ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your

classroom observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting,
organized, etc.? Describe the physical environment in detail. >>>

The classroom was organized and minimal. Small class of kids and helpful poster on walls to
help with math.

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. >>>

It was equal genders, mostly African American and Mexican.

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

Wash your hands, come into the room and pay attention, no bad comments, share with
classmates, keep hands to yourself, do not interrupt, BE KIND

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used
for compliance or noncompliance? >>>

The teacher does enforce these rules, for example not interrupting. It was hard for a
student not to stop talking or answering and the teacher did a prize if he did not
interrupt for at least 15 minutes and got candy.
ASSIGNMENT 2 (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

White Board Teacher

Student
Table

Student
Table

Teacher
Desk

Teacher
Desk Door

Classroom Layout Question 1: Describe the workflow of the room. Is it a strictly a Special Education classroom or a
General Education classroom that you are observing? Describe below. >>>

This classroom was strictly a classroom for special education. The workflow was smooth from one
subject to another.

Classroom Layout Question 2: Describe the layout and the kind of instruction /setting arrangement going on with the
teacher(s) and students? For example, are Station Teaching, Inclusion, Parallel Teaching, Co-Teaching, and/or more
going on in the room? >>>

It is a co-teaching setting where one teacher is teaching the lesson and the other teacher is helping
keep students focused on the lesson or assignment assigned.
Classroom Layout Question 3: If you are in a General Education classroom, does the teacher teach in a whole group
setting layout or cooperative, and or collaborative student group work type of setting? >>>

As a whole class, the teacher teaches while the students work together to answer questions. The
classes are small so working together is easier.
ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record
your observations when presented with the questions below:

Instruction Question 1: Do you notice any transition schedules, token boards, or brain break cards,
specific directions, posted in or around the classroom to enable children to keep track of their day? >>>

There is a board that shows the school’s schedules so students know when it is time to
transition between classes. I didn’t see any token boards or brain break cards.

Instruction Question 2: Examine the teacher’s instruction for the use of instructional design options
(individual, small and whole group teaching; teaching centers, co-teaching and parallel teaching). Explain
all the instructional design options used in the instruction and how these designs meet the needs of
students with an IEP. >>>

For the most part, I observed whole group instruction, which was still limited to the small
groups within the classroom, since it was mostly resource. There was some one-on-one
instruction and independent work, as well. Small group and one on one instruction allowed for
teachers to meet individual needs of students and the requirements of their IEP. Whole group
instruction allows the students to bounce answers off of each other and interact together to
answer questions about the lesson. It has everyone involved and understanding together.

Instruction Question 3: Evaluate a classroom teaching lesson and identify the ingredients that are most
important in crafting a good lesson plan that meets the needs of students with an IEP. >>>

I observed a story being read aloud. Having the stories read out loud togethe allowed for being
able to stop and answer questions together and to help them understand what the correct
answer should look like. A good lesson should begin with an introduction and accessing prior
knowledge of the student. Students should also have a good idea of why they are learning
about what they are learning about, like having an essential question to answer. For instance,
what is the main idea of today’s passage? The “meat” of the lesson should include instructional
strategies, materials needed, and standards being met. The lesson should end with the student
independently practicing the skill taught and the teacher assessing students’ understanding.

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

Some students had a special seat to allow them to have their own area to focus. Other students
had headphones for loud sounds and keep them focused on the teacher. Preferential seating
was observed as well.

Instruction Question 5: What Philosophical teaching orientation(s) best fit the teacher’s teaching style?
Provide examples. >>>

I saw a lot of visual and auditorial teaching styles with the kids also playing educational games
like Gimbit.
Instruction Question 6: Explain the use of culturally relevant material, teach strategies, class decor, etc.
to meet the needs of today’s culturally diverse student population. >>>

There was a bilingual assistant and also posters on the walls depicting students of different
cultures.

Instruction Question 7: Do the students seem engaged in the lesson(s) that are being presented?
Please explain. >>>

Students are engaged and answering questions to the best of their ability.

Instruction Question 8: Are there any students isolated from the rest of the class for any reason? Why?
>>>

Yes, there was one autistic student separated. His level of energy caused him to move around
differently and shake the table.

Instruction Question 9: Is instructional time managed efficiently? Please explain. >>>

Yes, time was managed well keeping the lesson / activity to a certain amount of time.

