is optional: Remember… some schools do not have these
programs. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain your
professionalism at all times. Do not write a student’s name down when you are writing observation notes. Maintain
the student’s right to privacy by referring to a student as Student #1, Student #2 etc.

1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the SPED teacher’s instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?
6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.
* Was not able to arrange a specialized program classroom
OBSERVING A STUDENT: Discretely observe one student during an extended period of
direct instruction in the classroom. Summarize what the student did during the observation,
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making sure to document ALL behavior. Detail what was going on in the environment, and
what you observed the student doing while the lesson was being given. Please summarize 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.
(You may print and submit a hand written summary or electronically submit a one-page
document.)

*One page summary attached

SUMMARY:
Using the information in this packet, thoroughly summarize and reflect upon your entire
10 Hour Field Observation Placement. (You may duplicate this page and submit a two to three
page hand written summary or electronically submit a two to three page summary.)

EDU 203 Special Education Course Summary

Student Name:Christina Barton

Date Submitted: December 8th 2017

*2 page summary attached

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Before final grading for the EDU 203 SPED Course can occur, the CSN
student must submit:
> Field Observation Activities Packet, And / Or, Summary Document as directed by
your Instructor
> Validated “Field Observation Time Log”
> Completed “Field Observation Student Evaluation” sheets
> The CCSD cooperating teacher must also email the student’s CSN Instructor before
the final exam date. The instructor’s email can be found on the first page of this
packet. (pass/fail for the student).

STUDENT IMPORTANT NOTE:

Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)

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