M2 Fieldwork Sync: On-site Preparation, Sessions 4 & 9, and Breakout Logistics

Overview

  • Purpose: Provide a comprehensive, practical pediatric experience for occupational therapy students, with emphasis on education, collaboration, and team communication among families and professionals from different disciplines.
  • Core goal: Prepare students for Saturday activities and for on-site work at multiple facilities by practicing collaboration, on-site tasks, and feedback processes.
  • Key theme: Flexibility and real-world application—the on-site clinic is dynamic, and plans may change; students should adapt without impact to learning outcomes.

Schedule and Breakout Structure

  • Session flow is time-conscious to ensure equal attention and information for all groups.
  • On-site plan by group sequence:
    • First, CSD groups discuss on-site specifics in their breakout rooms with the instructor explaining the on-site logistics.
    • Then Piper Center groups join the main room to discuss Piper Center specifics.
    • Next, Baylor Center for Developmental Disabilities group discussions follow.
    • Finally, all groups return to the main room for any questions or additional discussion.
  • Breakouts progress in sequence and then return to the main room for debrief or questions.
  • Breakout room coordination: Dr. Everson will float between rooms to assist when needed; if you need help and the speaker is in the main room, you may not see the notification, so watch the instructor for cues.
  • Rooms: breakout rooms are numbered (Rooms 1 through 13); the breakout room used will correspond to your pod number (Field Work Experience Pod).
  • Pod structure and navigation:
    • Pods are identified under the people tab as Field Work Experience Pod [n].
    • You can check your group assignments via the People tab or the Groups tab to confirm pod numbers.
  • Timeframe and debrief:
    • Sessions include a debrief after fieldwork experiences, with recording of one session at each site for later discussion in module 4.
    • The 3 PM session at each site will be recorded and later shared in module 4 sync for debriefing.

Dress Code and Safety

  • Dress code: business casual or scrubs; avoid sweatshirts and visible T-shirts; you may wear a T-shirt under scrubs but not as the main outfit.
  • Mobility: clothing should allow easy movement, since students will work with children and families.
  • Safety considerations:
    • Hair should be pulled back if longer to prevent grabbing by children.
    • Avoid dangly jewelry to reduce risk during interactions with young children.
  • Footwear and environment: ensure comfortable, professional attire with safe shoes suitable for a pediatric setting.

Required Materials and Access

  • Fieldwork experience manual: located in module three, under the assigned pod; includes PowerPoints and manuals for your lab experience.
  • PowerPoints and Padlet access: links are active in the PowerPoints within the manual; accessible under Session Four and Session Nine in the work manual.
  • Padlet: a live planning tool used during sessions; links are provided in module two sync session and in the manual.
  • Sessions and case materials:
    • Session Four: Education training for teachers and paraprofessionals.
    • Session Nine: IEP meeting practice.
  • Two sessions split by topic:
    • Session Four: two groups within a pod (e.g., a pod of eight splits into two groups of four; pod of five splits into two and three).
    • Session Nine: IEP meeting with a role-play using Avery Jones case scenario.
  • Documents and resources available:
    • IEP at a glance document (to guide thinking for the IEP exercise).
    • AOTA or related development documents (for reference in Padlet).
    • Feedback forms (for peer feedback after presentations).

Session 4: Education Training for Teachers and Paraprofessionals

  • Objective: Each group selects a topic to educate teachers and paraprofessionals about Baylor Bear's needs (case scenario with full documentation of an evaluation).
  • Possible topics: executive function, fine motor, sensory components, or other related needs.
  • Process:
    • In your pod, form two groups (e.g., four and four in an eight-person pod; two and three in a five-person pod).
    • Each group adds group members’ names and the selected topic to Padlet.
    • Develop a 15 to 20-minute education session on the chosen topic.
    • On-site, practice your presentation a little before delivering it to the group.
    • Submit feedback via peer reviews using the feedback forms located in the manual.
    • The goal is to practice presenting, receiving feedback, and applying OT strategies to support Baylor Bear in the school context.
  • Padlet content guidelines (example features):
    • Area of concern (e.g., Baylor Bear needs).
    • Objective for the session (what they aim to achieve).
    • Reference documents or videos (e.g., tips and tricks) to share with the team.
  • Live Padlet usage: a live link is provided in the module two sync session; Padlet is for planning and resource sharing, not a formal submission portal.
  • On-site execution: you will have time to practice and then present; your fieldwork educator and peers will provide feedback to simulate real-world feedback dynamics in school settings.
  • Example scenario: if Baylor Bear has executive function difficulties, your group might propose OT strategies for classroom support, organization, and task management.

