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.

Students Name: _Michelle Sanchez_______ CSN Course: __EDU 203-3001________

CSN Professor: _Vicki L. Rieger_M. Ed.____ Professors email: vrieger@interact.ccsd.net_

CCSD School: _E. W. Griffith Elementary___ Cooperating Teacher: _Kendra Antill__________

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 teachers 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 Teachers Field Observation Student Evaluation pages.
3. Let the teacher know that you will be asking him/her to verify your hours of attendance each time you visit,
and grading you after the observation hours are complete.
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CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a nonintrusive location to

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

Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
My first impressions of the school environment is that it is very safe and secure with gates
surrounding the perimeter and that it is welcoming to the parents and students. Teachers welcome
you at the entrance; the bulletin board at the entrance lists all of the schools information and events.
The classroom is warm, friendly, organized, and brightly decorated. All of the stations are labeled
and organized.

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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 student make-up of the class is diverse in ethnicity, equal number of male to female
students, some ELL students, and two of the five students are typical peers in the Autism
classroom.

*Observation 3: What are the posted class rules in the room? (exactly as written)
The rules are based on CHAMPS: C-conversation, H-help, A-activity, M-movement, P-
participation, and S-success and on Griffith Way Classroom Expectations. The CHAMPS rules
change depending on the center and the Griffith Way Classroom Expectations are based on the
Griffith Way Pledge, 1. Be Honest: Tell the truth, Show what you know/do your own work 2. Be
Engaged: Follow classroom C.H.A.M.P.S., Appropriately participate to learn, Own my learning by
setting and achieving goals 3. Be Respectful: Follow teacher directions, Walk in quietly and 4. Be Safe:
Hands and feet to yourself, Use materials appropriately.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used for
compliance or non-compliance.
The teacher does enforce the rules with token behavior sheets reinforcing the positive
behaviors along with verbal appraisal, high-fives, and big smiles and applauding.

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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)
Whiteboard/Sm
FILES artboard FILES TOYS
Teache

Desk
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LIBRA
RUG TOYS
STOR

RYCE
AGE

NTER AREA
IMAGINA
Comput

Center

TION
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STATION

DESK Project
or STOR
Sand/W

Center
ater

AGE
Englis
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Langu
CENTE age
RS Arts SNAC
K&
Fine Indepen Math GAM
Motor dent E
Door

Lunch Center TABL

Cubbi STOR
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STOR Kitchen
AGE ette
Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?
Are there any improvements you would recommend?
The workflow of the room is neatly organized, sectioned per center, and space is used
efficiently.
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 concern is that during an emergency, the door is blocked by the cubbies. So, it may
be hard for the students to exit safely.

INSTRUCTION: Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:
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Instruction Question 1: What is the posted daily schedule for different subjects or periods?
8:35a-8:45a Greeting
8:45a-9:05a Bathroom/Hand Washing
9:05a-9:30a Breakfast
9:30a-10:00a Morning Circle
10:00a-10:45a AM Rotation Centers
10:45a-11:00a Pairing & Reinforcement
11:00a-11:15a Recess/Bathroom/Hand Washing
11:15a-11:45a Snack Time
11:45a-12:25p Music and Movement
12:25p-12:55p Recess and Lunch
12:55p-1:20p Library-Individual and Group
1:20p-1:40p Brain Break
1:40p-2:20p PM Rotation Centers
2:20p-2:45p Recess/Bathroom/Hand Washing
2:45p-2:55p Snack Time
2:55p-3:10p Afternoon Circle
3:16p Departure

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction is done in individually during centers, and as a whole group during circle time.

Instruction Question 3: How would you describe your cooperating teachers teaching style?
Ms. Antills teaching style is that of a personal model where she is very hands on with her
lesson plan by teaching through example. Her goal is for her students to grow at their pace, to show
them appropriate behavior with the help of the typical peers in the classroom and her aides.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If
so, give examples.
Ms. Antill incorporates all of the learning styles in her lesson plans and through her teaching
style. She shows the students pictures and videos (visual), she sings and plays music videos
(auditory), she reads to them and teaches them how to trace and write letters/numbers
(reading/writing), and includes a lot of hands on crafts and gross motor toys (kinesthetic).

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.
Ms. Antills personality, teaching style and lesson plans make it very easy for her students to
be engaged.

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

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In her classroom none of the students are ever isolated.

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

Individualized instructional time is done during the AM and PM Rotation Centers. There are
four centers, three educators, and five students. One aide is at the Math/Science centers, another
aide is at the English Language Arts/Dramatic Play centers, and the teacher is at the Fine Motor/Art
centers, and then the last center is the Independent center. With the student to staff ratio being
almost one to one, the instructional time is managed efficiently and effectively.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions effective?
Transitions within the schedule and rotation centers are done with a timer. She sets the time
for ten minutes during centers and has them always line up on lines she has taped on the ground to
transition from period to period according to the schedule.

