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Fall 2008. 2 The Plan is Not the Outcome! 3 All good plans are done in partnership Partnerships that work have agreed upon roles Think about the roles.

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Presentation on theme: "Fall 2008. 2 The Plan is Not the Outcome! 3 All good plans are done in partnership Partnerships that work have agreed upon roles Think about the roles."— Presentation transcript:

1 Fall 2008

2 2 The Plan is Not the Outcome!

3 3 All good plans are done in partnership Partnerships that work have agreed upon roles Think about the roles from the perspective of content experts and process experts Who are the process experts? (Those who know the requirements and what must be accomplished) Who are the contents experts? (those who know the details of what must be captured in the plan)

4 4 Requires clarity of roles Clearly defined expectations of each person Agreement on what is to be accomplished A commitment to : Never give up Openly discuss issues which must be addressed Recognize each others hard work Be unconditionally constructive when improvement is needed

5 5 Experts and Roles Process experts know how to do it Write ISPs, Write support plans Contents experts know what it should say Details that go into the plan Where it works there is synergy – the plan is better than either could anticipate, or accomplish on their own

6 6 Those things in life that matter TO someone Things that people say they cannot --- or choose not--- to live without. Things which, when present, are likely to contribute to a good day, or when absent are likely to contribute to a bad day For example: people to be with Things to do or have Rhythm or pace of life

7 7 What is important to a person includes only what people are saying: with their words with their behavior Where what the person says is different from what they do the bias is to rely on behavior.

8 8 What is important for people includes – Issues of health Prevention of illness Treatment of illness / medical conditions Promotion of wellness (diet, exercise; no risky habits) Issues of safety Environment Well being ---- physical and emotional Free from Fear What others see as necessary to help the person- Be valued Be a contributing member of their community

9 9 2/27/2014 Be Respectful In the meeting In the plan In future efforts No jargon No clinical or human service speak - (note the exceptions) Use everyday language Remember who plans are being written with and for No obsessing 5 minute rule Parking issues not resolved No fixing People are not broken Good solutions are rooted in listening Reviewing the ground rules

10 10 1. Think about what you want to learn 2. Gather information 3. Develop a first plan 4. Use the plan and record what you learn

11 11 Home and Other Paid Supports Work/ Day Services/ School Friends & Non-paid Relationships Family

12 12 2/27/2014 Smull & Allen

13 13 2/27/2014 Smull & Allen

14 14 2/27/2014 Smull & Allen

15 15 2/27/2014 Smull & Allen

16 16 2/27/2014 Smull & Allen

17 17 2/27/2014 Smull & Allen

18 18 2/27/2014 Smull & Allen

19 19 2/27/2014 Smull & Allen

20 20 2/27/2014 Smull & Allen

21 Moving from Information Gathering to Plan Development

22 22 What did you think about todays work? On post- it notes: One thing you liked the most about today One most significant thing you learned today One thing you would change about today Post on the papers as you are leaving.

23 Day Two

24 24 What did we try? From that, what did we learn? What are you pleased about? What are you concerned about ? 2/27/201424

25 25 Work with a partner Use your checklist Review the first sections of the plan Edit and update each section. 2/27/201425

26 26 2/27/201426

27 27 2/27/ USE THIS INFORMATION TO BUILD THE A G E N D A OF THINGS THAT ARE TO STAY THE SAME What makes sense The up side What is working right now USE THIS INFORMATION TO BUILD THE A G E N D A FOR THINGS THAT NEED TO CHANGE What does NOT make sense The down side What is NOT working right now FROM OUR PERSPECTIVE FROM THE PERSONS PERSPECTIVE Disagreements

28 28 2/27/ Information Organization

29 29 3 Basic rules for negotiation: 1.Everyone must feel listened to. 2.You must start with common ground. 3.The facilitator of the discussion is unconditionally constructive.

30 What Makes Sense/Works Right Now What Doesnt Make Sense/Doesnt work, Right Now Challenging and always different Get to meet lots of interesting people Opportunities to help a lot of other people Dont have to report to an office everyday. No office politics to deal with Its hard to always come up with new material – deadlines are killers sometimes Not seeing friends and family daily Traveling is hard on my body. Being away from home has made me miss some important things.

