Person Centered Planning for the Future

Sonja Chatfield Peetz Author

03/03/2017 Added

294 Plays

Description

As a result of this webinar, participants will be able to identify: 1. Learn what Future Planning is and how can it be used 2. Identify common characteristics of Future Planning Mapping. 3. Identify Future Planning frames and how to complete a map. 4. Learn facilitation tips to complete a map. 5. Identify limitations of Futures Planning.

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[00:00:09.172]Hello, my name is Sonja Chattfield-Peetz.
[00:00:11.466]I am the Northeast Regional Autism Coordinator
[00:00:13.606]for the Nebraska Autism Spectrum Disorders Network.
[00:00:17.142]I have been providing services for children and families
[00:00:20.495]on the the autism spectrum for the past 14 years.
[00:00:23.832]I will be your presenter for today's webinar
[00:00:25.965]in the transition series.
[00:00:29.504]In today's webinar, Person-Centered Planning,
[00:00:32.482]Creating a Map to your Student's Future,
[00:00:35.670]we'll be talking about five different points.
[00:00:38.746]The first point, we're going to learn
[00:00:40.456]what future planning is and how it can be used.
[00:00:43.667]Then, we'll identify common characteristics
[00:00:45.828]of future planning mapping, identify future planning frames
[00:00:50.070]and how to complete the map,
[00:00:52.290]learn facilitation tips to complete a map,
[00:00:55.545]and finally, we'll be talking about
[00:00:57.084]the limitations of future planning.
[00:00:59.859]So, what is a futures map?
[00:01:02.086]A futures map is a representation
[00:01:04.644]of the different frames of our lives,
[00:01:07.186]and each person in the focus group
[00:01:09.620]may have a slightly different perspective
[00:01:11.800]on the person and the environment
[00:01:13.926]as a result of the place that they occupy
[00:01:15.887]in the family's world, whether that might be a caretaker,
[00:01:19.105]a grandmother, an aunt, a friend of the family,
[00:01:21.596]or a sibling.
[00:01:23.175]After we create the big picture,
[00:01:25.580]the profile information then allows the participants
[00:01:28.235]to see the current influences in the family's life.
[00:01:32.182]Then, we can graphically represent how these influences
[00:01:35.583]affect that individual's ideas as far as outcome
[00:01:39.991]and what they want to with their life in the future.
[00:01:43.931]So, what is it?
[00:01:45.073]What is the futures map?
[00:01:46.271]It's a process.
[00:01:47.802]It's a graphic representation, like we talked about,
[00:01:50.428]of the big picture.
[00:01:52.177]Once we have the big picture, we can take those actions
[00:01:54.365]to improve the person's life, to really make
[00:01:57.355]a meaningful difference in that student's life
[00:01:59.851]and see what they want to do and what they want to be.
[00:02:03.397]So, developing a futures plan is very important
[00:02:06.604]for self-advocacy to make sure that our students
[00:02:09.932]have say in what happens to their life,
[00:02:12.392]that they're involved in the process,
[00:02:14.073]and life isn't just happening to them.
[00:02:16.773]It's their life and how we can help them plan
[00:02:19.279]to have a quality of life that is above any other.
[00:02:24.779]This process can also be used to empower families.
[00:02:28.106]Every family has stress, but some families
[00:02:30.835]have more than others.
[00:02:32.211]When you include a child with a challenging behavior
[00:02:34.665]or a disability such as autism,
[00:02:37.365]those families do have a lot more stress
[00:02:40.066]than other families.
[00:02:41.873]As we're developing this map, it's important to remember
[00:02:45.028]the areas of stress that this family is facing
[00:02:47.748]and begin to consider ways that stress could be alleviated.
[00:02:52.159]Stress is a product of a lack of power.
[00:02:55.267]The more power that we give to these families,
[00:02:57.232]empowering them by community resources
[00:02:59.704]and empowering them with choices in their lives,
[00:03:02.819]the less stress that that family will encounter.
