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: ___Jessica Kramp_____ CSN Course: _Edu 203__

CSN Professor: Vicki L. Rieger____ Professor’s email:

vrieger@interact.ccsd.net__

CCSD School: __Gehring Elementary_ Cooperating Teacher: _Natasha

Yazdani_

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
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Education 10 Hour Field Observation Activities
Packet
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 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…

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Education 10 Hour Field Observation Activities
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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.
------------------------------------------------------------------------------------------------------------

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. Very friendly and happy, the staff was amazing. I first
arrived at 8 AM and Ms. Yazdani was in a meeting with the principal to see
how best to meet my needs as an observer.

*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. Each 45-mins to an hour is
comprised of different students. The first group pulled is Kindergarten, 3
students were pulled from one class and 2 were pulled from another.

*Observation 3: What are the posted class rules in the room? (exactly as
written) There weren’t posters with “Rules” as a title, but there was
“Behavior Expectations” 1. Follow directions the first time they’re given. 2.
Raise your hand(s) 3. Keep your hands to yourself. 4. Stay in your seat. 5.
Use kind language

*Observation 4: Does the teacher enforce the rules? Are rewards or

consequences being used for compliance or non-compliance? Ms. Y does
enforce the rules, she uses a punch card reward system to ensure
compliance.

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****Classroom layout page will be attached separately because I'm
scanning it in****

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?
None was posted.
Instruction Question 2: Is instruction done in small groups, centers, whole
groups, individual?
Small groups
Instruction Question 3: How would you describe your cooperating teacher’s
teaching style?
She focus on positive learning, she also teaches slow enough for
students to understand but fast enough for those who don't have the
attention span of others.
*Instruction Question 4: Does the teacher incorporate the sensory
modalities (learning styles)? If so, give examples. I feel as though she
incorporated Visual, Auditory and Somatosensory (sight, hearing, touch)
When going over words, she’d use pictures and hold out her arm, and have
them do that as well. Take one hand and place it on her shoulder (they
would do the same to themselves) and slowly slide down while sounding out
the word. D would be the top of your shoulder, O is the middle and G is your
wrist and they would say the sound of the letter going down.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that

are being presented? Please explain. The students are usually very willing
to participate, the girls are always trying to go above and beyond the boy
students.

*Instruction Question 6: Are there any students isolated from the rest of the
class for any reason? Why? No, they would only be isolated if that’s what
their IEP called for or if they we’re being disruptive to the point of making
other students react in the same way.

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Instruction Question 7: Is individualized instructional time managed
efficiently? Please explain. Yes, students get various opportunities to get
one on one instruction.

Instruction Question 8: How does the cooperating teacher handle transitions

from one subject or period to another, and are these transitions effective?
Transitions are fairly easy, the kids know when the lesson is over and they
line up quickly and quietly.

*Instruction Question 9: List ways that the teacher attempts any “attention
getting” commands? (Ex: Countdown, Light flicker, Heads on Desk) How
effective are they? Because it is a small group that usually consists of 5
students, it’s easy to get their attention.

*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. Ms. Yazdani has to deal with disruptive behavior, ADHD, ADD,
Autism and that’s about it. She uses patience and kindness, she is one of
the most passionate teachers I have met. She really cares about the
students’ needs and I strive to be at her passion level when I start teaching.

*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.
This doesn’t really apply to her class, she doesn’t spend enough time with
the kids to be able to give them homework or daily assignments. She does
do punch cards for good behavior and 10 punches equal 1 reward.

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.

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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
grounds are clean, there’s a fence surrounding the grass area, crosswalks
around the school. A few trees, shrubbery, playground,

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. A lot of posters, boards along the wall with
classroom work, bright colors to grab attention, positive sayings, easy going
and comfortable.

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. Mission

statement; Provide a safe, nurturing learning environment to promote the
academic and social success for each of its students though a community
partnership with students, their family and its staff. Motto; Learning today,
leading tomorrow. Mascot: Gecko

2. Analyze staff and visitor interactions in the main office. Note student and
faculty interactions in other areas of the school. (Example: teachers’ lounge)
Everyone is friendly and positive, they are very welcoming and
understanding. They are willing to help everyone and do whatever they can
for the students and their family.

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

Observe where students gather to socialize – lunchroom, halls, playground,
etc. They students wave to everyone they walk past in the hallways, the
playground has games of 4square and basketball, everyone played well
together.

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.
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In the front office, there are recognition awards and sponsorships from
different companies. They have “Gecko” of the month, a student from
each grade level gets an award and a small party.
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.
Her expectations are the students need to try, if they try they can do
anything they want to. She takes time to make sure that each student is as
successful as they can be and will help them in any way possible.
*2. Evaluate the interactions between teachers and students, rapport,
cohesiveness, distribution of power, tone, frequency and reinforcements.
Who participates? Who does not?
The students are always happy to see Ms. Yazdani whenever we
would go get them from their classroom. They always are willing to
participate, of course like normal kids they all have their days when
they are grumpy and don't want to participate.

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?
She has a passion for teaching others, she was a Gen Ed teacher and
switched to Special education.

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

Not enough hours in a day, worrying about not having enough resources.

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

your kids grow and then seeing them come back and thank you for changing
their life.

Interview Question 4: Beyond standardized testing, what assessments do

you use regularly?
How do assessment results determine flexible grouping? Weekly testing to
see how much progress has been made and see where they are lacking in.
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Interview Question 5: What requirements are placed on you for reporting
progress to parents? Sending out progress reports every quarter to parents
or as needed.

