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: _______________________

Marilyn Gonzalez CSN Course: _____________________
EDU 203

CSN Professor: _______________________

Vicki L. Rieger Professor’s email: _____________________
vrieger@interact.ccsd.net

CCSD School: ________________________

Herbert A. Derfelt Elementary Cooperating Teacher: _____________________
Jennifer Vukovich

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
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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…

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.
Upon first setting foot on the school grounds, you can hear children playing. The school had very
little to no windows, but there was still a sense of warmth and light. The walls are lined with student-
generated artwork.
The office staff was very friendly and were willing to give me directions to my cooperating teacher’s
classroom. I also had a brief interaction with the principal, Mr. Ditondo, who seemed warm and
friendly.
My cooperating teacher was very knowledgeable and willing to answer any and all questions I had.
*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.

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The students in the resource room were mostly male. Upon observation, the ratio was roughly 5:1,
male to female. Most of the students who passed through the resource room were Caucasian,
African-American, or Asian. I only interacted with 1 or 2 students who were Hispanic/Latino.
*Observation 3: What are the posted class rules in the room? (exactly as written)
There were no posted rules in the resource room. However, Ms. Vukovich is consistent with her
verbal reminders of the expectations she has for each student.
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance.
Ms. Vukovich employs the use of an app on her phone called ClassDojo, which uses a points-reward
system to enforce the rules.

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)

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? Are there any improvements you would recommend?
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Ms. Vukovich makes the most of the layout of her classroom. Her classroom flows well and all
direct instruction occurs in the center of the room. Independent learning happens in the peripheral,
which allows teacher’s assistants to engage in one-on-one support with independent learners while
Ms. Vukovich is teaching.

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?
The only real area of concern is that there are students who run in and out of the classroom. When I
asked Ms.Vukovich about this concern, she noted that she had one student who ran off of school
property twice during this school year. I noticed that whenever this particular student would walk out
of class, the office would immediately be notified that the student is in the hallway, in case the
student would try to run off the school property again.

As for the school, in order to get into the school you have to enter the office, and someone has to
buzz you in. I feel that this system helps temper any potential safety risks.

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?
Ms. Vukovich does not have any posted daily schedules. However, she and her assistant carry a copy
of the times that students are expected to be in the resource room, which they check frequently.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Due to the nature of the resource room, instruction may be done either in small groups or
individually. There are moments during the school day where Ms. Vukovich will instruct a small
group while one of her assistants provides one-on-one support to a student. This happens
simultaneously and does not interrupt the flow of the classroom.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Ms. Vukovich has very clear expectations of her students, which she reminds them of verbally and
rewards (via ClassDojo) immediately. Most of her students are younger (Kindergarten and First
grade) so she keeps her lessons relatively short but impactful. She sets clear goals before every
lesson for each student. Example: “You have to do two worksheets today while you are here.”

One of the most interesting aspects of Ms. Vukovich’s teaching style is how easy it is to recreate at
home. As a parent of children with special needs, I was already familiar with several of
Ms.Vukovich’s strategies. It was interesting to note how the tools I implement at home with my own
children can be applied to a classroom.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
Yes. She has one student in particular who has difficulty attending to a task for longer than a few
minutes. She will offer short breaks for the student (and implements a spinner that determines how
long the breaks are) after they complete a task.

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*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
Yes, to the best of the abilities. There are times where some students may get distracted or ask to
take a break. Depending on how far along the students are on the lesson, she may accommodate the
need for a break or ask that the student attend to the task a bit longer. Ms. Vukovich has a bulletin
board designed to look like a game board, where students move their “pieces” according to how
many points they have earned that day. All students look forward to finding out how many points
they have at the end of their time in the resource room, and at times happily exclaim, “I landed on an
orange star!” Landing on an orange star means that they get to choose a prize.
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
There is one student who is isolated from the rest of the class. This student has their own desk in the
resource room, and a dedicated teacher’s assistant. When I asked, I was not given a specific reason
as to why the student was isolated. However, it became very clear during my observation. This
student was prone to fits of aggression and was known to run off of the school grounds.