[00:03:06.534]This process is also very important to think about
[00:03:08.638]with building bridges.
[00:03:11.038]As we are participating through the map,
[00:03:12.898]participants then begin to realize
[00:03:14.971]that the focus family doesn't always have much choice
[00:03:18.166]in matters such as where they live, what they eat,
[00:03:21.453]what school their child attends, whether they work,
[00:03:24.257]who comes to their house to visit, and so on.
[00:03:27.245]This could go on and on,
[00:03:29.300]but those of us who do not live with a child
[00:03:31.163]with a disability or a child with autism
[00:03:33.633]take our choices for granted.
[00:03:36.390]The choices that we make every day
[00:03:38.338]are usually not stifled by an individual
[00:03:40.865]who might have a disability
[00:03:42.093]or have serious impact with their sensory system,
[00:03:45.664]so it's important for us to think about
[00:03:47.475]how our everyday lives,
[00:03:49.458]or how we go about our everyday lives,
[00:03:51.585]how we might be taking that for granted,
[00:03:53.481]and that anyone else that might have these individuals
[00:03:58.430]in their home that have disabilities,
[00:03:59.885]their choices are sometimes severely affected.
[00:04:03.844]This process also helps us define the roles
[00:04:06.076]and responsibilities of team members.
[00:04:09.478]I've been in many team meetings
[00:04:11.681]where members have come to the meeting
[00:04:13.520]and we were discussing the action plan
[00:04:15.415]as far as what was supposed to be done by who and when,
[00:04:18.230]and sometimes it's like, oh, I thought
[00:04:20.003]the guidance counselor was doing that test,
[00:04:21.800]or I thought the special ed teacher
[00:04:23.638]was doing that assessment,
[00:04:25.412]and sometimes through miscommunication
[00:04:27.685]things don't get done as efficiently.
[00:04:30.644]We don't have a lot of time with these students,
[00:04:32.458]so defining those roles and responsibilities
[00:04:34.781]in a clear action plan is really important
[00:04:37.495]and can be a part of this process.
[00:04:40.234]With that being said, this process also helps us
[00:04:42.228]enhance our IEP development.
[00:04:44.799]This process helps identify strengths and concerns
[00:04:47.728]that we have with this student.
[00:04:49.291]It identifies our dreams for that student
[00:04:51.596]and what that might look like for that student,
[00:04:54.211]so it does enhance the IEP development
[00:04:55.768]and lends nicely to the transition process.
[00:04:59.329]One of the other benefits of doing a plan like this
[00:05:02.430]is it clarifies the purpose of the educational plan.
[00:05:06.008]Based on what that student wants to do
[00:05:07.947]and the map that student has for their future,
[00:05:10.252]we work backward then to think about
[00:05:12.699]what is the educational process or the educational plan
[00:05:16.049]to help that student achieve those outcomes
[00:05:18.568]in a realistic manner.
[00:05:20.489]I loved what Peter Gerhardt, who was one of
[00:05:23.116]our other presenters in this transition series,
[00:05:25.274]talked about adaptive skills
[00:05:26.768]and how important those adaptive skills are
[00:05:29.385]for individuals on the spectrum
[00:05:31.586]or individuals in the community.
[00:05:35.795]There are different models that are used
[00:05:38.245]to help with transition planning, but one of the models
[00:05:41.953]or one of the things that is consistent
[00:05:44.485]between all of these models,
[00:05:45.865]whether it be called person centered planning,
[00:05:48.282]or if it's called futures planning, futures mapping,
[00:05:51.156]or family-centered planning.
[00:05:52.980]There's a lot of different names that it's called,
[00:05:55.087]but the one thing that all of these models have
[00:05:57.545]that are the same, is it definitely is
[00:05:59.348]a collaborative process where everyone's voice is heard
[00:06:03.175]and the maps are created to look at a positive way
[00:06:06.828]to support this individual in achieving their outcomes
[00:06:09.650]that they have for their life.