31 What Makes Sense/Works Right Now What Doesnt Make Sense/ Doesnt work, Right Now Mom is happy with her work We get to meet lots of interesting people Mom is home on regular days more than she used to be We dont all rush out of the house at the same time every morning Mom is away from home overnight sometimes, more than she used to be. Sometimes she is here in the house, but is working and we need to leave her alone. Mom cant always come to things we want her to come to.

32 32 2/27/ Determine what needs to change, what needs to remain the same by considering: What makes sense, what is working, what is the upside of this issue, right now? What doesnt make sense, is not working, what is the downside of this issue, right now? Each person contributes his/her perspective These become the seeds of thought for outcome statement development

33 33 2/27/ If the team is stuck, use focused questions to get more detail: For example – What Makes Sense /Doesnt Make sense regarding: Who the person spends time with What the persons interests are How the person spends his/her days How the person has fun What the person wants to learn. Where and with whom, the person lives

34 34 Before developing outcome statements, the team should figure out: How does this relate to What Is Important TO the person?

35 Whats Working/Not Working Right Now

36 36 Outcome Statement Actions Needed to accomplish this? Who will do it? By When? (Specific steps required, in detail, concrete) (who is responsible?) (due date?) How we will know we are making progress: 2/27/201436

37 37 What do we need to learn? What do we want to learn next? What do we want to maintain? What do we need to change?

38 38 Describe for People: The expected outcomes What will be done (specific steps) Who will do it/who is responsible When it will be completed (timeframes) For waiver, you can include frequency and duration information here.

39 39 Talk with the person about: the purpose of the plan ground rules ways to gather information Choose 1 of 8+ ways to gather information Develop a 1st plan, 2nd plan, etc. Figure out how to have and record ongoing learning Record the learning Reflect, organize, synthesize Developing plans: Getting started, keeping them alive

40 40 2/27/ Please consider how you will use the information from these two days of training in your daily work? What will you do differently when you return to work? Is there anything that is in your way?

41 Follow Up, Day Three

42 What Worked? What made sense? What did not work? What did not make sense? (what would you do again?) (what would you do differently?)

43 43

44 44 Sad song is playing or slow melody Puckering her lips She doesnt like the song-making her sad/feel bad Change the station or song People are talking around her Screaming out loud Frustrated-people arent talking to her Go back to last sentence and tell her –direct to her Someone is doing something she wants to try Tight reflex (tight fists or head turning) She is mad or upset Involve her or lead her away Eating Pushing her spoon away and turning her head Full-wants a different food Help her try something else or give choice Cramping or cannot sleep Kicking side of bed or pulls pillow over head Need different position-need to move Move to different bed or to floor ???? Grabbing at things around her- messing things up Need something better to do-she is bored Be creative-make fun activities Meal time Spitting food Talk to me as I eat Tell funny stories, or share her memories with her Someone is trying to show or tell her something Looking off –out window- no attention person Boredom-already heard this, already know this Be creative, new ideas and activities, involve a friend Brittanys Communication Plan What is happening______ doesWe think it meansWe should © The Learning Community for Essential Lifestyle Planning, Inc. 2006

45 45 What is HappeningRhonda doesWe Think It MeansAnd We Should You are pushing Rhonda Locks her chair I dont want to go there Figure out with Rhonda where she wants to go Rhonda is at the front door Kicks the doorI want to go out Help her outside (unless there is too much pollen, about to rain, etc.) Rhonda has stopped eating Catches your eye, pulls down napkin Im done eating Take leftovers away now You didnt remove her food Rhonda sweeps the food off her tray I told you I was finished and you didnt listen Clean up and do better next time © The Learning Community for Essential Lifestyle Planning, Inc. 2006

46 46 Communication Plan What is happening______ doesWe think it meansWe should © The Learning Community for Essential Lifestyle Planning, Inc. 2006

47 47 In the world around us – the environment In the world around us – the environment Whats just gone on Whats just gone on The trigger The trigger What the person actually does – the actions What the person actually does – the actions What others notice What others notice Can be seen, heard, and felt by others Can be seen, heard, and felt by others What the person means by what he/she does What the person means by what he/she does What the emotions and feelings are What the emotions and feelings are Whats going on inside Whats going on inside What other people should do in response What other people should do in response Or not do….. Or not do….. Communication Plan When this is happens I do thisIt ususally meansAnd I want you to #1 (or 2) #4#3 © The Learning Community for Essential Lifestyle Planning, Inc #2 (or 1)

