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? 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 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? 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 MAPS – Making Action Plans; McGill Action Plans PATH – Planning Alternative Tomorrows with Hope Personal Futures Planning Dare to Dream Circles of Support Discovery Philosophies 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 Presume competence in a person’s dream Perceive behavior as communicative The Traditional Approach to Introducing a Student! 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? 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 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. As an informal assessment tool Brings parents and school personnel together. 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 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… Materials Flip Chart Paper (sticky kind) or Overhead/Pre Titled Markers Transition Needs Worksheet Parent/Student Handout 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 Roles are assigned to the team members 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 Student 1st Paraphrasing The right to pass POSITIVE ONLY Save merit to the end Introductions Cont… 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? 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…. (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! • • • • • • • • • • • • • • • • • • 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 • • • • • • 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 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 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!