Session 9: IEP Meeting

  • Context: If you are a school-based therapist or plan to be, you will participate in IEP meetings as part of the school team.
  • Activities:
    • In the manual, a video link is provided to illustrate how information is shared and how turns are taken in an IEP meeting.
    • Breakout rooms: each student selects a discipline to role-play based on Avery Jones case (e.g., parent, OT, case manager, special education teacher).
    • Use Padlet to share resources and plan; collect additional resources as needed.
    • An IEP at a glance document is provided to help structure your preparation.
    • On-site, you will role-play while your fieldwork educator facilitates the actual IEP meeting process.
  • Roles and dynamics:
    • Ensure a parent is represented in the team; necessary roles include case manager and special education teacher; OT involvement is essential.
    • The fieldwork educator may guide the meeting start or may defer to other professionals to begin (e.g., school psychologist or case manager may start).
  • Preparation goals:
    • List team members and responsibilities; identify priorities for Avery’s needs; prepare to discuss goals, supports, and roles.
    • You may not need to complete every subtest or tool; the focus is on applied collaboration, information sharing, and team planning.

On-site Sites: Piper Center and Baylor Center for Developmental Disabilities

  • Piper Center logistics:
    • Arrival time: 8:00 AM; be ready to meet with faculty for the day.
    • Parking: park in the large lot across the street from Washington and Texas Life; do not use the parent parking lot; main entrance is on the opposite side; walk around the building to enter.
    • Sign-in: sign in on arrival for building occupancy records.
    • Spaces:
    • Studio: a “shoes-free” space; wear socks; mothers may nurse in the nursing room; infants may enter with supervision.
    • Infant suite: two rooms; if a child is sleeping, a teacher may move the sleeping child to another room to continue interactions.
    • Classroom space: space to store belongings and meet with faculty or your pod.
    • Quiet environment: keep voices low to avoid disturbing infants; plan to access lunch and other facilities nearby (Texas Life area).
    • Rotations: three to four rotations in the morning and again in the afternoon; groups five to six may rotate participants to different children or tasks.
    • Observation and activities: you will interact with several infants at different developmental levels; the infants’ room layout allows you to observe and engage without overwhelming any single child.
    • Subtests and activities: not all subtests may be performed with infants; there will be a mix of play, observation, subtests, and screenings as appropriate.
    • Lunch: you will observe feeding and eating, which is an opportunity for OT observation of feeding equipment and strategies; you will eat separately from the children.
    • Nap time: you cannot be present during nap time; you will relocate to Texas Life for downtime, debriefing, and documentation.
    • Flow: a designated fieldwork educator will guide and move groups through rotations; groups may switch between observation and direct interaction.
    • Bradley, a named instructor, rotates groups and directs transitions between outdoor activities and indoor sessions.
  • Baylor Center for Developmental Disabilities (BCD D) logistics:
    • On-site schedule mirrors a clinic environment with flexible timing; the focus is on a comprehensive pediatric experience with real-world variability.

Padlet and Collaboration Tools

  • Padlet is used as a planning and communication tool for all groups to share:
    • Areas of concern and goals for Baylor Bear and Avery Jones cases.
    • Topics being explored (e.g., executive function, sensory issues).
    • Resources such as videos, documents, or guidelines to support the learning goals.
  • Padlet usage guidelines:
    • It is not a submission portal; there are no submission deadlines tied to Padlet.
    • It can be updated at any time and used to prepare for on-site tasks and debrief discussions.
    • You can upload or link resources to Padlet to share with your peers and fieldwork educator.