48 Mollys Sample Communication Chart

49 49 How Molly Communicates : What is happening… Molly does this… We think it means… And we should… Group of people talking, everyone all at once, but no one is talking to Molly Talks to herselfShe is having trouble keeping up with the conversation Or is feeling left out Try to slow down the conversation Include her in the conversation Someone is repeatedly telling her what to do or is demanding Acts defiant, OR tunes out She is angry, or frustrated, or insulted, She doesnt want to be bossed around Explain her choices to her, and let her make the decision Ask her, dont tell her, what to do A party around her, but no one talking to her Says Im tiredShes not happy Feeling left out Feeling lonely If youre old: Try to introduce her to new people to talk with If youre young: Welcome her to join your conversation During school timeMolly stops working, begins to talk to herself She may feel overwhelmed by what she is doing Or She may be bored if it is a repetitive task Talk to her and ask her if she can tell you why shes not working. Help her break it down to individual steps. Ask if she would like to try another activity (i.e. work that still needs to be completed) Someone has just given her multi step instructions Begins to talk to herself She is over whelmed with too many steps Break it down into one step at a time, let her try it before adding more

50 50 Managment Support Solutions Inc. June Begin with the aim of the outcome: Using persons name followed by an action verb or phrase. Only use I if you are absolutely sure the person would say it in the same way. If the team finds it helpful, Complete the statement with how it will make a difference using so that/in order to Jacob lives in Johnsonburg….. Cynthia walks in her neighborhood….. Suzanne works at Pizza Hut….

51 51 Managment Support Solutions Inc. June Jacob lives in Johnsonburg…..so that he can see his family every week. Cynthia walks in her neighborhood…..in order to stay connected to her neighbors. Suzanne works at Pizza Hut…. So that she makes enough money to pay her bills, and so that she does not have to take a bus to work.

52 52 Managment Support Solutions Inc. June Examples of what IS NOT AN OUTCOME: I want to attend MNO day program. Sue goes to physical therapy. I want speech therapy. Joe attends the workshop.

53 53 Managment Support Solutions Inc. June Washing hair Setting the table Making a sandwich Using a fork Tying shoes Brushing teeth Combing hair Shaving Getting dressed Staying on task Counting money Toileting Doing laundry Using zippers Dialing the phone Applying deodorant

54 54 Managment Support Solutions Inc. June Judy will take a shower with physical guidance 6/7 days a week by 12/01. I look nice when I go to school, so that other kids talk to me and invite me to join them at lunch. Fay will exercise three times a week with verbal prompts for 6 consecutive months by 12/01. Fay practices her karate so that she earns her orange belt and she stays fit. Anna will participate in 1 social/recreational outing a week with staff supervision until 12/01. Anna participates in City Garden Club in her town and is an active member this year, so that she is not bored and meets new friends.

55 55 Managment Support Solutions Inc. June Interpersonal skills Ambulates independently Verbal cues or prompts Auditory monitoring distance Off task behavior On task behavior Easy to get along with Walks on her own (do you need to say this?) Remind her by saying XXX Within Earshot Distractions Pays attention

56 56 Managment Support Solutions Inc. June Going on a date- Learn Social Skills Learn Self Defense - Increase physical activity Looking great for school- Improve personal hygiene Getting a job- increase vocational skills – will increase productivity to 87% Participate in Community Organizations (Garden Club) Improve social skills- will not interrupt conversations…….. Put together a photo album- Increase fine motor or Increase attention span- on increase on task behavior Visit my family- improve social and emotional expressions,

57 57 Managment Support Solutions Inc. June Bikes with the Woods club: Takes computer lessons: Actively participate in senior citizens center: Ride my bike to the store: Listen to live music: Works at the Hair Salon: Attend meetings of the Eagles fan club: Hosts a BBQ:

58 58 Small Groups, Come up with three ideas you could try Replace current activity, rather than add on top of old.

59 59 What have you learned that is likely to be most helpful to you and your team? What do you appreciate about someone here, or something you learned?


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