1 Person Centered Planning
2 “A person centered planning approach provides the process and structure that can assist young people in their goal planning and in the development of a means to achieve those goals across the 4 domains of employment, educational opportunities, living situation and community life adjustment. It allows for younger adolescents (14 and younger) to begin the process of putting their dreams into action, thereby increasing their chance for successful transition.” (Koroloff, 1990; Modrcin & Rutland, 1989)
3 Person -Centered Planning invites us to:Find and develop the gifts of each person. Develop a vision that expresses these gifts. Build a support group to make these ideals happen. Build a community network of acceptance. Develop services to be more responsive to the interests of people.
4 Components include: Creation of circle of supportFocus on talents, strengths and interests of the individual Identification of the person’s short/long term goals and dreams Creation of action plan with specific commitments for each team member Empowerment of the young person in the pursuit of her goals
5 How is this New? We are already in tune with student’s needs.Have we promoted choice without providing the information or experience for new opportunities? Have we been flexible to adjust schedules where students are enabled and supported to follow-through and/or fail in these new opportunities? Are we trying new ideas, strategies or stuck in the same activities for years and plugging students into an existing mold? Can we make the change and rise to the challenge?
6 Describing IndividualsSYSTEM - CENTERED PLANNING Focuses on labels. Emphasizes deficits and needs. Relies heavily on standardized testing and assessments. Depends on professionals to make judgements. Depends on a rigid process and format
7 Describing IndividualsPERSON-CENTERED PLANNING Sees students first. Builds relationships and trust. Searches for capacities and gifts. Spends time getting to know people. Depends on people, families, and direct service workers to build good descriptions. Gathers folklore from people who know people well. Focuses on positive and reinforces efforts and attempts.
8 IEP PCP Formal, legal, contentious More relaxed, cordialForms—not student friendly Student friendly forms with PCS, photos Usual goals within school day HOLISTIC—Expanded goals outside program hours Most responsibility on Responsibility shared school staff Intimidating Self esteem building
9 How do we think about and plan for the Future?PERSON-CENTERED Youth are more committed to the process. Finds new possibilities for each person. Focuses on quality of life. Emphasizes dreams, desires, and meaningful experience. Provides instruction in real community environments. Teaches students how to plan and be self-directed. Youth should be taught how to implement their own goals.
10 Transition to AdulthoodCharacteristics Challenges Negative Outcomes Positive Outcomes Exploration Family stress Learn helplessness Empowerment Autonomy Staying out of trouble Behavior problems Self control Independence Emotional regulation Poor school performance Success in School & work Friendship Peer pressure Low self-esteem Large circle Of friends Future dreams Substance abuse Court system involvement Good citizen
11 MAKING ACTION PLANS MAPS (Making Action Plans) is one process of person Centered Planning, which is used to create a vision for the future and plan ways for that vision to become reality.
12 The Process… Instruction Practice Feedback Success Implementation
13 GUIDING STUDENTS THROUGH THE PROCESSDetermine where and when to have the meeting. Determine who to invite and pass out invitations. Send home or mail introduction letter to parents. Develop personal presentation. Gather and Celebrate Student’s MAPS
14 Chilly Winters Building My Dreams April 17, 2002
15 Introductions
16 All ideas & opinions respected One person talks at a time Guidelines All ideas & opinions respected One person talks at a time Chilly is the leader with our support
17 Who is Chilly? How would you describe yourself?What do you like to do? What are things that interest you?
18 Important Events in Chilly's LifeWhat are the most important things that have happened to you so far in your life? Who are the people that are most important to you?
19 What is Chilly Good At? What skills do you have? What do you do well?What are tasks that you do well? When and where have you had the most success?
20 Chilly's Dreams & Goals What do you want to accomplish in her life?What are you goals? What would you like to see happen in your life?
21 Education Do you want your diploma/GED? Do you like to attend school?Do you want to go to a trade school?
22 Where does Chilly want to play?What are activities that you enjoy doing? What do you do in your free time? .
23 Where Does Chilly Want to Work?What type of jobs are you interested in? Have you ever worked before?
24 Where Does Chilly Want to Live?Where would you like to live? What type of place would you like to live in?
25 How can Chilly Reach her goals?Who can support you? What goal is most important to you? What supports do you need?
26 What May Get In the Way? What are some things that keep you from…?Behavior
27 Scary Things What are you afraid of? Safety Behaviors in the communityNot having adequate supports in adult program
28 ACTION PLAN Write a plan and specify who will support Chilly in each area of the action plan.
29 Person Centered PlanningJoseph
30 Who is Joseph? 17 year old Latino young man personabledon't trust others cautious of people polite and friendly likes to street fight