In the autism classroom, there is also a student who is isolated from the rest of the class. This student
was isolated for the same reasons as the student in the resource room (aggression and safety
concerns).
Instruction Question 7: Is individualized instructional time managed efficiently? Please
explain.
Yes. Students who have individualized instructional time receive support from either Ms. Vukovich
directly or from one of the teacher’s assistants in the classroom. Just like with group lessons, the
goals for the assignment are communicated clearly and verbal reminders are given sporadically. The
student then receives points in the ClassDojo app for “following directions”, “staying on task”, or
“finishing assignment”.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
Verbal prompts are given with a countdown starting at 10 minutes. Once time is up in the resource
room, the students find out how many points they have and get to move their piece around on the
bulletin board. I believe this is a positive and effective way to mark the end of the student’s time in
the resource room. The students seem to look forward to it and when they leave they are eager to
return the next day in order to get closer to attaining a prize.
*Instruction Question 9: List ways that the teacher attempts any “attention getting”
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Ms. Vukovich typically only calls the student’s name or reminds the student of their points.
Sometimes she will say that another student has earned a point, which then prompts the other
students to want to earn theirs. Example: “Sarah just earned a point for following directions.”
*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.
Most of the students in the resource room did not display any behavior issues during my observation.
There was one student who regularly received reminders such as “Remember that you can only
control you” whenever they were upset. The only student that did present any behavior issues was
the student who is rather isolated in the resource room. This student spit at other students, screamed
at the teacher’s assistant, and ran out of the classroom at least once every day during my observation
hours. The student received reminders of what is appropriate behavior during the spitting incident,
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and the office was notified every time the student ran out of the class.

When I observed the autism room, the student who is rather isolated there presented behavior issues
as well. This student, when upset, attempted to throw a chair at a the teacher’s assistant, used
inappropriate language, would scream at the teacher or other students, would kick the teacher or her
assistant and would run out of the classroom as well. The focus during each of these events was to
contain the student to the classroom, and to attempt to de-escalate the situation.
*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.
Most of the procedures I noted were aimed at reinforcing and incentivizing attending to instructional
activities or mitigating behavior issues. These procedures were the use of tokens in the autism room
(this was their version of the points system implemented in Ms. Vukovich’s resource room); the use
of timers to track time spent on an activity; rewards for meeting micro-goals; positive reinforcement
and redirection.

I feel that these procedures are effective and help set and reinforce rules and boundaries for the
students.

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.
School is clean and well-maintained. Grass was lush and freshly-cut, parking was clearly labeled
with designated school bus areas.
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.
There are little to no sources of natural light inside the school. However, the walls are lined with
colorful posters and student-generated art, adding color and warmth to the hallways.
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.

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Derfelt ES Mission Statement: “Empowering students to succeed through Technology, Enrichment,
and Intervention!”
Derfelt ES School Mascot is a Dolphin and the school colors are blue and white.
Derfelt ES School Motto: “Be Kind…Be Responsible!
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school. (Example: teachers’ lounge)
Office staff is very friendly and knowledgeable. The atmosphere is quiet, but friendly. In the
teacher’s lounge, the teachers ate and chatted about their personal lives and upcoming vacation
plans. No one mentioned any students or any school-related issues.
3. Observe student-to-student interactions, inside and outside the building.
Observe where students gather to socialize – lunchroom, halls, playground, etc.
Students are required to walk quietly in the hallways. In the lunchroom, all students follow the rules
and chat amongst themselves. I did not observe any negative interaction between students.
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.
The school encourages students to wear blue, white, or a school t-shirt on Fridays to show school
spirit. I did not see any awards in the parts of the school I was able to explore, but I did note that the
school lines the walls with student-generated work. This to me shows that the school takes great
pride in the academic and creative achievements of their students.
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.
Ms. Vukovich has very clear expectations of her students and she communicates those expectations
clearly and in a positive tone. She emphasizes progress instead of perfection, and is kind and
cheerful in her disposition
*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
Ms. Vukovich seems to have a great rapport with fellow teachers and administration. She was called
frequently to assist in other classrooms, which shows that administration acknowledges her
competence and expertise. Ms. Vukovich’s teacher assistants are treated like colleagues and given
the same deference by the students. The relationship between Ms. Vukovich and her assistants are
very cohesive. They seem to be able to communicate without speaking and are very supportive of
one another.

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.

