Making Action Plans (MAPS)

Report
MAPS
A PERSON CENTERED
PLANNING TOOL
TLS AUGUST 19, 2014
Therese Curran M.A.- Regional Transition Coordinator
Kerri Collins- West Bay Collaborative
MAPS
What is
Person Centered Planning?
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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
What are the outcomes of Person
Centered Planning?
“Framework of Accomplishment”
5 keys areas to shaping quality of life
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Sharing places/ community
Making choices/ being empowered
Developing capacities & gifts
Being Treated with Respect and having a Valued
Social Role
Growing Relationships
How is Person-Centered Planning Different
From Traditional School Planning?
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Plans WITH not FOR the student (and family)
Starts with abilities and interests, rather than
disabilities
Provides a comfortable atmosphere for the
student and family
Hear from the student and family FIRST
Educational and other service providers have a
better understanding of family’s dreams and fears
Offers a visual and immediate picture of the
situation
Provides helpful information to identify and
prioritize needs
Person Centered Planning Tools
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MAPS – Making Action Plans; McGill Action Plans
PATH – Planning Alternative Tomorrows with Hope
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Personal Futures Planning
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Dare to Dream
Circles of Support
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Discovery
Philosophies
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Not about…forms, or short cuts with paperwork or
“hanging out with consumers”.
Supports a life lived on the individual’s terms
A
living situation chosen in a desired community
 A job that matches strengths and interests
 Selected support staff
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Presume competence in a person’s dream
Perceive behavior as communicative
The Traditional Approach to
Introducing a Student!
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Attention Seeking Behaviors
Nutritional deficiencies
Sexually Inappropriate
Behavior/Exhibitionist
Problems maintaining friendships and
relationships
Periods of screaming
Drama queen
Another Approach to Introducing
the Same Student
•Likes attention from adults
•Eats Cheerios for lunch every day
•Takes off clothes that are scratchy or have a tag
•Has no way to communicate with classmates
•Communicates frustration by screaming
•Shows us what she likes/dislikes clearly through
her behavior
Let’s Talk MAP
Why MAP vs. other methods?
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Can be completed within a reasonable time limit
approximately 2 hour
Can 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 facilitator
Safe environment, people who are willing to
participate fully
MAPS to Answer Questions
1. History of
2. Dreams for
the childthe student’s
experiences.
future.
3. Nightmare of
the student’s
future.
4. Who is this
student?Word Map
6. How does this
person
communicate?
5. What are the
person’s
preferences?
7. What an ideal 8. Images for
day at school
School &
would look like? Beyond
9. What does the
community have
to offer?
Purpose
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Person 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.
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As an informal assessment tool
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Brings parents and school personnel together.
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Can be used in a variety of settings
To plan transition 14-21
 Self-directed IEP tool
 Inform PLoFP
 To plan elementary and middle transition
 To mediate disagreements
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Preparing to conduct the MAP
What Happens Prior to the MAP Meeting???
A meeting is scheduled in a comfortable place (allow 1.5 -2
hours)
 Parents and student receive an invitation and “Activity Pack”
 Student and Parent decide who else should attend. Siblings,
friends, mentors…
 Food is available
 Team decides what the outcome will be…
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Materials
Flip Chart Paper (sticky kind) or Overhead/Pre Titled
 Markers
 Transition Needs Worksheet
 Parent/Student Handout
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AT The MAP
6 flip charts are taped around the room or Large 4x6” sheet
Collecting
Stories
History
Dreams
Who is….
Capacities
for Action
Who?
What?
By when?
Fears /
Nightmares
Transition
Worksheet
Post School goals:
Academic
Functional
Transition Services
Introductions
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Roles are assigned to the team members
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Facilitator –Who will run the meeting
Summarizer – Someone who will take notes
Time keeper –Someone with a watch
Team Members will introduce themselves and their roles.
Ground Rules are discussed
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Student 1st
Paraphrasing
The right to pass
POSITIVE ONLY
Save merit to the end
Introductions Cont…
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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.
Process
History
(10 min)
Ask the student to describe the people and event
that have shaped their life
 Where did they grow up and go to school?
 Special people or places
 Accomplishments
 Highlights
 Events
What are the Person’s
Preferences? What Works?
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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.
Who is….
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(10 min)
Encourage the team members to talk about
the students’ strengths, skills, likes and
dislikes.
Describe the students’
 personal
qualities
 favorite activities
 Celebrate accomplishments and gifts
Dreams
(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?
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?
Andre’s Personal Preferences
Things That Work!
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Silly Sounds (wind blowing
Whistling
Singing
Zippers
Buzzing noises
Vibrating toys
Rough rides – bumpy, concrete
bus
Ticklish
People
Whirlpools
IMAX
Red or yellow – reflective
Low lighting
Pink pom-pom
High contrast
Give time to look
Pos central to left
One on one attention
Things that Don’t Work
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Lights Distract
Being too hot
In one position too long
Being wet
Teeth brushed
Tongue brushed
Andre’s Expressive Communication
Friends
Service
Providers
“Hi, Dad”
Chooses book or
music
Big Mac
Rocking Plate
“I like flirting with you”
laughing
“I like that”
“I don’t care about
that”
Staying awake - attends
“Whoa”
“I like Wal=Mart
IMAX”
Laughing awake
Closes eyes
“I don’t want to
be alone”
Startles to light
frown
“having a good
time.”
laughing
Community
Family
Interest/disint
erest.
Eye gaze
“I’m wet or
dirty”
Sticks tongue
out
Needs
(10-15 min)
STEP 1
 Team is asked to review each of the 5 areas
 Start to list needs as they emerge in the
process
STEP 2
 Prioritize: Ask the question “which of the
items listed are crucial for this year?”
 Star in red
Transition Needs Worksheet
My measurable Post School Goals:
(15-20 min)
Education & Training:
Employment:
Independent Living:
Academic Needs
Functional Needs
Transition Services
Education & Training
Employment
Independent Living
TIPS for Great MAP
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Keeping 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 approaches
 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
After the MAP
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Send 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!

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