31 Joseph Building My Dreams The Dawn of a New Beginning
32 What do I like to do? I like to Box.I like to hang out with my friends.
33 Jobs I like. Working outdoors Interested in the constructionInterested in painting houses and cars
34 My Dreams. own an Expedition with tinted windows, accessorieswould like to have lots of money plans to buy a house, buy additional houses and rent them out would like to become a carpenter and build houses would like to own own company would like to be a character actor in the movies
35 Obstacles Boarder Patrol-juvenile record may get in the wayDiploma- behavior may interfere Too social in class with friends which may get in the way of earning a diploma
36 Joseph’s Action Plan
37 Own an Expedition Get my license. Learn driving laws Drivers educationSave money Learn about insurance
38 High School Diploma Good school attendance. Good behaviorComplete school work.
39 Construction Job Take Brady Construction courselearn how to measure/fractions Work experience Job shadow.
40 Be successful in school by:following class rules. Complete assignments Attend Seek out help when needed
41 Part-time job Refer to to Vocational Rehabilitation Counselor for workability intake application. Determine jobs of interest Apply and interview for jobs Develop resume
42 Learn Boxing Search for Boxing program and enroll in the program.
43 Border Patrol Explore job requirements, and responsibilities.Interview Border Patrol Agent and job shadow.
44 Character Actor Investigate how to become an extra in the movies.Contact an agent. Investigate local parks for character actors Enroll in acting classes
45 Action Plan Summary Meet with EOS to develop resume and job searchesReview official transcript for diploma requirements Find classes for drivers education and acting
46 A Souljah’s World Jesse
47 Table Of Contents Who am I going to invite? Who am I?Hopes and Dreams. Challenges. Target and prioritize goals Fears and obstacles. Strategies to over come obstacles. Action plan.
48 Who am I going to invite? Dad. Mom. All my close friends.All of my close family. Mrs. Rich
49 Who am I? Basketball Player. An individual. A thinker.An understanding person. A joker.
50 Hopes and Dreams To be a basketball player. To remain my own person.To keep my real friends close. Never forget who I am. I dream one day I will be successful. I dream one day I will become more of a better person. I dream one day I will forget about certain things.
51 MIK's Dreams & Goals Job –coaching, working with kids, etc.Living on his own, in his own place Learning to read Learning to manage money Managing his anger Have a girlfriend Music lessons/class Art classes Visit friend in Oceanside more often. Work and earn money.
52 Where does MIK want to play?Parks Bowling, golf, basketball, baseball Special Olympics Swimming Viewing sunsets over a lake Painting, tracing, art work Visiting the zoo Magic Viewing sports on television Collecting baseball, basketball cards Listening to music Joining a church San Diego Disabled Parks & Rec Programs Enjoys Park and Recreation activities Golf Music .
53 Where Does MIK Want to Work?PAST JOBS Burger King World Beat CURRENT JOB Benchley school cafeteria FUTURE JOBS Sports---coaching ,(college, SDSU or high school), sports store Magic shop/card shop??? Working with kids Indoors Afternoons Weekdays Restaurant
54 In his own place somedayWhere Does MIK Want to Live? Mik enjoys living on his own and he likes the location of his apartment. In his own place someday with a paid roommate
55 How can MIK Reach his goals?Mik has good motivation and gets along with staff who can provide him the support and guidance to reach his goals. As long as he effectively manages his health and maintains his good attitude, he will be able to make progress towards his goals. People will continue to be happy to help him. Support from friends Getting a job Taking medication Become motivated and interested
56 What May Get In the Way? Depression Loneliness Behavior DisabilityTransportation Health issues Lack of motivation, giving up Keeping issues and concerns to himself
57 Scary Things Being alone Going out at night Health issuesHealth concerns Managing money, not making enough money Not getting a job
58 ACTION PLAN Develop a resume- supported by EOSGet a job (office?) Staff Develop money management skills Home,school staff, Roommate Join Disabled Parks & Rec group (newsletter) School staff Music, art , cooking classes (Grossmont/ROP?) School staff Reading ---Library Computer Literacy School staff Expand sports in Special Olympics Mik, staff MTS bus reservations Mik, staff Cue card Transportation training---new routes School staff Report earnings to SSI Home staff Weight management Mik, Staff People 1st Conference Mik, Staff Medic Alert Bracelet/necklace Doctor prescription, Information brochure Shirley Develop a resume- supported by EOS Job search close to home- supported by EOS Attend social activities - Mik
59 Student Perspective Nothing about me without me My life, my choicesWe start where we are and go as far as we can
60 Parent perspectives “I would like to compliment the District on its decision to provide…a “MAP” meeting for planning the students’ future. Our meeting was both helpful and enjoyable. I was particularly impressed with the written report generated from this meeting. It is simple, concise ….the color photos and icons served to make the report easily understood by both my autistic son and me. The MAP is one of the most useful tools I’ve encountered during the course of my son’s education.” Rosalind Waters, 2002
61 Teacher perspective It helps you understand the student in a different perspective which facilitates instructional growth. It makes the IEP process student driven and student friendly. It has changed students’ lives because it’s focused on the students.
62 Some reactions from participantsThis is the first time a teacher has asked me what I want to do with my life and truly listened to me. Teachers and staff learn more about me. For once, it’s all about me!!!! It feels good!!!
63 Outcomes of the Person Center Planning ProcessLeave with more information about the student than you came with and enhance rapport/relationship. Use the information to develop and implement a needs based Transition Plan and IEP. Incorporate information into daily instruction/support.