*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. Antill uses commands such as, touch your ears if you can hear me, and cool hands to
get the students to have their hands calm and resting in their laps.

*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.
This classroom is the KIDS program for Pre-K students with Autism. So, the teacher and the
aides may see typical Autism behaviors such as refusing/ignoring instructions, socially inappropriate
behaviors/mannerisms, aggressiveness or tantrums, self-stimulatory behavior, and self-injurious
behavior. The KIDS program is intended to show and teach appropriate behaviors/mannerism for the
age group. For example, one of the students put his hands down another students pants. The
student who showed inappropriate touching was taught that this kind of touching is inappropriate
and the other student was taught to say that that kind of touching is not welcome.

*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.
There arent any policies or procedures that hinder instructional time. The classroom does use
token stars as reinforcers per period/rotation.

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
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educational culture, place of learning, sense of safety, invitation for learning, promotion of self-
actualization, development of values and socialization.

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

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking
lot, crosswalks, gates, signs and symbols.
The school property is surrounded by fencing and gates, making it a very secure school. The
building is old, but well-maintained with new additional buildings/portables. The school and the
black top are recently painted. All the rules, announcements, and partner banners are visibly posted.
The playgrounds are safe and clean. The landscaping is a bit dry, but it is fall. The administration,
support staff, and teachers are crossing guards and greeters.

2. Next, study the interior of the school: are hallways/classrooms labeled, halls, floor coverings,
lighting, doors, windows, hall colors and decorations and entrance security.
The interior of the school is all neutral colors, marked with white lines where the students are
instructed to walk on. The school is well lit and all the windows are caged for added security. Each
classroom is brightly decorated according to the assigned teachers taste.

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

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

E.W. Griffith elementary schools mission statement is that all students respect and learn
from themselves and others, set high expectations and persevere in the face of obstacles, think
critically to seek out creative solutions to problems, and are prepared to achieve academic and
interpersonal success in a rapidly changing, diverse, global society. The schools motto is to
connect, reflect, and grow! Lastly, the schools mascot is the grizzly bear.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school. (Example: teachers lounge)
Staff and visitor interactions in the main office have improved since my last field observation.
The staff is all new, still learning, and are patient and helpful with the students, parents,
administration, and visitors. The interaction with students and faculty are brief, yet friendly.

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

Observe where students gather to socialize lunchroom, halls, playground, etc.
Students will play with one another on the playground and blacktop before the school day
begins. During lunch, the students will have recess, then eat, and afterwards head back to class.

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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Some school traditions are the annual Harvest Festival and Winter Concert. During lunch, the
grade levels and classrooms have the opportunity to win the Golden Spatula for the cleanest
lunchroom. The school participates in Be kindlike Josh, The Josh Stevens Foundation and
students and faculty wear their be kind shirts to school every Thursday. On Fridays the students
and faculty wear their Griffith shirts. The school also participates in Apple Core. The school partners
with Communities in Schools, Three Square, City of Las Vegas Safekey, and Arizona Charlies. The
school also has a Builders Club, Art Club, Drama Club, and tutoring.

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. Antill and her aides have a very hands on approach to their teaching styles. They
demonstrate appropriate behaviors and lead by example to make sure their students are successful.
They are silly, imaginative, loving, and follow through with their rules and instructions.

*2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. Who participates? Who does not?
All of the students love Ms. Antill and the aides. The staff all share power in the classroom in
regards to instruction and positive and negative reinforcers.

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 always knew that I wanted to work with children, but I was not sure exactly what I wanted to
do. After graduation with a BA in Psychology, I started working with at-risk children teaching
strategies to reduce anxiety, deal with anger, and general social skills. I realized that I enjoyed the
teaching aspect, which led me to go back to school and obtain my Masters in Special Education and
teach.

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

One challenge in teaching is creating lessons that are engaging and being able to adapt
plans when behavior challenges arise.

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

The best part of being a teacher is having the opportunity to interact with students and see
their progress throughout the year. Seeing my students proud of themselves when they do
something by themselves is very rewarding.

Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?
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Every single day I take Teaching Strategies Gold data. Teaching Strategies Gold has
objectives covering all domains of eligibility for SPED: social/behavioral, motor, self-help,
communication, and academic skills. Data points are rated on a scale. Every 3 months, the data
points are averaged and a rating is a selected for each objective to rate where the child falls
developmentally.

Interview Question 5: What requirements are placed on you for reporting progress to parents?
Progress reports of IEP goals are due quarterly, same as report cards for general education
kids. In addition to progress reports, Teaching Strategies Gold data is sent home to parents three
times a year.