[00:06:12.697]Whatever we call it, we all have similar goals.
[00:06:15.770]Presence and participation in the community,
[00:06:18.908]that encompasses all aspects of living in the community
[00:06:22.191]that most of us just assume to be normal routine
[00:06:24.649]such as maybe going out to eat, going to the laundromat,
[00:06:28.279]going to a movie, going grocery shopping,
[00:06:30.957]or even just visiting friends.
[00:06:33.417]We want to be able to have similar goals
[00:06:34.963]for individuals on the spectrum,
[00:06:36.475]that they have that presence and participation fully
[00:06:39.343]in the community.
[00:06:41.614]Developing and maintaining relationships
[00:06:43.438]with friends and family.
[00:06:45.408]The family that you're working with, or the focus family,
[00:06:48.095]may not have contact with a lot of support
[00:06:50.023]from friends or family members.
[00:06:52.251]They may also have difficulty forming new relationships.
[00:06:55.756]Single parents may have to shoulder
[00:06:57.360]more of the responsibilities without having a spouse
[00:06:59.868]or a partner.
[00:07:01.663]Neighbors may not always approach the family
[00:07:03.771]because they're not sure how to interact with the child
[00:07:05.572]or if they should interact with the child.
[00:07:08.317]They also sometimes are fearful,
[00:07:10.033]not know what the diagnosis is or why the child
[00:07:12.292]might be behaving the way they are.
[00:07:14.538]So, developing and maintaining relationships
[00:07:16.309]with family and friends is also a goal for us to achieve
[00:07:19.412]for students on the spectrum.
[00:07:21.804]Making choices and expressing preferences.
[00:07:25.733]I think it's very important
[00:07:26.675]that we allow individuals with autism
[00:07:29.274]to have the affordability, and I always say,
[00:07:31.968]they have the right to be heard.
[00:07:34.143]Now, I'm not talking physically heard or named
[00:07:36.877]but they have the right to be disappointed.
[00:07:39.464]They have the right to drink alcohol
[00:07:41.420]if they're of legal age.
[00:07:42.814]They have many rights that just because we say
[00:07:44.765]they're disabled that we think of them as less.
[00:07:48.632]They are different, not less,
[00:07:50.731]and so allowing them to make choices
[00:07:53.587]and expressing preferences is a very important thing
[00:07:56.366]that we need to be able to allow them to do.
[00:07:59.443]To gain personal dignity
[00:08:00.585]and be afforded respect in the community.
[00:08:03.471]We want them to be looked up to, not down upon.
[00:08:06.574]We want them to be able to earn that respect and dignity
[00:08:08.962]reserved for the individual that they are,
[00:08:12.087]and also to be able to exercise personal competence.
[00:08:15.815]The more that an individual can be independent,
[00:08:19.174]the less dependent they are on caregivers
[00:08:21.979]and the more competent they are,
[00:08:23.697]the better life and more independent life
[00:08:25.580]that this individual will be able to have.
[00:08:29.679]So, that leads us to our very first question.
[00:08:32.422]Please respond in the poll box by responding true or false.
[00:08:39.163]Person-centered planning can only be used
[00:08:41.409]as a tool for transition planning in a school district.
[00:08:46.686]The answer is false.
[00:08:48.508]Person-centered planning can be used in numerous ways
[00:08:52.243]and have multiple outcomes.
[00:08:54.234]So, what are the next steps in a futures map
[00:08:56.942]or futures planning meeting?
[00:08:59.431]Setting the date seems pretty easy, right?
[00:09:02.009]Well, actually that's the most important step.
[00:09:04.283]It's very important to allow at least 90 minutes
[00:09:06.998]for this meeting to take place.
[00:09:09.674]So, finding a 90 minute time block
[00:09:11.991]where everyone can be uninterrupted
[00:09:13.938]sometimes can be very difficult
[00:09:16.046]especially if you have a lot of key team members or players
[00:09:18.855]that are gonna come to the table.
