Person Centered Planning 3

Sonja Chatfield Peetz Author

02/16/2017 Added

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Person Centered Planning Webinar Part 3

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[00:00:00.716]The answer to the question is C,
[00:00:03.132]refer to the group norms and adjust if necessary.
[00:00:07.388]Some individuals may say, just reschedule the meeting,
[00:00:10.708]however, the best way to approach this is say,
[00:00:14.701]to honor our time limits,
[00:00:16.785]that we are approaching our 90-minute mark,
[00:00:19.894]and let's refer back to the group to see
[00:00:21.788]if we can adjust the group norm to continue on,
[00:00:25.348]depending on how much information you still have left
[00:00:27.569]to cover, or it may be an opportunity, then,
[00:00:30.569]for the group then to decide to adjust the norms
[00:00:32.936]and have another meeting.
[00:00:36.358]So what needs to be next?
[00:00:39.414]Where we're gonna create opportunities
[00:00:41.197]and obstacle maps to identify existing services
[00:00:45.342]as well as service gaps needed
[00:00:47.704]to achieve the student's future vision.
[00:00:50.307]We'll identify inter-agency linkages
[00:00:53.450]and responsibilities of each one of those links.
[00:00:56.965]When the service gap exists,
[00:00:58.986]we brainstorm potential solutions on
[00:01:01.385]how to help that student achieve their future goals.
[00:01:05.993]This also lends to the opportunities,
[00:01:08.808]as far as putting the obstacles out there as a real barrier,
[00:01:13.086]but at the same time, not admiring the barrier,
[00:01:16.916]having an idea on how we can overcome those barriers,
[00:01:20.053]and what support is needed
[00:01:22.260]so that we can address those barriers.
[00:01:25.094]Another big portion of this is the action.
[00:01:28.187]Who will do what, and when will they have it done by?
[00:01:32.673]This lends to accountability and so that
[00:01:34.957]there are clear roles and responsibilities defined
[00:01:37.586]for the team, so that those team members have
[00:01:40.494]the opportunity to fulfill those tasks and then come back
[00:01:44.272]to the group and report back to group on the activity
[00:01:47.808]or the actions that they are responsible for.
[00:01:52.196]So the next, then, is to take every one of these maps
[00:01:54.736]that we have created as a team,
[00:01:57.612]and we create personal profile and the future vision
[00:02:01.177]for maps on these students that are transition age.
[00:02:04.488]We bring these maps to IEP meetings,
[00:02:06.491]transition-planning meetings, and we discuss the goals,
[00:02:10.142]the hopes, and the dreams, and the steps we work backwards
[00:02:13.607]towards the steps of helping them achieve those goals.
[00:02:16.968]We start to identify themes, for example, the strengths
[00:02:21.828]and the hopes and the dreams and the work dreams,
[00:02:25.009]and how they all tie together.
[00:02:26.423]We start circling themes.
[00:02:28.402]We circle things that really work well
[00:02:30.230]and things that don't work so well.
[00:02:32.868]We can start to identify in what different types
[00:02:35.812]of communities the student is most successful in.
[00:02:39.115]We can identify in what work situations might be
[00:02:42.656]more stressful for a student.
[00:02:44.534]If they have a hard time with manual dexterity,
[00:02:47.854]they're not gonna really want
[00:02:48.840]to be doing some assembly work.
[00:02:51.162]So start looking at the maps and circling the themes
[00:02:54.318]of the things that work well
[00:02:55.769]and things that aren't working so well,
[00:02:57.720]and we put this information in the personal profile map.
[00:03:03.441]We discuss the future-vision map, talk about those themes
[00:03:07.091]that they have in the future-vision map, and actions need
[00:03:09.983]to be done to have that future vision become a reality.
[00:03:13.498]We'll then discuss transition-planning areas along with each
[00:03:16.333]of the associated mapping data to make sure
[00:03:18.915]that that's covered thoroughly in the transition plan.
[00:03:22.066]You might select educational environments and activities
[00:03:24.618]for instruction based on the mapping information.
[00:03:28.333]For example, we might have to identify
[00:03:30.205]which adaptive skills may be necessary to be able
[00:03:33.455]to hold certain jobs that the student might want to have.
[00:03:36.679]We also might need to look at the demographics
[00:03:38.439]of the community and the school logistics to say,
[00:03:41.428]how are we going to be able
[00:03:42.904]to give that student opportunities to be successful,
[00:03:46.024]and practice those skills that they need
[00:03:48.493]to have those skills to be employable
[00:03:50.751]or achieve their home and community dreams
[00:03:53.093]that they have associated with on their future-vision map.
[00:03:57.953]The next step would be to develop the IEP,
[00:04:00.247]the transition-planning goals.
[00:04:02.486]For each goal, we'll determine which necessary steps
[00:04:05.137]and transition components are needed for us to be able
[00:04:08.875]to do this, and then every year
[00:04:10.521]when we reconvene the IEP meeting, we repeat this process.
[00:04:14.520]So how does this translate into a student?
[00:04:17.518]For example, a student has really strong strengths in math.
[00:04:22.244]The student may have a large interest in animals
[00:04:25.053]and a very knowledgeable background on animals,
[00:04:29.311]and perhaps the student wants to actually aspire
[00:04:33.972]to be a veterinarian.
[00:04:36.500]The transition plan then allows us
[00:04:38.508]to perhaps have that student go,
[00:04:41.368]maybe over the summer months or sometime
[00:04:44.119]during their school year, maybe they can shadow and see
[00:04:46.491]what a veterinarian does and get some experience
[00:04:48.672]with a local veterinarian hospital,
[00:04:50.859]to see what that might look like.
[00:04:53.469]Maybe through that experience, a student realizes, wow,
[00:04:56.025]I didn't realize there's so much surgery
[00:04:58.188]that was involved with veterinarian care,
[00:05:00.820]or that there was shots that had to be administered,
[00:05:03.701]and the things that go along
[00:05:05.467]with all the veterinarian care was not really realized
[00:05:07.910]until the student has the opportunity to do this.
[00:05:10.981]Perhaps the student then realizes, what I really want
[00:05:13.142]to do was handle animals; I don't necessarily want
[00:05:15.706]to operate on them, but I'd like to handle animals,
[00:05:18.417]maybe being an animal caretaker at a zoo, perhaps.
[00:05:22.220]Throughout this process, with exposure
[00:05:24.257]and with actual training and supports and job exploration,
[00:05:28.006]the student might then revise their future goal and decide,
[00:05:31.766]maybe I don't want to be a veterinarian,
[00:05:33.334]but now I have a more clear idea
[00:05:35.757]of which path I'd really like to take,
[00:05:38.096]and so that then we can repeat this process,
[00:05:41.201]we can go through this.
[00:05:42.592]It'll be a lot shorter the next time that you do this type
[00:05:45.261]of transition map, because you already have the history
[00:05:48.093]and the background of the student, but you'll be able
[00:05:52.746]to use this process, to repeat this process,
[00:05:56.220]and have a streamlined support for a student
[00:05:59.151]who may change their job aspirations
[00:06:01.612]as we go through the process.
[00:06:05.100]That brings us to our next question:
[00:06:07.931]These maps may be created as a part
[00:06:09.946]of personal futures planning team activities such as,
[00:06:13.965]A, units in high-school self-advocacy
[00:06:16.904]or career exploration activities;
[00:06:19.801]B, as youth group or church activities;
[00:06:23.364]C, as family activities;
[00:06:25.798]or D, all of the above.

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Person Centered Planning 3

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