Information obtain from Browder, 2001 Chapter 2

An assessment that identifies services based on an individual with disabilities priorities, interest, and unique situation Individuals with disabilities and their families are more involved in the process of developing educational goals. (Browder, 2001 p. 25) Focus on individuals strengths Emphasis is given to settings, services, supports, and routines available in the school or community Involves the person centered planning process and taking action so the individual can achieve his/her goals

How is person-centered assessment different from traditional models? How is person-centered planning used?

1. Organizing participants 2. Develop a personal profile 3. Constructing a vision for the future 4. Action Planning 5. Support Ongoing Implementation/Problem –Solving

A. Battelle Developmental Inventory B. Scales of Independent Behavior C. Choosing Outcomes and Accommodations For Children (COACH) D. Observations

Lifestyle Planning (O’Brien & Lyle, 1987; O’Brien 1987) TEAMS (Campell, Campbell, & Brady, 1998) MAPS (Vandercook, York & Forest, 1989) COACH (Giangreco, Cloninger, & Iverson, 1998)

1.What is the quality of the focal person’s present life experiences? 2.What is changing for the focal person or in the surrounding environment that is likely to influence the quality of his or her life? 3.What are the most important threats and opportunities to better quality life experiences for the focal person? 4.What is our image of a desired life-style for the focal person?

5. What are the most critical barriers to our moving toward the desirable future we have described? 6. How will we most effectively manage these critical barriers and move toward realizing the life-style was have defined. 7. Based on our discussion, do we want to make any statements about necessary changes in the capabilities of service systems?

1. Determine student’s current and future environments 2. Identify student’s relationships in each environment 3. TEAMS meeting- team plans student’s future 4. TEAMS map drawn 5. The team makes decisions based on information gather from questions.

What is “Stundent’s Name” History? What is your dream for “Student’s Name”? What is your nightmare? Who is “Student’s Name”? What are “Student’s Name” strengths, gifts, and talents? What are “Student’s Name” needs? Parent Perspective Peer Perspective What would “Student’s Name” ideal day look like? Option 1: Outline a daily schedule that includes

What would “Student’s Name” ideal day look like? Option 1: Outline a daily schedule that includes regular class, educational activities, potential adaptations, supports needed Option 2: Develop an action plan activities, expected outcomes, date of completion, person responsible

ActivitiesExpected Outcomes Date of Completion Person Responsible

Meet with student before meeting to discuss the process, determine who to invite,and where the meeting will be held Roles for PCP meeting 1. Facilitator- asks questions 2. Recorder-write minutes, ideas, etc 3. Time Keeper

1. Summarize What is known about he student’s strengths, educational performance, and disability. 2. Facilitate family involvement, using person centered planning strategies, prior to the actual meeting 3. Encourage student self-determination 4. Define the student’s personalized curriculum (skill needs) 5. Develop the IEP and/or assessment report (Browder, 2001, p )

What are the advantages of PCP? When is it appropriate to complete the PCP process and hold a PCP meeting? What roles should be assigned prior to the PCP meeting to help keep the meeting running smoothly and efficiently?