[00:09:21.575]Then, identifying those key players
[00:09:23.474]with the parents' and the students' input,
[00:09:25.676]identifying who are the important players
[00:09:27.589]to have at the table.
[00:09:30.282]Then we'll send out an agenda or the map, actually,
[00:09:33.011]in advance so participants can have time
[00:09:35.132]to think about their responses and be able to be prepared
[00:09:37.786]of what their answers are going to detail.
[00:09:40.932]Think about how you're going to structure the room
[00:09:43.279]or the environment for maximum participation.
[00:09:46.437]Are you gonna bring treats?
[00:09:47.850]Are you gonna incorporate breaks in that 90 minutes?
[00:09:50.733]What's that going to look like?
[00:09:52.521]I know as a parent it's also very unnerving
[00:09:54.461]to come to a meeting where there's lot of participants
[00:09:57.328]and everyone is sitting at the table when you come in.
[00:10:00.959]It's also important to think about that
[00:10:02.278]is you're going to have everybody stand up
[00:10:04.435]and have a formal conversation
[00:10:07.319]before a parent sits down at that meeting?
[00:10:09.749]What do you want that meeting environment to look like?
[00:10:15.462]So, the purpose of planning is what we need
[00:10:17.849]to have listed first on the agenda.
[00:10:20.251]The purpose of the meeting is to gain insight
[00:10:22.175]into the events of yesterday, review our current plan,
[00:10:25.890]and map a road to the future.
[00:10:28.295]Part of this could be establishing group norms
[00:10:31.016]or part of what we call establishing ground rules.
[00:10:34.190]An example of some ground rules might be
[00:10:36.490]to be respectful of the group, that no jargon is used.
[00:10:41.731]In fact, you can assign a jargon buster
[00:10:44.518]that will ask whenever you use acronym like we tend to do
[00:10:48.334]in the field of special education.
[00:10:49.899]Whenever we use the work IEP, the jargon buster
[00:10:53.005]would call that out and ask them to use,
[00:10:56.744]instead of the acronym, use the words
[00:10:59.810]individualized education plan.
[00:11:03.248]They can also have a no fixing policy, no obsessing.
[00:11:08.345]We can have the rule that we're supposed to have fun.
[00:11:11.985]One of the things that it begins and ends on time.
[00:11:16.263]You do what you need to do to be here.
[00:11:18.537]For example, if you need to get up and go to the bathroom,
[00:11:20.666]you do that.
[00:11:21.499]You don't need to stop and ask for permission,
[00:11:23.320]or if you need to get a drink.
[00:11:25.466]Whatever happens in the room stays in the room,
[00:11:28.999]and one of the other things is to listen,
[00:11:32.580]to really listen and ask for what you want.
[00:11:37.130]Contribute when you feel like
[00:11:38.966]you have the need to contribute,
[00:11:41.407]contribute to that meeting.
[00:11:43.470]So, it's very purposeful to create those group norms,
[00:11:46.396]an example of those ground rules, and also rules
[00:11:48.983]and responsibilities such as the jargon buster.
[00:11:51.863]Perhaps you'll have a time keeper
[00:11:53.682]that keeps the meeting moving or the facilitator.
[00:11:56.870]You will assign a note-taker, who will be responsible
[00:11:59.596]for taking notes on the meeting.
[00:12:01.728]Another thing that you'll want to be doing
[00:12:03.899]is then identify on the agenda
[00:12:06.046]the different types of maps that you will be discussing.
[00:12:10.167]For example, you will be discussing the relationship map,
[00:12:13.772]the places map, and the where I've been map.
[00:12:17.294]Those are the first three maps
[00:12:18.770]that we'll be discussing on the agenda.
[00:12:23.440]The second part of the agenda would talk about
[00:12:25.330]the rest of the maps that would be covered
[00:12:27.134]during the meeting, meaning the personal preference map,
[00:12:31.328]the futures map, which is the fears, hopes and dreams
[00:12:34.132]of the parents and perhaps the students,
[00:12:36.761]and then the action plan,
[00:12:38.702]the opportunities and obstacles, as far as
[00:12:40.589]how we are going to achieve
[00:12:42.169]what we have done in this meeting.
