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.

Studentʼs Name: Jacquelyn Veith CSN Course: EDU 203 - 1001

CSN Professor: Patrick A. Leytham, PhD Professorʼs email: Patrick.leytham@csn.edu

CCSD School: Nate Mack Elementary Cooperating Teacher: Todd Thomson

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.

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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 teacherʼs 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…

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 Teacherʼs 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.

The classroom was well organized, focusing mainly on primary colors and basic
preschool skill levels. ABC’s and numbers were stapled or taped to the walls along with some
art projects the students did. It was devoid of holiday decor at this time. (Halloween themes
seem to be present in other classrooms). There was some paperwork sorted over most of the
desks which I find to be an overabundance of clutter, but it was maintained and organized. The
different areas were not established with signs such as “Science, Writing, Reading,” though
the children knew exactly what area was dedicated to a specific academic subject. There was
a mini-kitchen area with a sink, a small fridge, a water fountain, and a cabinet for the snacks.
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*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.

The students in the classroom are mainly of Caucasian descent. There are two
Mexican children; one being a girl and the other a boy. They were all between the ages of 3
– 4. There were two Typical Peers, or role models, in hope the other children acquire the
same social skills. All of them, except for one typical peer, were placed in speech therapy.
Also, I only observed one child in occupational therapy and his fine motor skills were behind
due to his disability of autism. Although he was merely 3 years old, he had a very difficult
time making any eye contact, remaining in his seat, and being verbally interrupted by
singing or humming. You’d often find him underneath a table or the chairs playing with his
hands. I saw one other boy having the same experiences of lacking self-control over
speech, thought, and movement throughout my time there.

*Observation 3: What are the posted class rules in the room? (exactly as written)

I did not notice any classroom rules for this particular class, however, the conjoined
classroom rules are as followed: “Classroom Rules: 1. Be Safe. 2. Be Kind. 3. Take care of
things in our classroom.” At this age, I would assume they aren’t held to the written rule
standards as they’re still in the process of learning the characters of the alphabet, though
verbally I have heard them mention the rules as the children seem to know already.

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*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance.

The rules are verbally enforced even though they aren’t in formal writing on the walls.
They reinstate procedure without consequence or reward from what I witnessed. When the
routine is broken by a disturbance in the classroom, they immediately rectify the behavior by
firmly reminding the child where to be or what they should be doing. This method for the rules
of the routine was reinforced repetitively until they child began to obey. When the children are
doing what they are supposed to be doing, the teacher will let out a positive verbal
reinforcement like, “Good job, John!” Words that directly indicate the specific child is behaving
appropriately.

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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?

The workflow is fluent and mainly directed toward the projector where they do
interactive instruction. The teacher overlooks the children and the room as his desk sits in the
corner. The space is well-organized for a small space and a lot of instructional paperwork as
well as objects such as toys, crafts, etc. I wouldn’t make too many improvements with the
exception of more clarification for the areas in use .For instance, a sign explaining to the
parents what each center is for and what they are doing as I saw in the conjoining room.

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?

In my opinion, Mr. Thomson is one of the safest rooms on campus. His area is located
in a building apart from the main building, yet it is not a bungalow, it is a secondary building
mainly used for specials as well as special education. The buildings are surrounded by the
primary gate for the entire school with three entrances that are locked and guarded by the
janitor and a few teachers. Mr. Thomson happens to be one of the teachers that hold the key
to every entrance through the gates. He also has a safety plan posted by the door, sprinklers,
and a fire alarm in his room.

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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?

Class Schedule:
8: AM - Arrival
8:15AM – Calendar
8:40AM – Child Initiated
9: AM – Snack Time
9:20AM – Reading
9:40AM – ELA Centers
10:20 – Recess
10:40 – Lunch
11:50 – Phonics
12:10PM – Math Centers
1:10PM – Recess
1:50PM – Closure
2:11PM – Dismissal

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is done in small groups, centers, whole groups, and individual settings. The morning
is whole groups, and then they move to centers in small groups while individual IEP objectives
are assessed individually by the aid or teacher attending that particular center. After, they go
back to a whole group then back to small groups. Throughout the rest of the day, individual
instruction is carried out.

