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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: __Brittany Ellis______ CSN Course: _EDU 203____________________

CSN Professor: ______Vicki L. Rieger_____ Professor’s email: vicki.rieger@csn.edu_____

CCSD School: _____C.T. Sewell___________________ Cooperating Teacher: __Melissa Ure___________________

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

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

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. My first impressions of the classroom were good. The layout was simple but it was warm and inviting. There was not any clutter to the room and it appeared to have only what was necessary to teach the students. Since the teacher did not spend the entire day in the classroom, it made sense that the classroom only had the necessities in it.

*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 was four boys and one girl. None appeared to have any physical challenges but all had some sort of mental and emotional challenge. One student was an ELL student.

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

We follow directions.

We respect others.

We look out for safety.

We ask for help.

We try our best.

*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. She uses Class Dojo to give points to the students and also has a treasure chest full of small items that students can have. Certain students also get pieces of small candies if they do certain tasks such as sitting at the table or attempting to focus on an assignment.

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) (I was in a SPECIAL EDUCATION room. N/A)

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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? N/A

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? N/A

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?

The specific teacher I observed did not have a posted daily schedule but the posted bell schedule for the school is as follows:

Cafeteria Breakfast 8:20 AM

Morning Recess / Playground Opens 8:40 AM

Sunrise Ceremony 8:50 AM

Instructional Day for Students 9:00 AM

Dismissal 3:25 PM

AM Early Childhood 9:00 AM

PM Early Childhood 1:00 PM

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? The instruction done with in the SPED classroom is in one large group since there are only a few students. Once the teacher begins going into the general education classrooms, she takes students individually to help them.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? I would describe my cooperating teacher’s learning style as authoritative. She approached her students in a caring way but also was clear on her expectations of how the students behave and work. She set clear rules and it was apparent that the students knew they needed to follow them.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples. I did not see any sensory modalities being incorporated during my observations. This could be due to the fact that the pace of her teaching was forced to be so quick and precise.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please explain. When on an individual basis, the students appeared to be engaged in what was being taught. Certain students in the large group were not engaged but it did not appear to be due to the actual quality of the lesson, more due to the student’s own challenges. Once the students were on a one to one basis with the teacher and did not have other students distracting them, they appeared to be much more engaged in what was being taught.

*Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? One student is at a separate table on an Ipad due to him getting upset if it is taken away. Another student is separated due to causing a disruption during instruction time. The second student will stop being separated in a short while but the first student will most likely go back to his general education classroom before he would choose to join the group. When I asked the SPED teacher how this situation worked I was told that this student gets points if he interacts with the class but if not then he stays on the Ipad the entire time ever day.

Instruction Question 7: Is individualized instructional time managed efficiently? Please explain. I feel that the time spent with individual students could be managed more efficiently if the teacher was not forced to leave the student to address issues with other challenging students. I watched my cooperating teacher have to leave students multiple times due to another student causing an issue. This took time away from the first student’s learning and caused chaos.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to another, and are these transitions effective? The only case of transitions I witnessed but simply my cooperating teacher letting students go back to their classroom at certain times. She did this smoothly by warning that they would be leaving in certain time periods(5 minutes from now, 3 minutes from now, in 1 minute) and then having them quietly walk out.

*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 teacher would call out for "Good Learning Position" which meant the students' hands were folded in front of them and they were sitting up straight and quiet. This appeared to be effective for the students and captured their attention again when it was moving onto something distracting.

*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. My cooperating teacher has to deal with specific behavior issues such as talking out of turn, shoving other students, screaming, not following directions, touching other people's items, and not staying in their designated spot. The teacher deals with this by establishing what are good and bad choices and reminding the student when they are not making a good choice. If the student gets too out of control, the teacher separates them from the others and lets them calm down if they are worked up. Once the student seems to have a calm and listening demeanor again, they are allowed to come back.

*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. The teacher has a procedure for sending a sheet of paper with the student that says how they acted in the SPED classroom and what rewards or goals they are working towards for that day. The general education teacher does the same thing in reverse. I feel that this helps instruction time because it helps both teachers be on the same level of understanding what the student is hoping for that day. It gives both teachers a way to maintain focus by bringing up whatever desired goal to the student when they are starting to misbehave.

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 property is very simple on the outside. There is a large parking lot with plenty of room for staff and visitor cars. There is a long loop for cars to drop off students. Trees line the entrance to the school and provide maximum shade for anyone who wants to sit on the grass. Plenty of signs lead visitors to the necessary places such as the office and visitor parking. Crosswalks are simple but clearly marked. A large gate surrounds the school entirely and is well put together.