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Interview Question 1: What was the primary reason you became a teacher?
I like kids and really liked the idea of being part of their educational foundation.
Interview Question 2: What is the main challenge(s) you face as a teacher?
For me, the main challenges are lack of cooperation and support from parents and paperwork.
Interview Question 3: What is the best part(s) of being a teacher?
The best part for me is when you see a child make progress after you have put in a lot of work and
effort into helping them.
Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?
I use a variety of assessments. Some of them are AIMSweb, Core Phonics Survey, and other
teacher-made assessments.
Interview Question 5: What requirements are placed on you for reporting progress to
parents?
I have to report quarterly with an IEP meeting once a year.
Interview Question 6: Describe the interaction and discussion you have with a student’s
parents?
Some parents prefer written communication. Other parents, I will only hear from at IEP time or
when their child will be absent.
Interview Question 7: What type of discussions do you typically have with parents?
Some parents are very proactive and involved. Other parents will ignore any suggestions I or other
teachers make.
Interview Question 8: How much grading do you complete on a daily/weekly basis?
The general education teacher handles the grading. I do have weekly assessments that I have to go
over. They take about an hour or two a week.
Interview Question 9: How much time does it take to prepare lessons for the day/week?
Not very long. About one to two hours a week.
*Interview Question 10: What procedures or strategies do you use to maximize instructional
time?
Good planning and keeping transitions smooth are essential.
*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students?
Right now I heavily rely on ClassDojo to help with my reward system. As for consequences, I try to
use natural consequences.
Interview Question 12: How are specialist teachers involved in the instructional planning
process?
Mostly they just provide input for IEP goals.
Interview Question 13: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
There is a once a year district-wide evaluation.
Interview Question 14: What consequences are there if your evaluation is not favorable?
I have never had an evaluation that was not favorable.
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 are given a classroom budget and I have two teacher’s assistants.

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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.

IIIII IIIII IIIII IIIII IIIII IIIII I

20 11

*Summarize your Classroom Interactions data from above:

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Both the resource room and Autism classroom had only one girl. Hence, interactions with girls in
the classroom are more limited. Ratio seems to be roughly 5:1 boys to girls.
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During the time I was taking this data, Ms. Vukovich was performing a group activity with a
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group of five and six year olds. There were five boys, and one girl in this group. During this
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activity, Ms. Vukovich encouraged the students to take turns, with prompting such as, "Pick
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someone who is sitting quietly to go next". The students seemed to enjoy this activity, and they
were very encouraging towards each other as the activity progressed.
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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 are the qualities you look for in a special education teacher?
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CSN Student Created Open Ended Question # 2 for Administrator:

What are ways that parents can help/support special education teachers in your school?
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CSN Student Created Open Ended Question # 3 for Administrator:

______________________________________________________________________
What is the most challenging part of your job?
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CSN Student Created Open Ended Question # 4 for Administrator:

What are goals that you have for your school?

______________________________________________________________________
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CSN Student Created Open Ended Question # 5 for Administrator:

______________________________________________________________________
What advice would you give to future educators?
______________________________________________________________________

______________________________________________________________________
Interviewed school administrator’s name/title:

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

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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?
There were some differences, mainly that the class is smaller, so the students are
given more one-on-one instruction. The students in the Autism room were all of
average or above average intelligence and highly communicative.
2. What is the curriculum like in comparison to the regular education class?
There is more focus on effectively transitioning and more sensory integration.
3. Describe the SPED teacher’s instructional style.
Ms. Ballinger tries to encourage group participation in her lessons and praise is given
immediately.
4. What are the challenges these students possess?
These students are on the Autism spectrum.
5. How are student needs being met?
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These students have a designated area for “cooling off” and are given more one-on-
one support. This smaller class also allows for the use of tools like the token system.
6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.
Unfortunately, I was not able to attend an IEP meeting.

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.)

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During this observation period, the teacher's assistant (Ms. Rita) was working with a student
___________________________________________________________________________
on reading.
The student exhibited sporadic periods of disengagement. When Ms. Rita observed that the
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student was not engaged, she would gently remind the student to stay on task. The student was
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very responsive to this type of prompting.
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Ms. Rita would give immediate praise whenever the student would answer questions correctly.
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This praise was given for each correct response.
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However, as the instructional time went on, the student began to have difficulty maintaining
focus. The student's eyes would dart around the room regularly. The student also regularly
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fidgeted with items that were within reach (rolling his pencil, and playing with keys).
___________________________________________________________________________
Additionally, the student would also regularly make repetitive noises and fidgeted in his
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chair. This student would be given gentle reminders ("calm hands") whenever Ms. Rita
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would observe that the student was fidgeting.
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Ms. Rita then noted that the student "prefers to write his letters rather than say them".
___________________________________________________________________________
She felt perhaps that was why the student was fidgeting more than usual.
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Ultimately, Ms. Rita was able to maintain the student's attention for approximately ten minutes.
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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:_______________________________________________________________
Marilyn Gonzalez

Date Submitted:______________________________________________________________
May 2, 2017

See attached summary.

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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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