Instruction Question 3: How would you describe your cooperating teacherʼs teaching style?
He focuses more on one-on-one teaching throughout the instructional day. If they are doing a
whole group activity, each child will receive a turn for assessment and instructional help before
the activity is over. He is a positive speaker who is also assertive.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
Yes, the teacher relied heavily on sensory modalities throughout the daily activities. For
example, he would make a game out of the color of the week. “I see the color on Ben’s
shoes.” The children would continue to guess until he said the color. Then he would say,
“Who else is wearing the color?” Also, there was a particular transition based on cleaning
up the blocks and center station stuff with a song. When the song ended, that meant it
was time to be done with their transition and seated on their assigned letter on the sitting
rug. He used the projector to interactively teach phonics and math lessons and he read
aloud to the classroom.

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*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
Yes. Some had difficulty with social interaction while others had difficulty sitting for
reading. Though, considering the preschool age, they would sit for a prolonged period of
time and did quite well for their age.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
No. Not consistently. I did witness one student sit in a corner for about five minutes before
the teacher called him to take his turn and gave him positive praise after doing the
assignment correct. He then went back to his original place. Other than that, there were the
few children who did speech therapy and then the one child who does occupational therapy
while the classroom continues it’s routine.

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

explain.
Yes, though recess can be replaced with special events like The Monster Mash dance
they’re learning for the up-coming Halloween parade. They also have bathroom breaks
at certain times throughout the day that can be a bit tedious, but is very important at this
age.

Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
The teacher incorporates different transitional approaches for the different transitions.
For example, when transitioning from Reading to ELA centers, he would capture their
attention by utilizing key phrases like “hands on head,” and “touch your ear.” Another
example is the transition after ELA centers; he would use the music for cleanup time
before they sat on the area rug again.

*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 most affective was capturing their attention with conversation like, “touch your chin, where’s
your chin?” When it came time for him to say, “sit on your letter,” I did not believe this was as
affective because sometimes it take the teachers a while to gather what they needed for the
activity or an interruption would happen as one child couldn’t sit still, therefore prolonging the
sitting creating antsy children.

*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.
The inattentiveness only became extreme when the teacher took too long transitioning into the
actual activity, but this was only the case for the most severe child with autism as the rest sat
fine. Some of the children would drift off while walking in line, though they’d be promptly
redirected back and they’d be fine after that. There were only a few moments that some children
didn’t follow directions, but it seemed rather average to me compared to kids their age.
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*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.

I would only count the bathroom policy to be hindering, but it’s so necessary at their age that I
feel it’s more beneficial than the academic routine as they have to wait for the whole class to
begin the curriculum. The atmosphere of the classroom is relaxed, but with routine. Events like
the monster mash dance are included in the planning so they know how to revolve their time
around that. As far as preschool goes, there is no homework. This classroom’s main focus is
social reform.

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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 property is well-maintained, clean, and organized. The property is up to standards for the
most part. There is one area in the kindergarten playground that has a block of cement coming
out of the ground as an area of concern. I actually didn’t notice this, the teacher pointed it out.
The art around the school is mostly made up of fifth grade classes that have departed leaving
personal sentiments behind like the personalized ceramic tiles on the outside wall of the front
office.

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.
Yes. Everything is labeled, organized, decorative, and secure. The walls are mainly covered in
classroom artwork based on the grade level and teachers of that specified hallway. Some
teachers cover their doors in paper decorative while others keep their tiny window open to see.
The classrooms I had the opportunity to walk into had their own decorations and personalized
feel.

Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.

1. Identify the schoolʼs mission statement, motto, and mascot.

"Our Mission: The Nate Mack community works together to meet the individual needs of all
students by building meaningful academic, personal, and cultural connections. These
connections are made through classroom instruction, integrated technology, and unique
experiences that promote global awareness.” Their motto: “Home of the Mountain Lions.” And
their mascot is the mountain lion.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. (Example: teachersʼ lounge)
The front office is prompt when dealing with the rash of people that come in and out of their
doors. They’re always accommodating and helpful. I find the same in the halls even with the
hustle and bustle of being on the go.