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 outside walkways with doors that lead to inside classrooms. The entire school has a canopy over it for shade or protection from the rain. The middle section has an outside theme area with cacti, bushes, and a tortoise burrow. The classroom sections are labeled with street signs on the corners of the building and each classroom door is decorated by the students inside.

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.

The mission statement is “C.T. Sewell Elementary School, a partnership of educators, families, and community members, prepares each student for academic and personal success by providing a safe and challenging environment to ensure our students achieve their full potential as lifelong learners. As our mission statement affirms, we are committed to a culture of care and excellence for all students.”

The motto is “Together we can reach the stars”

The mascot is a shining star.

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 is very friendly. As soon as visitor comes into building they are greeted and helped with anything they need. As visitor walks through school, staff pays attention if they may need assistance and will point to specific classrooms or explain the meaning of something the viewer may see. Student and faculty interactions are also friendly. Even students who are misbehaving are met with a teacher who is firm but respectful in every way.

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

Observe where students gather to socialize – lunchroom, halls, playground, etc. Student to student interaction appears to be normal of most school. There are occasional students who may get into arguments together but for the most part the students respect each other. During lunchroom and recess there is an atmosphere of happy playing. Students do not gather in any hallways so there is no conversation in those areas but the areas that students do gather in is pleasant.

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.

There is an upcoming assembly for Super Star Awards. This is given to students who are known to consistently have a positive attitude. There is also a cheerleading team, a flag team, jump rope competitions, and multicultural festivals. There are also traditions of silly days, recognition assemblies, and social events such as “pie the teacher”.

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. My cooperating teacher had a very lighthearted and caring personality. I was honestly surprised how patient she was. Even when the entire classroom is chaos she somehow completely kept her composure and maintained a level of control over the students. It is clear that she knows the students are good children and only wants the best for them. She shows this to her students and it is clear that even when they misbehave they know she still cares about them. She interacts with her students in a way that is firm but respectful.

*2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone, frequency and reinforcements. Who participates? Who does not? I feel that all of the teachers participate in an atmosphere of respect expected and respect given. All the teachers I have witnessed appeared to expect the best from their students. Both students and teachers appear to have the mindset of everyone working together and caring about each other. Some students had a disrespectful tone towards their teachers and some teachers appeared overwhelmed. As a whole though, the entire school appears to promote a loving and nurturing environment for both students and teachers.

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. My cooperating teacher did not have time to do the interview while I was observing. I attempted to conduct the interview through email but did not receive any response with the answers. Multiple attempts were made with no response before due date.

Interview Question 1: What was the primary reason you became a teacher?

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

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

Interview Question 4: Beyond standardized testing, what assessments do you use regularly?

How do assessment results determine flexible grouping?

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

Interview Question 6: Describe the interaction and discussion you have with a student’s parents?

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

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

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

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

*Interview Question 11: What positive reinforcement programs and behavioral consequences seem most effective with students?

Interview Question 12: How are specialist teachers 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?

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

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.

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Tally Marks-Boys(10) Girls(3)

*Summarize your Classroom Interactions data from above:

________________There was significantly more interaction between the teacher and male students only because of the ratio between male students and female students. While there were five male students at this time, there was only one female student. This affected the data in a way that made it look like the teacher interacts more with male students. The male students were more rambunctious and demanded more attention than the female student did, thus there being more tally marks for the male students

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 your educational job history?________________________________________________________________

______________________________________________________________________

CSN Student Created Open Ended Question # 2 for Administrator:

________What is your favorite thing about interacting with students?______________________________________________________________

______________________________________________________________________

CSN Student Created Open Ended Question # 3 for Administrator:

_____________What characteristics do you look for in a future teaching applicant?_________________________________________________________

______________________________________________________________________

CSN Student Created Open Ended Question # 4 for Administrator:

________What advice would you offer someone interested in a teaching career?______________________________________________________________

______________________________________________________________________

CSN Student Created Open Ended Question # 5 for Administrator:

_______What priorities do you feel are important for a successful teacher?_______________________________________________________________

______________________________________________________________________

N/A

______________________________________________________________________

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 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. (I WAS NOT ABLE TO OBSERVE IN THIS TYPE OF CLASSROOM)

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. (I WAS NOT ABLE TO OBSERVE IN THIS TYPE OF CLASSROOM)

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? I noticed that the students in the SPED class were acting out towards each other much more than I noticed in the general education classroom. The different personalities of each student sometimes caused issues while the teacher was attempting to quickly teach the lesson necessary. The teacher had to constantly keep an eye on what students appeared to be starting to fight with each other so that she could immediately stop it before it got worse.

2. What is the curriculum like in comparison to the regular education class? The curriculum for the SPED classroom was much more direct and quick. The material appeared to be normal but the unimportant parts that could be used to fill time was cut out to allow the lesson to be taught quickly and accurately. The students did not have a long attention span so the teacher had to say what needed to be said and be done before the students’ started losing focus and acting out.