[00:12:44.413]So, the first map that we're gonna dive into
[00:12:46.600]is called the relationship map, and the purpose of this map
[00:12:49.907]is to visually identify the different support
[00:12:52.728]and assistance, and opportunities that that family has
[00:12:56.229]to build friendships.
[00:12:57.910]This is what we were talking about earlier,
[00:12:59.828]when we're building the relationship map
[00:13:01.771]to also think of those supports
[00:13:03.816]and how we can decrease stressors in that family's life.
[00:13:08.511]So, this is what the relationship map would look like.
[00:13:11.848]You start with the target person in the middle,
[00:13:14.634]and then you have a note taker
[00:13:16.615]or the relationship map drafter,
[00:13:19.821]whoever is going to be writing for this particular map
[00:13:22.637]would start filling in the names of the individuals
[00:13:25.596]that this person has a relationship.
[00:13:28.186]This gives us a visual representation
[00:13:30.358]of how many relationships that student has
[00:13:33.018]and whether or not support needs to be happening
[00:13:35.728]and how to make those relationships
[00:13:37.592]or sustain relationships.
[00:13:40.041]It's a great visual representation
[00:13:41.758]of whether that student has a lot of friends
[00:13:44.087]or very few friends, and that also gives us insight
[00:13:47.183]into the social relationship that this student has
[00:13:49.592]as far as support in the community.
[00:13:53.842]This map is called the places map,
[00:13:56.151]and the purpose of this map is to visually represent
[00:13:59.153]and describe the pattern of life that this individual has.
[00:14:02.843]It talks about the places they go
[00:14:05.383]and what the routines of their life is.
[00:14:11.484]So, this is what the places map would look like.
[00:14:14.276]In the center circle would be home.
[00:14:16.878]That is where the student spends most of their time.
[00:14:20.400]The second circle would be places that they visit daily,
[00:14:23.428]perhaps it would be going to school.
[00:14:26.339]The third circle are places that they might visit weekly.
[00:14:30.797]Perhaps they go on a weekly shopping trip
[00:14:32.665]to the grocery store, or maybe they go to some place
[00:14:36.601]to rent a movie or a video game,
[00:14:38.649]and they might go there weekly.
[00:14:40.157]That place would be listed in the weekly circle.
[00:14:43.121]Then, the next one is places they would visit monthly.
[00:14:47.075]Perhaps they belong to a civic organization
[00:14:49.286]or a group that visits someplace monthly
[00:14:52.065]or maybe they go to the library.
[00:14:54.428]Those are different examples
[00:14:55.492]or what that student might be able to participate in.
[00:14:59.174]The next one would be places
[00:15:00.921]that the student might visit infrequently.
[00:15:04.111]This is where you would put examples
[00:15:06.346]like the doctor's office or the dentist's office,
[00:15:09.586]or places they might not go on a very regular basis
[00:15:12.952]but we want to have them represented.
[00:15:15.701]The last circle, then, would be places that
[00:15:20.969]perhaps that we want to have represented
[00:15:22.772]that perhaps one time they went to the mountains
[00:15:25.078]with their grandparents, or one time they went to the beach,
[00:15:28.022]or maybe they've been fishing.
[00:15:29.771]So, places that they've experienced,
[00:15:31.225]but it's not routinely in their schedule
[00:15:33.605]of places where they go on a routine basis.
[00:15:37.471]The last part of the places map, then,
[00:15:39.147]would be where they would like to visit
[00:15:41.336]that maybe haven't been to yet.
[00:15:43.361]Perhaps they would like to go to Japan.
[00:15:45.463]Perhaps they would like to go to the ocean.
[00:15:47.947]Perhaps they would like to go see the Epcot Center.