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

Observe where students gather to socialize – lunchroom, halls, playground, etc.
The students like to play by the tree where there’s mostly dirt in the
Kindergarten playground. They like to dig and build castles or mountains. The
ones that I observed having difficulty getting along, seem to do far better on the
playground than inside the classroom. They are designated to work together
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inside the classroom in their small groups, but on the playground, they’re able to
play together by association. Their activity remains consistently quiet during
lunch time. I think they enjoy being on the playground the most.

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.

A monthly Mountain Lion newsletter is ran by GATE kids from 3rd grade to 5th grade. It
recognizes achievements such as perfect attendance, money raised from the Harvest Festival
and speaks of the next family night at McDonald's for a free ice cream or cookie. The Mountain
Lion of the Month lunch is coming up for those that consistently display "Nate Mack Life Skills."
These are students being recognized for having demonstrated excellent behavior and good
listening skills. (http://macksites.weebly.com/) Students were recognized during the morning
announcements for those that made enough reading points for the Accelerated Readers Party
that is held in the library every month. The classroom that raises the most box tops gets to have
a pizza party and that is said to be coming up via the PTO post who are very involved in
fundraising and holding school activities as they just held the Harvest Festival which is the
biggest fundraising event for the school. They are partnered with FACES: "Parents and family
provide the primary educational environment for children; Students thrive when their families, are
engaged in helping them learn. Family engagement is a partnership recognizing the
collaboration between family, school, and community to make sure every single student
succeeds. Nate Mack also participated in taking a stand against bullying at the Nevada PEP Fun
Run at UNLV. Recently, Nate Mack's Tech club was awarded a McDonald's Mac Grant to fund a
new innovation called, "littleBits."

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.
He likes to guide the kids with a sense of humor, often being silly to capture their attention. He is
clear and direct when speaking to the students or reading out loud. He confronts a noncompliant
student without becoming intimidating.

*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
The students were very well behaved when monitored or reminded to play gently, nice, or
quietly. The students seemed to enjoy being engaged in projects and busy with curriculum. They
did not ask for help unless it was to use the restroom. They all listened well to the teacher and
the aids and really enjoyed snack time with each other. There was a time one child would tell on
another, the teacher became firm, though not harsh. He reminded the child to focus on what
they needed to do and not worry about others. The teacher was very aware of the dynamic of the
children and their individual personalities. They seem to enjoy the teacher’s personality and were
comfortable in their atmosphere. They all participated as best as preschoolers could.

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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?

I’ve always wanted to be a teacher. I enjoy the opportunity to impact lives

through education.

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

The challenge of balancing the different demands such as from school site
demands vs. the demands of teaching all standards to all students vs.
individualizing skills to be taught based on specific needs.

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

Interacting with students.

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

My job consists of constant informal assessments based on students IEP’s.

Interview Question 5: What requirements are placed on you for reporting progress to
parents?

My progress is mandated by the IEP.

Interview Question 6: Describe the interaction and discussion you have with a studentʼs
parents?

I have a daily communication log.

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

It varies with each student, but typically involves progress towards IEP goals or behavior.

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

I do not take grades in my program.

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

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

I ensure my classroom is very routine driven with clear and consistent expectations.
*Interview Question 11: What positive reinforcement programs and behavioral
consequences seem most effective with students?

It depends on the student, but I apply the principles of applied behavior

analysis.

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

We do not attend specials, but the behavior specialist is occasionally involved.

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

I am formally evaluated once a year which consists of a series of observations and meetings
with administration.

Interview Question 14: What consequences are there if your evaluation is not favorable?

I am fortunate enough to not know.

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?

We have a federal budget that we can use to purchase instructional items each year. The
district provides support through different departments when needed.

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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.