Interview Question 6: Describe the interaction and discussion you have with
a student’s parents? Sit in on parent conferences, IEP meetings.

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

parents? Progress updates, go over gals and keeping them informed.

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

basis? N/A, she doesn’t grade, she does track progress.

Interview Question 9: How much time does it take to prepare lessons for the
day/week? The week before, she reviews the teachers lesson plans and
incorporates it into her teaching/reviewing.
*Interview Question 10: What procedures or strategies do you use to
maximize instructional time? Staying on track by making each lesson fun
but informational.
*Interview Question 11: What positive reinforcement programs and
behavioral consequences seem most effective with students? Punches a
card, 10 punches = 1 reward.

Interview Question 12: How are specialist teachers involved in the

instructional planning process? She is the specialist teacher

Interview Question 13: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?
1 formal observation a year, informally they’ll pop in about 4 times a year.

Interview Question 14: What consequences are there if your evaluation is

not favorable? Verbal warning, write-up, she’s not too sure because she’s
never had that happen.

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? She has a full time assistant, a second
resource teacher for backup and if necessary she would reach out to help
from the district.
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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.

17
2

*Summarize your Classroom Interactions data from above:

The boys outnumbered the girls, there were 6 boys and 2 girls. The
thing she would have to tell them the most is to focus on their work, they’re
kids they like to talk to each other and laugh. Each student has an IEP and
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have been pulled from their regular class to work on a test that they didn’t
finish. The main focus throughout class was to complete the test, so they
had to work individually and quietly. The boys would mess around and try to
distract one another, while the girls worked diligently. One the girls finished
they got off topic and we’re warned once each to stay quiet.
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 do

you look for when hiring?

The passion, you have to love what you’re going to do and make sure
everyone knows it, how you love shows though your teaching.
CSN Student Created Open Ended Question # 2 for Administrator: What
made you choose your path?
She comes from a family of educators and so she thought it was where
she was supposed to be and then she fell in love with it.
CSN Student Created Open Ended Question # 3 for Administrator: What
defines a good teacher?

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Clear vision, the ability to see the end of the road and having a set goal for
the kids and making it happen.

CSN Student Created Open Ended Question # 4 for Administrator: What is

some advice for future teachers?

Being a teacher is something that you have to have the passion for or you’ll
be miserable. Also know that it isn’t an easy journey, you’ll need dedication
and patience.
CSN Student Created Open Ended Question # 5 for Administrator: What is a
motto, as an educator that you live by?

Be kind, be the kindest you can be and treat others how you’d like to be
treated.

Interviewed school administrator’s name/title: Stanica Sretenovic,

Asst. Principal

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

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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 teachers) 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.
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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.

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, 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.)

I’m observing an IEP student, student “X” is in first grade, he has had an IEP
since Kindergarten. In Kindergarten it was a struggle to get him where he
should be but eventually he got there, when he came back, he was retested
to see what information he retained. It showed that he tested even lower
than when he started Kindergarten. Student X has difficulty retaining
information, paying attention, doing work, participating in group activities,
getting along with others. To my knowledge he has not been identified with
any disabilities, Ms. Yazdani has worked with the parents to her best ability,
mom and dad don’t communicate and according to Student X, dad doesn’t
tell mom that he lets him(Student X) play video games all the time, mom
works all the time. Student X is pulled from her class and taken to have 1 on
1 teachings because he is easily distracted, even in the 1 on 1 teachings his
distraction level is still very high, he is fidgety, never fully sitting, goes off
topic and will try doing everything but work. When out of focus Student X is
reminded that if he is focused he would get stars, stars lead to rewards.
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When Student X is on topic he can be really focused and productive but he
then goes too fast for the work and starts guessing and that leads to second
guessing and overthinking on problems. The teaching method that Ms.
Yazdani has stuck to is going slow, step by step and using visuals, she’ll
pause every so often and ask if he understands and then go over the same
question again to make sure that he fully understands and then she’ll also
ask him to explain what he did.

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: _____Jessica Kramp______________

Date Submitted: _______12/8/2017_______________________________________

With each Elementary Education class I take, with every observation I do, I
fall in love with teaching even more. I went into this observation a little un
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sure of what to expect, from just stereotyping Special Education I expected
the worst, just unruly kids, never following directions, pure chaos. After
experiencing a few days of going to this class, I found out that these can be
the most well behaved, sweetest students/kids I have ever known. Each
student would get so excited to see that I was back and they would tell me
what I missed and how their weekend was or what they did the day before.
These are great students, they just need extra time, compassion and
patience. There is this stigma behind being in Special Education as a
student, if is looked on as being slower than others, being put last, not being
able to succeed as well as others, the students feel and know when others
are looking down at them. Being a teacher, I want to prevent this, I will
make sure the students know that they are worth and can do anything as
well as others. I will be that teacher that brags about her students and I
want to be that teacher that changes lives. I have learned different styles of
teachings, I have seen various class set ups and have taken those ideas and
want to apply them to how I want my classroom set up. I want an open door
policy, have the students be able to talk to me when ever and about what
ever. I want parents to talk to me, let me know what they think, what I could
work on or if they is anything I could do for them. I want to be the best
teacher I can be, I want to break down barriers for my kids, I want to be
their light at the end of the tunnel and I want to be their hope. Before I left
the class, Ms. Yazdani told me that yes, sometimes it is a hard job and you’ll
think you’re doing a terrible job but when an old student comes back,
remembers you and tells you how much you’ve change their life, you’ll know
it’s all worth it and have done an amazing job.

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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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