[00:15:50.649]This is where the individuals and families can say
[00:15:52.937]these are things that we would really like
[00:15:54.359]to go and do and see, but we haven't had the opportunity
[00:15:56.988]to do so yet.
[00:15:59.681]The where I've been map.
[00:16:01.551]This is to describe the history of social communication
[00:16:04.115]and academics to the team.
[00:16:06.554]A lot of times, teachers might have this individual
[00:16:09.411]for one year or two year
[00:16:11.181]and they don't know all of the history of the struggles
[00:16:13.922]that individuals might have had
[00:16:16.144]when they learned how to communicate
[00:16:18.147]or even with their academic skills and how they've grown.
[00:16:22.311]So, socially, five years ago, how did you interact
[00:16:25.780]with your peers and your families?
[00:16:28.696]Was the person very limited in their vocabulary?
[00:16:32.591]Did they have a difficult time finding the words to speak
[00:16:35.878]or were they using a voice output device
[00:16:37.933]and now they do have functional language?
[00:16:40.866]Talking about where they have been with their language
[00:16:43.216]and where they've been socially,
[00:16:46.450]then you say, "Now I," and maybe now they are involved
[00:16:49.755]in a circle of friends group
[00:16:51.209]and they've learned certain skills
[00:16:52.840]that have helped them to be more independent
[00:16:55.548]and to be able to get their wants and their needs
[00:16:57.975]communicated efficiently and effectively to others.
[00:17:02.453]The next part of that is academically.
[00:17:04.646]Where was I five years ago academically?
[00:17:07.126]What was I struggling with?
[00:17:09.512]Now I, what do you still struggle with
[00:17:11.878]or what has become your strengths
[00:17:13.646]and where are you educationally or academically
[00:17:16.090]in your skills than where you were in the past?
[00:17:19.157]Where has your most growth occurred?
[00:17:23.074]The next map then is the personal preferences map.
[00:17:26.081]The purpose of this map is to identify
[00:17:27.767]personal supports, assistance and opportunities
[00:17:30.226]to build those friendships that you might not already have.
[00:17:36.815]So, the personal preference maps looks as such,
[00:17:39.961]where there student's gifts are listed
[00:17:41.606]underneath the student's name.
[00:17:43.841]For example, the student may be really good at video games.
[00:17:46.947]The student may have a love of horses.
[00:17:49.453]The student may excel at math, and I wouldn't exclude,
[00:17:53.468]if you have more gifts than you have bubbles to write in,
[00:17:56.920]expand it and write around and have a very extensive list
[00:18:02.168]of what the student's gifts are,
[00:18:04.260]and this may take some time for people to brainstorm,
[00:18:07.596]so allow them that extra time for thinking,
[00:18:09.758]and it's OK to have wait time or some silence
[00:18:12.965]in between waiting for people's responses.
[00:18:17.008]This preference map would list the student's challenges,
[00:18:20.352]things that are not so easy for the student to do,
[00:18:23.395]things that the student would like to excel in,
[00:18:26.742]or do better in, or build their skills in.
[00:18:29.639]Again, it's time for brainstorming
[00:18:32.225]and allowing everyone's voice to be heard and making sure
[00:18:35.156]that you're reflectively putting down the challenges
[00:18:38.668]as the individuals are discussing these student challenges.
[00:18:44.703]The next map is called the fears,
[00:18:47.541]and the purpose of this is to explore
[00:18:49.307]your inner thoughts and feelings and the fears
[00:18:51.244]that the student, that the family has for their future.
[00:18:55.238]Fear about maybe being taken advantage of or being bullied,
[00:18:58.663]fear of not being able to know how to manage their finances
[00:19:00.915]and being financially taken advantage of.
[00:19:04.814]This is a time for the families to really talk about
[00:19:07.501]the things that might be obstacles
[00:19:10.783]and their fears as far as going forward
[00:19:13.289]with plans for the future.
[00:19:15.935]At this time, it's very important to listen
[00:19:18.861]and be very supportive to the family,
[00:19:20.737]because their fears are very real,
[00:19:22.909]and just as the family has very (mumbles)
[00:19:25.410]it's a very personal experience for them.