⑧ ❻
*Summarize your Classroom Interactions data from above:
TEACHER EXCHANGE DIRECTED TO BOYS: 8
TEACHER EXCHANGE DIRECTED TO GIRLS: 6
Although the number of boys outweighed the number of girls, the boys were
interacted with more than the girls during direct instruction. More so, due to
the inattentive behavior from two or three boys in the group while only one
or two girls are being redirected. One boy was consistently humming and
singing while rolling on the carpet while another boy was impulsively
shouting the answers. The third boy was in need of help with his shoelace.

The girls were different as one girl would not stop playing with her necklace
and bracelet even though she was asked on several occasions throughout the
instruction to quit playing with them or they would be taken away for the rest
of the day. The other little girl was just inattentive a few times.
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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 is the hardest part about your job?

CSN Student Created Open Ended Question # 2 for Administrator:

What do you love most?

CSN Student Created Open Ended Question # 3 for Administrator:

How long have you been in your current position?

CSN Student Created Open Ended Question # 4 for Administrator:

What type of discussions do you typically have with parents?

CSN Student Created Open Ended Question # 5 for Administrator:

What have you learned over your career that has impacted your life the most?

Mrs. Heavey – Principal of Nate Mack Elementary.

Interviewed school administratorʼs name/title:

I have no received back the questions and do not believe I will as she is consistently booked with
meetings.

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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 teacherʼs grade level team.

Although they do not have specials for this age group, they did have a special event that
included PE for the event which is considered a special.

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

to their regular academic/cooperating teacherʼs class?
Yes. They are more cooperative when attending specials that they are voluntarily
engaged in as a collective group. I was impressed with the amount of interest the
students offered.

2. Does any student seem to have a particular talent? Describe.

Yes. I noticed both boys who are more severe cases in the autism spectrum
absolutely love to participate in the singing and dancing. One of the little boys was so
attentive during the monster mash that he frequently exchanged sides to be a part of
the group that was actively participating. The other little boy continued to participate
regardless if he was sitting with his group on the wall or if their turn was up to
practice.

3. What is the curriculum like in comparison to the regular education

(cooperating teacherʼs) class?
The curriculum is the monster mash for students from preschool all the way up to
fifth grade. It is exactly the same as the regular education classroom for this
particular project.

4. Describe the specialist teacherʼs instructional style.

There are a few classes in the room so he separates it by two groups of about 25 kids in
kindergarten and preschool. They take turns watching each other perform and then
performing. After running through it a few times, they go outside to practice as a
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collective group. He was fairly at ease with his aid leading the instruction and
consequences of not listening. I’d say they were very formatively structured when the
groups got loud and relaxed when the children were quiet or participating.

5. What different strategies do you notice this teacher using that are successful?
The strategies I witnessed were individual verbal warnings until the child was placed in
time out alone to set an example. They were not included back into the group until it was
time for the performance.

6. What are the challenges the specialist teacher has to deal with?
A large crowd of excited, talkative, or inattentive children at times will create a loud
environment. They have enough aids and teachers to keep the children in line, but they
had to constantly keep redirecting and calming the students. Surprisingly, the best
behaved children were the preschoolers.

7. How are student needs being met?

They were constantly practicing the same routine over and over watching the projector
overhead for directions. The aids and teachers also modeled the dance for the children
even as a collective class outside where the projector wasn’t.

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 .

I recently peeked in on the GATE class of fifth graders to get an idea. I was given permission to
work on these questions in there.

1. Do you notice any social and academic differences between the kids in this class
and in the regular education classes?
I had the opportunity to watch the end of fifth grade. They were collectively noisy with
chatter and excitement, busy working on their projects and ideas.

2. What is the curriculum like in comparison to the regular education class?

The curriculum was basically projects that seemed fun and not academic in the least. It
wasn’t math or phonics, it was their newspaper “The Mountain Lion Monthly” and
recycling projects; everything was based on the creative atmosphere.
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3. Describe the GATE/AP teacherʼs instructional style.
I would describe her style as hands-on. Her walls are covered in old and new projects
giving her room a fun and exciting feel. She is constantly busy exciting the kids with
fieldtrips and projects based on the curriculum she’s teaching. For recycling, it would be
a trip to the recycling center and learning how to recycle at home, etc. Everything the
teacher does is kinesthetic.