Confidentiality and Recording

  • Confidentiality forms: two forms will be provided to ensure privacy; whatever is observed with children remains private and is used for educational purposes only.
  • HIPAA-like considerations: you may discuss observations within small groups for educational purposes, but do not share identifying information outside your groups.
  • Video recording: part of a session will be videotaped for later debrief in module four; consent and privacy protections apply.
  • On-site discussion: after sessions, discussions and debriefs are encouraged within your group; information should remain within the learning environment.

Breakout Room Logistics and Roles

  • Pod and room assignments:
    • Breakout rooms correspond to Field Work Experience Pod numbers (Rooms 1-13).
    • If you need help, Dr. Everson will assist; coordination relies on the People tab and Groups tab to verify pod assignments.
  • On-site supervision:
    • Your fieldwork educator will closely support you and step in if needed; the goal is to foster independence while providing safety and guidance.
  • Flexibility and expectations:
    • The on-site setting is dynamic; you may use a subset of subtests or engage in play depending on the child and context.
    • The instructor emphasizes that the goal is experiential learning, not to complete every test or assessment.

Logistics: Parking, Sign-in, and On-site Environment

  • Arrival and entry:
    • Arrive at 8:00 AM; sign in at the Piper Center to document attendance.
    • Parking: park in the large lot across the street; access to Piper Center via the main entrance on the opposite side of the building.
  • Environment:
    • The Piper Center is used as a realistic clinic environment; there are infant sleeping areas and quiet expectations to protect rest periods.
    • Shoes-free spaces in the studio; socks recommended for comfort and safety.
  • Lunch and transport:
    • Lunch plans include leaving the Piper Center to Texas Life; observation of lunchtime activities can provide insights into feeding equipment and supports for OT.
  • Communication and schedule management:
    • If changes occur, instructors emphasize that flexibility is key; the schedule can shift due to clinical needs or child-specific requirements.

Q&A and Common Questions

  • Padlet submissions: Padlet serves as a planning tool, not a formal submission portal; no deadlines tied to Padlet submissions; it is used for organization and resource sharing.
  • Presentation expectations: There is no mandatory PowerPoint or handout for the on-site education sessions; discussions and professional communication are emphasized; a PowerPoint or handout is optional if you feel more comfortable.
  • IEP meeting facilitation: The fieldwork educator may guide the meeting or allow student-initiated discussion; roles can include parent, OT, case manager, and special education teacher; the meeting format mirrors real-world practice.
  • Confidentiality specifics: You may discuss observations within small groups for educational purposes, but you cannot share identifying information outside your group; two confidentiality forms will be completed.
  • Next steps and debrief: The sync session in module four will debrief on-site experiences across sites; recordings of one session per site will be shared for discussion and reflection.

Key Terms and Concepts

  • Baylor Bear: Case scenario used to identify areas of need (executive function, fine motor, sensory components) and to develop OT strategies to support school success.
  • Avery Jones: Case scenario used to role-play an IEP meeting; learners select roles (parent, OT, case manager, special education teacher) to simulate an IEP discussion.
  • Padlet: Collaborative planning and resource-sharing tool used to organize group topics, resources, and goals.
  • IEP at a glance: Guiding document to prepare for IEP discussions and role-play.
  • Session Four: Education training focus for teachers and paraprofessionals.
  • Session Nine: IEP meeting simulation.
  • CSD: Communication Sciences and Disorders group involved in on-site activities.
  • Piper Center: Site where pediatric clinic-style experiences occur; includes infant rooms, studio, nursing room, and classrooms.
  • Texas Life: Nearby location used for lunch or alternative activities during nap times.
  • Field Work Experience Pod: The student group designation used to organize breakout rooms and activities.

Next Steps and Debrief

  • After the breakouts, return to the main room for any final questions and to wrap up the session.
  • Prepare for on-site Saturday activities (September 20) by reviewing module three materials, Padlet resources, and the IEP and Baylor Bear scenarios.
  • Plan and practice your education session or IEP role-play with your group, focusing on professional communication, collaboration, and practical OT strategies.
  • Be ready to participate in debrief discussions in module four to compare experiences across sites and reflect on what was learned.