Interview Question 6: Describe the interaction and discussion you have with a students parents?
Most of my students are dropped off and picked up by their parents. This allows me the
opportunity to discuss positive things their children did, but also discuss not so positive things.

Interview Question 7: What type of discussions do you typically have with parents?
I like to keep my discussions positive. If a child had a rougher day, then I use the sandwich
model to deliver the news. I start with something positive, state the negative news, and then end
with a positive note. For example, STUDENT greeted his peers this morning and sang during circle.
He was non-compliant during centers and had a tantrum for 10 minutes, but he recovered and came
back to centers and finished his work.

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

I do not grade papers. However, I take data every day, which requires me to spend at least
an hour after school to enter data into the computer.

Interview Question 9: How much time does it take to prepare lessons for the day/week?
I am always working on lesson plans. I save everything and place all of my master copies
and templates in binders organized by months and weeks. This has made it much easier in my
second year of teaching. I would guess it would take at least 5 hours a week to prepare for the next
week.

*Interview Question 10: What procedures or strategies do you use to maximize instructional time?
I spend the first month of school explicitly teaching routines and expectations. By teaching
students the expectations, students are more focused and less time is spent redirecting students. In
addition, we use rotation activities, so that all students can be engaged in small or individual
teaching groups. My lesson plans cover every minute of the day, including bathrooms, and activities
are strategically ordered so that transitions run as smooth as possible.

*Interview Question 11: What positive reinforcement programs and behavioral consequences seem
most effective with students?
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Teaching the expectations, so that students know what to do is very effective. When
students demonstrate the expected behavior, I give positive praise. For example, I love how you are
sitting criss cross! If another student is not sitting appropriately, and they hear me praise another
student, they will almost always fix how they are sitting without me having to tell them to do so.
Stamps, high-5s, and stickers are also great motivators in my classroom.

Interview Question 12: How are specialist teachers involved in the instructional planning process?
My students do not attend specials. so I do not collaborate with the specialist teachers. Last
year, I had kindergarten students who did attend specials, but the specialists were not involved in
the instructional planning process.

Interview Question 13: How often are you evaluated, and what measurement tool(s) is used by the
administration for determining your own performance?
The NEPF Standards are used to evaluate my performance as a teacher. I am evaluated once
a year. However, my administrator observes me 3-4 times a year before deciding what score I will
receive on the NEPF standards.

Interview Question 14: What consequences are there if your evaluation is not favorable?
I believe if a teacher is rated as minimally effective or lower, then he/she would be placed on
probation and would have to develop an action plan to improve.

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?
Instructionally: A variety of Special Education Trainings are available through the school
district to receive instructional supports. Because I am in early childhood, I have access to an Early
Childhood Instructional Specialist. She is helpful if I ever need help with an IEP or am stuck on an
idea for a lesson.

Financially: Special Education receives funds for the classroom.

Parent Organization: None

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

*Summarize your Classroom Interactions data from above:

During group Library time, in the twenty minute period, I observed Ms. Antills exchange with
her students. There are five students, three with Autism and two typical peers. In the classroom, the
two typical peers are female and the three students with Autism are male. The exchange with the
female students was for positive reinforcement when showing appropriate behavior. Whereas the
exchange with the male students was for correcting inappropriate/negative behavior.

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)
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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:

During your teaching years, what was your experience with Special Education, if any?
Pre-service, in college, I had to have a course specific to individual differences in students. It
set the stage for understanding and appreciating the diversity of students with exceptionalities. In
my first few years teaching in Texas, I had experiences with students who received special education
services, primarily students with learning or emotional needs. There was not much training, but there
was support from special educators at the schools to whom I could go for help. When I came to
Nevada I had a great experience of co-teaching with the resource teacher in my fifth grade
classroom. I learned a TON about special education strategies, models of co-teaching, collaboration
and planning for differentiated instruction and remain friends with that teacher to this day even
though she moved to New York years ago. It made me realize the importance of building
relationships to support the students because to effectively teach (all students) you have to plan
strategically and you may not have time within the day scheduled to do it. We did ours with our kids
on the weekends. As a literacy specialist I worked with students who struggled with reading, some
who were identified and received services from special education, and others who did not.
Consistency, strategy variety, repetition, and building students' own understanding of where they
were and where they needed to be were areas of focus that were essential. I worked for a whopping
week as a Special Education Kinder program teacher, prior to taking an Assistant Principal position,
one year and that gave me additional insight related to IEP's and establishing an environment
supportive of the growth of early learners with special needs. In just that week I would say that
connection with parents and prior preparation (reading IEP's, knowing goals, behaviors, etc.) is key.

CSN Student Created Open Ended Question # 2 for Administrator:

Now as a principal, what is your involvement in Special Education programs at Griffith ES?
Involvement is a daily thing. We provide supervision and evaluation of special education
teachers, support staff and classrooms as we do with all staff and we, or a designee such as an
assistant principal or facilitator, participate in some, but not all, IEP meetings. We review data from
students' assessments, talk to kids and parents, and make program decisions within our school (not
what programs we have, but changes or training, etc.) that our programs might need.

