3What is Person Centered Planning? Person centered planning is a set of approaches designed to create a vision of the future to assist someone to plan their life and supports….It is a process for continual listening, learning and focusing on what is important to someone now and in the future.Person Centered planning discovers and acts on what is important to the person in alliance with their family and friends
4What are the outcomes of Person Centered Planning? “Framework of Accomplishment”5 keys areas to shaping quality of lifeSharing places/ communityMaking choices/ being empoweredDeveloping capacities & giftsBeing Treated with Respect and having a Valued Social RoleGrowing Relationships
5How is Person-Centered Planning Different From Traditional School Planning? Plans WITH not FOR the student (and family)Starts with abilities and interests, rather than disabilitiesProvides a comfortable atmosphere for the student and familyHear from the student and family FIRSTEducational and other service providers have a better understanding of family’s dreams and fearsOffers a visual and immediate picture of the situationProvides helpful information to identify and prioritize needs
6Person Centered Planning Tools MAPS – Making Action Plans; McGill Action PlansPATH – Planning Alternative Tomorrows with HopePersonal Futures PlanningDare to DreamCircles of SupportDiscovery
7PhilosophiesNot about…forms, or short cuts with paperwork or “hanging out with consumers”.Supports a life lived on the individual’s termsA living situation chosen in a desired communityA job that matches strengths and interestsSelected support staffPresume competence in a person’s dreamPerceive behavior as communicative
8The Traditional Approach to Introducing a Student! Attention Seeking BehaviorsNutritional deficienciesSexually Inappropriate Behavior/ExhibitionistProblems maintaining friendships and relationshipsPeriods of screamingDrama queen
9Another Approach to Introducing the Same Student Likes attention from adultsEats Cheerios for lunch every dayTakes off clothes that are scratchy or have a tagHas no way to communicate with classmatesCommunicates frustration by screamingShows us what she likes/dislikes clearly throughher behavior
10Why MAP vs. other methods? Let’s Talk MAPWhy MAP vs. other methods?Can be completed within a reasonable time limit approximately 2 hourCan be completed in a variety of ways (overheads, smart board, Power Point, or flipchart)Do not need a highly trained facilitator, just a GOOD one. Process facilitator, graphic facilitatorSafe environment, people who are willing to participate fullyMap is for threshold moments. Life changes (transition) new responses and to re-tell focus people’s story in order to affirm their gifts, clarify what is necessary for those gifts to be well received, and make action agreements that will lead to better opportunities. PATH and Discovery very good for graduation, jobs matching their calling
11MAPS to Answer Questions History of the child-experiences.2. Dreams forthe student’sfuture.3. Nightmare of4. Who is thisstudent? Word Map5. What are the person’s preferences?6. How does this person communicate?7. What an ideal day at school would look like?8. Images for School & Beyond9. What does the community have to offer?I first learned about person-centered planning through the deafblind project in SC. We didn’t learn that we were learning a particular kind of person centered planning, just a new way of thinking and involving people we hadn’t thought of including in our planning before – but I’ve always considered MAPS the basis of the strategy I use. IN the meeting we create maps on chart paper using contributions from all participants to get a picture of who the student is, what we hope for the student’s future, and what needs to happenWho Participates in MAPSThose who know the child well from his/her home, school, and community.ParentsThe focus person (child or young adult)SiblingsRelativesNeighborsTypical Kids- PeersSchool Personnel
12PurposePerson Centered Planning Tool- student is the focus not the program.Searches for a person’s gifts (strengths & capacities) in the context of community life.Strengthens the voice of the person.
13As an informal assessment tool Brings parents and school personnel together.Can be used in a variety of settingsTo plan transition 14-21Self-directed IEP toolInform PLoFPTo plan elementary and middle transitionTo mediate disagreements
14Preparing to conduct the MAP What Happens Prior to the MAP Meeting???A meeting is scheduled in a comfortable place (allow hours)Parents and student receive an invitation and “Activity Pack”Student and Parent decide who else should attend. Siblings, friends, mentors…Food is availableTeam decides what the outcome will be…MaterialsFlip Chart Paper (sticky kind) or Overhead/Pre TitledMarkersTransition Needs WorksheetParent/Student Handout
15AT The MAP Collecting Stories History Dreams Capacities for Action 6 flip charts are taped around the room or Large 4x6” sheetCollecting StoriesHistoryFears /NightmaresDreamsCapacities for ActionWho?What?By when?TransitionWorksheetPost School goals:Academic FunctionalTransition ServicesWho is….
17Introductions Roles are assigned to the team members Facilitator –Who will run the meetingSummarizer – Someone who will take notesTime keeper –Someone with a watchTeam Members will introduce themselves and their roles.Ground Rules are discussedStudent 1stParaphrasingThe right to passPOSITIVE ONLYSave merit to the end
18Introductions Cont…Student is encouraged to draw or make notes on any of the flip charts.Facilitator and/or another participant can draw if the student passes.
19Where did they grow up and go to school? Special people or places ProcessHistory (10 min)Ask the student to describe the people and event that have shaped their lifeWhere did they grow up and go to school?Special people or placesAccomplishmentsHighlightsEvents
20What are the Person’s Preferences? What Works? Dwell upon strengths rather than challenges.Describes what the individual likes.Provides a foundation to build upon in the areas of instruction, community experiences & employment.
21(10 min)Who is….Encourage the team members to talk about the students’ strengths, skills, likes and dislikes.Describe the students’personal qualitiesfavorite activitiesCelebrate accomplishments and gifts
22What are your dreams and hopes for the future? (10 min)What are your dreams and hopes for the future?(5-10 years)Where do you see yourself after high school?If you could do anything you wanted what would you do?If you could hold any job what would it be?What would you like to do or accomplish this year?
23What concerns do you have about the future? Fears &Nightmares(10 min)What concerns do you have about the future?Are there any barriers that you face in reaching your dreams?What may get in the way of you in reaching your dreams?What are you afraid may not happen?Mom and Dad…what do you worry about?
25Andre’s Expressive Communication Service Providers“Hi, Dad”Big MacFriendsChooses book or musicRocking PlateCloses eyes“I don’t care about that”“I like flirting with you”laughing“I like that”Staying awake - attends“Whoa”Startles to light“I don’t want to be alone”frown“I like Wal=Mart IMAX”Laughing awakeBy putting quotes around the student’s communication even if it is non-verbal we emphasize the value of his communication attempts“having a good time.”laughing“I’m wet or dirty”Sticks tongue outCommunityInterest/disinterest.Eye gazeFamily
26Team is asked to review each of the 5 areas Needs(10-15 min)STEP 1Team is asked to review each of the 5 areasStart to list needs as they emerge in the processSTEP 2Prioritize: Ask the question “which of the items listed are crucial for this year?”Star in red
27Transition Needs Worksheet My measurable Post School Goals:Education & Training:Employment:Independent Living:Academic Needs Functional NeedsTransition ServicesEducation & TrainingEmploymentIndependent Living(15-20 min)
28TIPS for Great MAPKeeping the group on POSITIVE statements..make them rephrase if needed.Think about using an overhead/LCD projector, computer…particularly for older students or if doing several.Follow-up with parents with a letter/ideas for a draft IEP.Remember that:Person centered planning is a set of approachesIt is a process for continual listening, learning and focusing on what is important to someone now and in the future.Person Centered planning discovers and acts on what is important to the person in alliance with their family and friends
30After the MAPSend a Thank You to team members with a copy of the actual MAP pages.Facilitator summarizes the Transition Needs Page and suggests goals and services.Case Manager can draft the IEP & CDP!