Instruction Question 10: How does the cooperating teacher handle transitions from one subject or
period to another, and are these transitions efficient? >>>

To begin class, she will do a warm-up for the subject. At the end of the period, she did a recap
of what they did and then proceeded to clean up their areas and get ready for their next class.

Instruction Question 11: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>

I didn’t see any attention getting techniques during this observation, but I have seen counting
down used in other situations, as well as echo techniques, like “eyes up!”.

Instruction Question 12: Describe goth teacher and students use of technology in the classroom? >>>

Teachers and students using technology consisted of the teacher presenting slides or a game
and the students being able to complete assignments and turn them in all online.

Instruction Question 13: What specific behavior issues does the teacher have to deal with? How does
the teacher deal with these behavior issues? Be specific. >>>
 There were the regular behaviors like talking out of turn, sassy talk, defiance and then were
some more serious behaviors which consisted of aggression or wanting to do something else,
which resulted in non-compliance.

Instruction Question 14: Are there any policies or procedures in place that help or hinder instructional
time? If so, explain them and how they help or hinder use of instructional time.>>>

There didn’t seem to be formal, school wide policies in place that hindered instruction, but
classroom procedures or a lack of that hindered class time was being able to call out answers.
This caused a distraction from the subject causing less time for the lesson.
ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of the
school where you are assigned to observe. Remember you are evaluating the school for its educational culture, place of
learning, sense of safety, invitation for learning, promotion of self-actualization, development of values and socialization.

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

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

The school consisted of brick walls, an open courtyard to sit in the middle of all the classrooms,
posters, and kids work.

2. Next, explain the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>

Full of posters and students work, also a wall of Martin Luther King and other inspiring
figures.

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

1. Consider the factors of school culture (climate, mood, tone, standards). Describe how you felt visiting the
school, walking down the hallways and inside the classroom. What do you think student feel regarding this
school’s culture? >>>

There was general excitement as students moved about the hallways. Teachers engaged with
each other and with students. Most were friendly and helpful. I think this speaks of the
expectations and modeling from teachers.

2. What is the school’s motto? How does the school demonstrate the motto? Give examples. >>>

The school’s motto is “Dare to Soar”. They have a good website presence giving more
opportunity for students and parents to be a part of the school’s activities.

3. Did the students, teachers and staff seem friendly, happy and approachable for students, parents and
visitors? >>>

The teachers and staff were very friendly and approachable. They were very open to help
students, parents, and visitors. I felt welcomed in every classroom.

4. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods). Does the school use inclusion, or a pull-out program for special education students?
>>>

The school had block schedules that consisted of odd and even days. Appeared that the
grades were mixed in the classroom. The classes were mostly inclusive, but the autism class
was completely separate. I’m not sure if they ever went to general education classroom, as I
didn’t observe this. Students were pulled out for SLD and learned mostly in that group setting.

5. Compare and contrast current school cultural environment with school historically. >>>
 I’m not sure what the school looked like in the past and since I went to a private school,
my experiences are probably different. Students are given a little more leeway with sass
talk and language. I wasn’t expecting that. Dress code was more liberal too.

Culture of the Classroom: Observe and listen to the interactions between students, students and teacher.
1. Does it appear that students feel safe enough to ask the teacher questions?. >>>

Students do appear to feel safe to answer questions with the class as a whole.

2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone,
frequency and reinforcements. >>>

The instructional tone of the teacher was calm and firm. If a student appeared not to be doing
what was being assigned, the teacher would nicely tell them to get back to the assignment.

3. Evaluate the level of student participation in the class. Who participates? Who does not? How does the
teacher response to student comments? >>>

During class, the participation of the class was all there. No one felt uncomfortable not
answering or trying their beast.
ASSIGNMENT 5 (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: Was teaching students with Special Needs you first choice, or did this come late in
your teaching profession? >>>

It came later in my career, when I moved to Las Vegas. My BA is in elementary education.

Interview Question 2: What challenges do you face in teaching students with special needs and, what
have you learned or done differently after facing some challenges when teaching students with Special
Needs? >>>

This year students are struggling to have appropriate peer interactions which was effecting their ability
to access the curriculum. Therefore, I have increased the opportunity for social time within the
classroom

Interview Question 3: What have you learned or done differently after facing some challenges with
teaching students with Special Needs? >>>

Building in free time and social time to meet the social/emotional needs of students after coming back
from distance education

Interview Question 4: What do you feel could have helped you more in beginning your career as a
Special Education Teacher? >>>

Better time management skills and understanding that all Special Education teachers are extremely
overwhelmed in the beginning of their careers

Interview Question 5: How do you address the different student characteristics, behaviors or needs in
your classroom? >>>

Equity over equality, everyone gets what they need individually

Interview Question 6: How do you use the IEP to accommodate different needs, and or modifications for
your students? >>>

Students’ needs are discussed in the present levels and then their needs are addressed through the
service provide by the Special Education teacher and through accommodations that allow the student
to access the general education curriculum.