3. Describe the SPED teacher’s instructional style. The SPED teacher’s instructional style was very nurturing yet stern. She was never in any way mean to the students but she was very matter of fact in how she expected the students to act. When she told them what punishment would happen and they still did not listen, she followed through with the punishment. This appeared to help the students expect the outcome of their choices. They knew that if they continued to misbehave that the teacher would actually do what she had said. When the students were following directions she made sure to praise them for it and this helped maintain a bond between her and the students.

4. What are the challenges these students possess? Students 1 and 2 had trouble focusing on what was being taught. Student 3 could not function with the other students. He had to constantly be on an Ipad or he would have an emotional meltdown. Student 4 had trouble understanding what was being taught the first time and had to ask multiple questions to fully understand.

5. How are student needs being met? Students 1 and 2 were able to walk around the learning area as long as they were not a disruption to the other students. Student 3 was put at another table with an Ipad and given the choice to join the lesson for certain treats(such as M&M’s). Student 4 was encouraged to pay close attention but also ask as many questions as necessary to fully understand.

6. CSN EDU 203 students ask if you could attend an IEP meeting if possible. I was not able to attend and IEP meeting. However I was able to attend what I could best describe as a pre-IEP meeting. The SPED teacher and another teacher were discussing what information should be brought up in this specific student’s IEP and the best way to get the parent to show up. The SPED teacher gave the other teacher a packet of the student’s work that had been done and a copy of the student’s behavior from the past few months. The entire meeting lasted about twenty minutes and appeared to lead up to an IEP meeting being set up in the next few weeks.

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.)

_________One student I observed had a rough time during this period of direct instruction. Student A started off sitting with the other students at the table and the lesson was going well. The lesson was on a story about filling your bucket(people being nice to you) versus filling other people’s buckets(being nice to others). Student A suddenly saw that Student B had a timer that had been given by the teacher for a specific purpose. Student A snatched the timer out of Student B’s hand and caused him to start screaming. The teacher instructed Student A to not touch the timer and Student A spoke to the teacher in a disrespectful tone. Student A then got out of his chair and walked over to the teachers desk. He began to go through her items and she immediately told him he needed to come back and pay attention to the lesson. He walked back over and began distracting the other students by flipping his chair over and standing on the bottom of it. The teacher instructed him to fix his chair to a safe position and then spoke with him privately about the fact he was losing his Class Dojo points and would not get a special prize for that day. Student A started screaming and swinging at the teacher and told her that she was not fair and he hated her. The teacher sat him in a safe place away from the other students and attempted to finish the lesson she had started. For the rest of the lesson, Student A attempted to draw attention to himself by making obnoxious sounds, calling the students by their names, and throwing paper at them. A few times Student A stood up and walked over to try and grab the book that the teacher was reading from. The teacher had to take Student A back to the safe spot again and sit him back down. Once the lesson was over, Student A was allowed to come back to the table and did not appear to think that he had done anything wrong. _____________________________________________________________________________________________________________________________________________

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:

Brittany Ellis______________________________________________________

Date Submitted:____05/08/2017__________________________________________________________

___________Overall I was impressed with the Special Education teacher that I observed. I had seen previously one specific classroom with one specific teacher so I was not aware how much a Special Education teacher had to move around the school. The teacher I observed did not simply stay in her classroom all day. She began in her classroom and ended in her classroom but in-between she was visiting the general education classrooms throughout the school and working with students in each one. It was interesting to see how well she worked with so many different personalities and challenges. Each student appeared to wait for her to walk through the door and it was an awesome thing to see how well she kept her patience with the more challenging students. During this observation I saw firsthand things that was not planned at all but I was actually thankful for seeing how it was handled. For example a certain student was having a really rough day behavior wise and refused to stay in his classroom. The teacher I was observing had to stop what she was doing multiple times to come and assist getting this student back to his classroom. He was combative and verbally aggressive. As soon as someone would get him in the classroom he would wait for the SPED teacher to leave and then would run back out the door when he could. This happened the entire day. At one point the fire alarm went off and it was though that he had pulled it however that was not the case due to his location at the time. These kind of situations were not expected and I could tell that the SPED teacher was embarrassed. I was glad to have seen it though because I was then able to ask specific questions of how the situation is handled and what happens for long term handling of these kind of issues. I would not have though to ask these questions if it had not been happening right in front of me. I also was glad to see the situation handled long before I could possible encounter the situation myself. I was impressed with my observation for the ten hours and was actually really bummed when I was done and had to leave. I enjoyed the school, the staff, and the students and it made me excited to be becoming a teacher.

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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