[00:19:27.898]Hopefully by the time that you've achieved this map
[00:19:30.324]you've established some rapport
[00:19:32.285]and you've established a feeling of trust
[00:19:34.631]so that those fears can be expressed
[00:19:37.214]and valued by the team.
[00:19:42.310]So, out of those fears we also get to talk about the future
[00:19:45.488]and explore those fears, and find out what our hopes
[00:19:49.077]and our dreams are for that individual.
[00:19:52.880]What are our hopes and dreams for the home life
[00:19:55.623]for this student?
[00:19:57.103]What are our hopes and dreams
[00:19:58.530]for what that student will work
[00:20:00.728]and what that job will look like
[00:20:02.681]and what type of community would that individual live in,
[00:20:06.210]and also what the personal life dreams
[00:20:07.849]that we have for this student might be.
[00:20:11.773]So, this is what that visual representation
[00:20:13.515]might look like.
[00:20:14.788]You can have this on one big piece of chart paper
[00:20:17.538]or you may have a piece of chart paper
[00:20:19.166]for each one of those four individual areas.
[00:20:21.944]As parents and team members start talking about
[00:20:25.630]the future of this student and their hopes
[00:20:27.957]and their dreams and their aspirations,
[00:20:30.160]sometimes it's good to ask those questions like
[00:20:33.219]what would you like his family to look like?
[00:20:37.143]Do you want him to get married?
[00:20:38.357]Do you wish for him to get married?
[00:20:40.275]And talk about grandchildren.
[00:20:41.771]Do you talk about work and if you want him
[00:20:43.975]to stay in the family business
[00:20:45.433]or if you want him to work in a field
[00:20:47.303]that he has already shown strengths and interest in?
[00:20:52.355]We talk about all the different dreams for the future,
[00:20:55.708]and what that could look like as far as
[00:20:57.763]community membership, and a lot of times
[00:21:00.697]it's very important for us to sit and really listen
[00:21:04.004]and again, that no dream is too big
[00:21:06.521]and that no dream is wrong,
[00:21:08.878]that there has to be community of trust
[00:21:11.366]built within this point of the map
[00:21:13.091]so that when a parent might be saying
[00:21:15.383]some things that they really hope,
[00:21:17.304]it's not appropriate for someone else to say,
[00:21:19.619]well, that's not realistic.
[00:21:22.166]This is a dreaming session.
[00:21:23.655]This is a brainstorm.
[00:21:24.610]This is what, if this student could have
[00:21:26.957]the best life possible, if we could dream up
[00:21:29.426]the very best life possible for this student,
[00:21:32.238]what would that look like?
[00:21:36.966]So, the second question, the team has been working
[00:21:39.817]on the maps and you are approaching the 90 minute mark
[00:21:42.647]for the meeting end.
[00:21:44.323]As the facilitator, what should you do,
[00:21:46.798]and also, what is the best answer?
[00:21:50.501]A, hurry to get through the material,
[00:21:53.547]B, skip the less important maps,
[00:21:57.192]C, refer to the group norms and adjust if necessary,
[00:22:01.877]D, reschedule the meeting.
[00:22:05.611]The answer to the question is C, refer to the group norms
[00:22:09.494]and adjust if necessary.
[00:22:12.155]Some individuals may say just reschedule the meeting,
[00:22:15.345]however, the best way to approach this
[00:22:18.538]is to honor our time limits,
[00:22:21.138]that we are approaching our 90 minute mark
[00:22:24.099]and let's refer back to the group
[00:22:26.283]to see if we can't adjust the group norm
[00:22:29.182]to continue on depending on how much information
[00:22:31.655]you still have left to cover,
[00:22:33.353]or it may be an opportunity then,
[00:22:35.491]for the group then to decide to adjust the norms
[00:22:37.818]and have another meeting.
[00:22:41.223]So, what needs to be done next?