4. Would you rather be in this class or the regular education class? Why?
I would rather be in this classroom for sure. It is invigorating with projects and events that
capture the spirit of applied learning. They don’t take formative tests and their grades are
based on the projects they have to create like making a pizza box into a board game.

5. How are student needs being met?

They are actively participating and positively describe to me the enjoyment they get out of
the fieldtrips and projects that teaches them how to think creatively. They also have to
apply their creativity to the dedicated fieldtrips and projects from what I was able to see.

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 studentʼs name down when you are writing observation notes.
Maintain the studentʼs 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 teacherʼs 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.

Fortunately, I was able to be a part of the autistic room for preschoolers, but unfortunately I
wasn’t able to be a part of the general education classes to compare and contrast. Nor were the
typical peers vastly set apart from the autistic children at this age.

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 CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
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 studentʼs point of view.
(You may print and submit a hand written summary or electronically submit a one-page
document.)
I observed a student in her ELS centers station playing with the train
blocks and trains. She and another student were to build train tracks and then
utilize the trains. The boy asked if she would play with him, “I want to help
you. Can I play with you?” She immediately said no even though she is a
typical peer in the class. She replied, “I do not want to play with you.” She
then proceeds to take his train tracks. The boy looks upset, though says
nothing and plays on. She remarks she does not like sharing with her
designated play partner. She goes back to building and quietly playing
cooperatively alone. She then decides she is going to play on his train tracks
again. He looks upset this time and the teacher comes over and tells her he
will tell her mother who is in the next room as her mother is another teacher
for the inclusion program. She looks unamused and continues to play on her
own side. She continues to play with the tracks until they are told to switch
activities where she goes to the floor to play with the blocks and trucks with
two other children. She plays quietly and alone. She proceeds to take the truck
away from another child who was already playing with the truck. The child
gets upset and rolls on the floor. She says nothing and he gets in trouble for
not sharing. She then proceeds to play alone and continues that way until the
next station which is individual lessons with the teacher.

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 CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
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: Jacquelyn Veith

Date Submitted: 10/29/16

Getting to be a part of the facility was an exciting venture for me. To be able
to take part of the resource room where many of my own children spent time
was satisfying. Mr. Thomson and his aids showed me how much I adored the
preschool inclusion program. There were enough adults who taught a
thorough curriculum with a consistent routine to give the opportunity to
affectively learn socializing skills and academic skills which are crucial for
these children.

The federal funding helps maintain the updating of technology and lesson
plans as well as community support. The parents get to have a monthly parent
involvement day and the children could not have a better start in their
academic and life skills. Being able to observe and watch the teachers meet
each student’s needs with time and attention of these sweet little students
was an uplifting experience to have.

I also learned quite a bit from the students themselves. How vastly different
all children are without regard to disabilities; how some may enjoy certain
instruction while others don’t and visa versa. I was impressed with the level of
patience the students had for each other and their teachers as much as I was
impressed with their teacher’s patience for their students.

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 CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
I had the opportunity to view the other teachers working together with our
children throughout my time there. The different preschool inclusion
classrooms differed by decoration, but not much by the classroom layout. This
was interesting to me because they all work off the same weekly lesson plan,
though they executed some of their daily activities differently. For instance,
Ms. Herrald did a story book about bugs and witches while interactively
creating a witches brew of pretend bugs. Reading in Mr. Thomson’s class was
verbal interaction of the gross bugs of the book he was reading as the
students giggled while observing. This gave me a better perspective on how
the teachers created their own lesson plan around the original concept of
bugs.

Ms. Heavey, the principal of Nate Mack, is also a wonderful and valued
person to be working under. She really cares about the students and we’ve
known each other for more than ten years working closely with my own
children who have had special education in the past. Overall, I’m very
delighted to have had this opportunity and I would love to be a part of Nate
Mack Elementary faculty as a teacher when the opportunity arises.

© CSN Education Department, Las Vegas, Nevada 2015 20

 CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet

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 studentʼs CSN Instructor before
the final exam date. The instructorʼs 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)

© CSN Education Department, Las Vegas, Nevada 2015 21