Interview Question 7: Describe team collaborations. What is the purpose of these collaborations?
(Consider lesson plans, help for students, addressing challenging behaviors, etc.) >>>
 Collaborating with other resource teachers is vital when addressing behaviors. It helps to know if
teachers are seeing the same behaviors; if not, why aren’t they. If they are, what can we do to be
consistent across all settings

Interview Question 8: From your perspective and experience, what are the most important things for me
to consider when tailoring a lesson plan for individual special education students? >>>

Make sure that it is engaging and that it can be easily differentiated.

Interview Question 9: How have the laws changed from year to year within the IEP’s guidelines, and or
mandates, and how have you adapted to that over the years? >>>

The only constant in Special Education is change. You have to be willing to adapt or you will miserable

Interview Question 10: Describe both teacher and student uses of technology in the classroom. >>>

We are a one to one school and every teacher is required to use Canvas

Interview Question 11: Describe some of the teaching strategies you use for your students with special
needs. >>>

I like to use songs/videos to reinforce the lesson

Interview Question 12: What procedures or strategies do you use to maximize instructional time for your
students with special needs? >>>

Following a routine. Always start class with warm up/computer program (MAP Accelerator, MobyMax,
etc) then review of what the expectations are for learning that day, lesson, practice, clean up, social
time

Interview Question 13: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with your students who have special needs? >>>

Candy is always successful. Some students want free time to draw of watch You Tube. Parent contact
is generally the most effective consequence

Interview Question 14: How are special education specialist involved in the instructional planning
process? >>>

Dependent upon the student’s individual needs. Generally they provide additional accommodations to
be included in the IEP
Interview Question 15: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>>
 Formal observation 1x/school year.

Interview Question 16: How are you accountable in your evaluation for students with special needs?
>>>

As a special education teacher, my entire eval is based on students with special needs

Interview Question 17: What types of support do you receive instructionally, financially, or professionally
from the school, parent organization or school district to enhance the instruction of students with special
needs? >>

Federal money to purchase curriculum, classroom supplies, etc

Interview Question 18: What surprised you most about teaching students with special needs? >>>

Learned behaviors affecting students ability to access the curriculum

Detail what was going on in the environment, and what you observed the student doing while the lesson
was being given. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher. Please describe 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. what interventions were used if you learned any that the Cooperating Teacher were
using. >>>

The student I observed was very talkative during the lesson. The lesson was literature, and
they were answering question about an article “Why you shouldn’t use phones in the
classroom” The article came with questions and the student wanted to answer every single
one. He did get off track multiple times trying to talk about other things then about the lesson.
He did ask questions about words he didn’t know, and the teacher was very well at explaining
it in a way that he could understand using modern examples. The teacher was very well at
keeping the topic on the lesson even if he did have some fun topics he wanted to talk about.
ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation Placement.

>>>

While I was observing at Johnson middle school, I was exposed to many different things that I was not
use to at my school. The culture and ethnicity were different, but the school made everyone feel loved.
During one class a teacher told me that focusing on behavior over academics helps control. I noticed
that it helped control the class and making everyone feel equal was important. Everyone that I met
there was super open to telling me about their history with special education and how they got to where
they were today. There were some hard times with 1 or 2 students, but it was nothing major. They
would get frustrated with the assignment and it would start affecting them. But, the teacher was always
there to help them calm down and break down the question to help them understand in a different way.
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in
the classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience,
the student has provided you with CSN contact information below. Please contact the CSN instructor if there
are any questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student
WILL NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: >>> EDU 203 INTRODUCTION TO SPECIAL EDUCATION

CSN Professor: >>> Dr. Dale B.Warby

CSN Professor’s phone: >>> (702)-651-4189

CSN Professor’s email: >>> [email protected]

Student’s name: >>> Madeline Yandric

Student’s email: >>> [email protected]

Should you have any concerns or questions about this process, please feel free to contact the instructor
directly, or the CSN Education Department at: (702) 651-4400.