CSN Student Created Open Ended Question # 3 for Administrator:

Which programs and services are available to Griffith ES students who have exceptionalities?
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At Griffith, we have multiple programs in place. We have an Early Childhood Special
Education for students with disabilities ages 3 and 4 that is a combined classroom of non-disabled
pre-k age students (4 years+). We also have opportunities for pre-school age students with Autism
(KIDS program) and the continuum of age ranges in elementary autism programming with our
Primary and Intermediate Autism classrooms. We have two resource teachers who work with
students in their rooms as well as in the general education environment. Additionally, we have eight
support staff personnel that assist teachers in the self-contained, resource, and general education
classrooms and part-time personnel that support students such as occupational, physical, speech,
therapists, etc.

CSN Student Created Open Ended Question # 4 for Administrator:

What changes would you like to see in Special Education programs at the school and district
wide?
I think that school-based changes relate to training for staff is always key. We need to keep
learning and refine our craft. Currently we are working on having additional personnel trained related
to behavior strategies and plans. I would LOVE to see increases in inclusive practices school and
district-wide with a co-teaching model such as is done in pre-k when possible. Having a designated
special educator that could team with each grade level would be a dream goal so that their
background and understanding could be shared with all teachers and kids (with and without
disabilities) would be a benefit to all (but it would be costly).

CSN Student Created Open Ended Question # 5 for Administrator:

What do you look for when hiring a Special Education teacher?
Passion for kids, dedication to learning, and willingness to work together with others to get
things done so that all kids make growth. It is GREAT when the teaching candidate has a
background related to their specialty (i.e. when an Autism teacher candidate has ABA experience
etc.), but that is not always feasible. Many times teaching vacancies are in special education
programs and when the background is not there, the effort and persistence of the candidate has to
kick in so they can learn, implement directions and suggestions, and be successful.

Interviewed school administrators name/title: ___Lori J. Andrews, 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

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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
teachers grade level team.
I was unable to get this assignment arranged since Pre-K does not attend specials.

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 was unable to get this assignment arranged.

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 students name down when you are writing observation notes. Maintain the students right to privacy by referring
to a student as Student #1, Student #2 etc.
I was already assigned to a Special Education classroom for Pre-K students with Autism.

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 students point of view.
(You may print and submit a hand written summary or electronically submit a one-page document.)
During Library time, individual and group reading, I observed one student for the entire
duration of this period. During individual reading where the student is empowered to use his/her
imagination to create stories through what he/she sees in the images, this student was throwing
books. I then took it upon myself to engage with this student and read with him to make sure he
was participating at some level. Then during group reading where Ms. Antill reads to them at the
large rug, this student did not remain seated, did not keep their hands to themselves, was not
engaged in the story or lesson plan, and needed an aide to reinforce the rug rules, to be one on
one with an aide to demonstrate appropriate behavior.

SUMMARY:

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10 Hour Field Observation Activities Packet
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: Michelle Sanchez

Date Submitted: 12.13.2016

I completed my field observation hours at E.W. Griffith Elementary School. I observed Ms.
Antill, her aides, Ms. Lexi and Mr. Mons, and their five students in the pre-k KIDS program.
I was able to observe three children within the Autism Spectrum with varying behaviors,
abilities, and personalities. I observed these three children alongside two other typical peers who
serve as an example of where a typical Pre-K child is expected to be at and which benchmarks are
expected to be achieved. To my surprise, all of the children, both typical peers and the children with
Autism, are so smart, well-mannered, and loving children. They were so much fun, and so silly, with
lots of love to give. They were not at all how I imagined they would be through what the textbook
stated.I was so sad that my time was up, but they were so kind to offer me visitor privileges.
In all honesty, Special Education frightened me. The teachers and aides in Special Education
are angels with the biggest hearts and even greater patience. I was lucky to be assigned to Ms.
Antill. She and Ms. Lexi and Mr. Mons showed me through their actions and stories that teaching
children with exceptionalities, teaching children in general, may be tough at times, but it is always
rewarding.
I still am not sure whether I can be an angel for these exceptional babies, but these babies
sure where angels for me! They taught me that love always trumps misconceptions, tantrums, losing
patience, stress, and hard days.
To be a Special Education teacher, maybe, does not mean that I have to be special enough to
teach these exceptional children, but maybe that these children will make being a teacher even that
more special.

Before final grading for the EDU 203 SPED Course can occur, the CSN student
must submit:
CSN Education Department, Las Vegas, Nevada 2015 15
CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
> 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 students CSN Instructor before
the final exam date. The instructors 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 16