Person Centered Planning 4
Sonja Chatfield Peetz
Author
02/15/2017
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55
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Description
PCP Webinar Part 4
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- [00:00:00.748]The answer is D, all of the above.
- [00:00:04.259]All of those activities may be part or created as part
- [00:00:08.302]of the futures planning team activities.
- [00:00:13.262]So, some facilitation tips for the facilitator.
- [00:00:16.057]Prior to the meeting, you want to make sure
- [00:00:18.440]that you're identifying the right processes
- [00:00:20.521]for the person, the team, and the support circle,
- [00:00:23.247]and the person situation.
- [00:00:25.565]Is there a committed champion who will make sure
- [00:00:28.363]that the plan remains alive?
- [00:00:30.587]Have circle members had input to the decision
- [00:00:32.893]about the planning process?
- [00:00:34.612]Have you discussed the persons coordinating the meeting
- [00:00:37.681]with which parts of processes will be used
- [00:00:40.450]and how to address those current issues?
- [00:00:43.209]And before the meeting, have you made sure
- [00:00:45.804]that you have paper, markers, and tape?
- [00:00:49.745]Are there any specific ground rules that need to be set
- [00:00:52.926]for the circle ahead of time?
- [00:00:54.875]Are there any topics, words, or phrases
- [00:00:57.692]the team needs to avoid?
- [00:01:00.156]Then during the meeting, you need to ask about timelines,
- [00:01:03.022]people's need to leave.
- [00:01:05.723]Set up the ground rules, and then use them.
- [00:01:08.583]Will breaks be needed and how often?
- [00:01:11.191]And be able to adhere to that.
- [00:01:13.591]At the end of the meeting, the facilitator needs to
- [00:01:15.993]make sure that how many copies of what has been done
- [00:01:19.166]will get to the right people and who needs them,
- [00:01:22.247]and also to make sure they facilitate and schedule
- [00:01:25.227]the next meeting and when that's going to occur.
- [00:01:31.389]Even the best made plans do have their limitations,
- [00:01:35.245]and while this futures planning process
- [00:01:37.856]is pretty complete, the profile is not meant to provide
- [00:01:40.729]all of the information that a team will need
- [00:01:43.511]for a comprehensive support plan.
- [00:01:46.365]This process is never complete.
- [00:01:48.915]It's constantly revised and changed,
- [00:01:51.408]and it's not a static plan.
- [00:01:53.788]Family life and environments are always changing,
- [00:01:57.124]and therefore we are always happy to change our plan
- [00:02:00.093]to react to the environmental conditions
- [00:02:02.533]that student may be experiencing.
- [00:02:05.982]Other limitations that we have
- [00:02:07.978]could be new and different supports
- [00:02:10.112]must be constantly evaluated and addressed.
- [00:02:13.244]Programs are coming into our communities,
- [00:02:15.298]programs are going out of our communities,
- [00:02:17.140]and this process requires systems change
- [00:02:19.962]for the agency involved in the procedures as well.
- [00:02:22.797]Everyone has to be on board, and collaborative partners
- [00:02:25.870]need to figure out, where is our financial support coming?
- [00:02:28.953]Is it a school responsibility?
- [00:02:30.338]Does it come from Vocational Rehabilitation Services?
- [00:02:33.816]Also some of those discussions need to have
- [00:02:36.754]as far as who is the fiscal agent that's responsible
- [00:02:39.345]for helping with some of these supports,
- [00:02:41.097]how does Department of Health and Human Services,
- [00:02:43.675]how do their supports lend from their funding
- [00:02:46.070]to the support of this individual.
- [00:02:48.234]There's a lot of collaborative processes
- [00:02:50.410]and a lot of collaboration that needs to happen,
- [00:02:52.876]and you're talking about different agencies
- [00:02:54.985]that are coming together to support
- [00:02:57.786]a single member in the community.
- [00:03:00.993]So where do you go after the future plan?
- [00:03:04.006]Well, you have built this collaborative team,
- [00:03:06.387]and you need to continue working as a team
- [00:03:09.241]using the group norms,
- [00:03:11.088]using team assignments and the facilitated map process.
- [00:03:15.254]You can modify the support plan and the futures plan
- [00:03:18.862]as you need it.
- [00:03:20.447]You can add different maps, subtract the maps,
- [00:03:22.752]add the maps that are most key to that student
- [00:03:25.117]to help us really have a strong vision
- [00:03:27.500]of what that student needs for that team to be successful.
- [00:03:33.568]Use the information learned in the meeting to help
- [00:03:35.843]develop a more comprehensive plan for that focus student,
- [00:03:38.971]whether that means a more comprehensive IEP plan
- [00:03:42.139]for development, whether that's looking
- [00:03:44.110]at a PATH plan for adult services,
- [00:03:46.492]whatever that might look like for the student,
- [00:03:48.807]continue to use the future maps process.
- [00:03:54.470]I want to thank you very much for your time today,
- [00:03:57.234]and your attention while we were doing the student ...
- [00:04:00.460]Creating a map to your student's future.
- [00:04:03.253]Please note the references that I have above,
- [00:04:05.693]and on the last slide,
- [00:04:06.962]you'll be able to see my contact information.
- [00:04:09.367]Again, thank you very much,
- [00:04:10.700]and I'll be answering any questions
- [00:04:12.596]that you might have at this time.
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