Person Centered Planning 1 A person centered planning

Person Centered Planning 1

“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) 2

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. 3

Components include: • Creation of circle of support • Focus 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 4

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? 5

Describing Individuals SYSTEM - 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 6

Describing Individuals PERSON-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. 7

IEP PCP Formal, legal, contentious More relaxed, cordial Forms—not student friendly Student friendly forms with PCS, photos Usual goals within school day HOLISTIC—Expanded goals outside program hours Most responsibility on school staff Responsibility shared Intimidating Self esteem building 8

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. 9

Transition to Adulthood Characteristics 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 selfesteem Large circle Of friends Future dreams Substance abuse Court system involvement Good citizen 10

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. 11

The Process… Instruction Practice Feedback Success Implementation 12

GUIDING STUDENTS THROUGH THE PROCESS • Determine 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 13

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• How would you describe yourself? • What do you like to do? • What are things that interest you? 17

• What 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? 18

• 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? 19

• What do you want to accomplish in her life? • What are you goals? • What would you like to see happen in your life? 20

• Do you want your diploma/GED? • Do you like to attend school? • Do you want to go to a trade school? 21

• What are activities that you enjoy doing? • What do you do in your free time? 22

• What type of jobs are you interested in? • Have you ever worked before? 23

• Where would you like to live? • What type of place would you like to live in? 24

• Who can support you? • What goal is most important to you? • What supports do you need? 25

• What are some things that keep you from…? 26

• What are you afraid of? 27

• Write a plan and specify who will support Chilly in each area of the action plan. 28

Person Centered Planning Joseph 29

Who is Joseph? • 17 year old Latino • • • young man personable don't trust others cautious of people polite and friendly likes to street fight 30

Joseph Building My Dreams The Dawn of a New Beginning 31

What do I like to do? • I like to Box. • I like to hang out with my friends. 32

Jobs I like. • Working outdoors • Interested in the • construction Interested in painting houses and cars 33

My Dreams. • • • own an Expedition with tinted windows, accessories would 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 company would like to be a character actor in the movies 34

Obstacles • Boarder Patrol-juvenile record may get in the way • Diploma- behavior may interfere • Too social in class with friends which may get in the way of earning a diploma 35

Joseph’s Action Plan 36

Own an Expedition • Get my license. • Learn driving laws • Drivers education • Save money • Learn about insurance 37

High School Diploma • Good school • attendance. Good behavior • Complete school work. 38

Construction Job • Take Brady • • • Construction course learn how to measure/fractions Work experience Job shadow. 39

Be successful in school by: • following class rules. • Complete • • assignments Attend Seek out help when needed 40

Part-time job • Refer to to Vocational Rehabilitation • • • Counselor for workability intake application. Determine jobs of interest Apply and interview for jobs Develop resume 41

Learn Boxing • Search for Boxing program and enroll in the program. 42

Border Patrol • Explore job requirements, and responsibilities. • Interview Border Patrol Agent and job shadow. 43

Character Actor • Investigate how to become an extra in the movies. • Contact an agent. • Investigate local parks for • character actors Enroll in acting classes 44

Action Plan Summary • Meet with EOS to develop resume and job searches • Review official transcript for diploma requirements • Find classes for drivers education and acting 45

A Souljah’s World Jesse 46

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. 47

Who am I going to invite? • Dad. • Mom. • All my close friends. • All of my close family. • Mrs. Rich 48

Who am I? • Basketball Player. • An individual. • A thinker. • An understanding • person. A joker. 49

Hopes and Dreams • To be a basketball • I dream one day I will • • player. To remain my own person. To keep my real friends close. Never forget who I am. • be successful. I dream one day I will become more of a better person. I dream one day I will forget about certain things. 50

• Visit friend in Oceanside more often. • Work and earn money. 51

• Enjoys Park and Recreation activities • Golf • Music 52

• Indoors • Afternoons • Weekdays • Restaurant 53

• Mik enjoys living on his own and he likes the location of his apartment. 54

• Support from friends • Getting a job • Taking medication • Become motivated and interested 55

• Depression • Loneliness • Behavior • Disability • Transportation 56

• Being alone • Going out at night • Health issues 57

• Develop a resumesupported by EOS • Job search close to home- supported by EOS • Attend social activities - Mik 58

Student Perspective Nothing about me without me My life, my choices We start where we are and go as far as we can 59

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 60

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. 61

Some reactions from participants This 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!!! 62

Outcomes of the Person Center Planning Process • Leave 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. 63