[00:22:44.307]Well, we're gonna create opportunities and obstacle maps
[00:22:47.342]to identify existing services as well as service gaps
[00:22:52.073]needed to achieve the student's future vision.
[00:22:55.144]We'll identify inter-agency linkages and responsibilities
[00:22:59.397]of each one of those links.
[00:23:01.655]When the service gap exists,
[00:23:03.829]we brainstorm potential solutions
[00:23:06.030]on how to help that student achieve their future goals.
[00:23:10.886]This also lends to the opportunities
[00:23:13.426]as far as putting the obstacles out there as a real barrier,
[00:23:17.972]but at the same time not admiring the barrier,
[00:23:21.742]having an idea of how we can overcome those barriers
[00:23:24.829]and what support is needed
[00:23:27.005]so that we can address those barriers.
[00:23:30.000]Another big portion of this is the action.
[00:23:32.843]Who will do what and when will they have it done by?
[00:23:37.584]This lends to accountability
[00:23:39.260]and so that there are clear roles and responsibilities
[00:23:41.969]defined for the team, so that those team members
[00:23:45.079]have the opportunity to fulfill those tasks
[00:23:47.953]and then come back to the group and report back to the group
[00:23:51.442]on the activity or the actions
[00:23:53.422]that they are responsible for.
[00:23:57.092]So, the next then is to take every one of these maps
[00:23:59.530]that we have created as a team
[00:24:02.475]and we create a personal profile in the future vision
[00:24:05.967]or maps on these students that are transition age.
[00:24:09.376]We bring these maps to IEP meetings,
[00:24:11.245]transition planning meetings, and we discuss the goals,
[00:24:14.945]the hopes, and the dreams, and the steps.
[00:24:17.141]We work backwards towards the steps
[00:24:19.548]of helping them achieve those goals.
[00:24:21.647]We start to identify themes.
[00:24:24.332]For example, the strengths and the hopes and the dreams
[00:24:28.657]and the work dreams and how they all tie together.
[00:24:31.384]We start circling themes.
[00:24:33.264]We circle things that really work well
[00:24:35.167]and things that don't work so well.
[00:24:37.691]We can start to identity
[00:24:39.516]in what different types of communities
[00:24:41.251]the student is most successful in.
[00:24:44.014]We can identify in what work situations
[00:24:47.022]might be more stressful for a student
[00:24:48.966]if they have a hard time with manual dexterity,
[00:24:52.252]they're not gonna really want to be doing
[00:24:54.307]some assembly work.
[00:24:56.040]So, we start looking at the maps
[00:24:57.353]and start circling the themes, the things that work well,
[00:25:00.467]and the things that aren't working so well
[00:25:02.520]and we put this information in the personal profile map.
[00:25:08.318]We discussed the future vision map,
[00:25:10.926]talked about those themes that they have
[00:25:12.595]in the future vision map and what actions need to be done
[00:25:15.289]to have that future vision become a reality.
[00:25:18.367]We then discuss transition planning areas
[00:25:20.015]along with each of the associated mapping data
[00:25:23.161]to make sure that that's covered thoroughly
[00:25:25.056]in the transition plan.
[00:25:26.922]You might select educational environments and activities
[00:25:29.429]for instruction based on the mapping information.
[00:25:32.980]For example, we might have to identify
[00:25:34.792]which adaptive skills may be necessary
[00:25:37.596]to be able to hold certain jobs
[00:25:39.402]that student might want to have.
[00:25:41.454]We also might need to look at the demographics
[00:25:43.218]of the community and the school logistics
[00:25:45.358]to say how are we going to be able to give that student
[00:25:48.484]opportunities to be successful and practice those skills
[00:25:52.280]that they need to have those skills to be employable
[00:25:55.675]or achieve their home and community dreams
[00:25:57.833]that they have associated with on their future vision map.
[00:26:02.702]So, the next step would be to develop the IEP,
[00:26:05.211]the transition planning goals.
[00:26:07.212]So, for each goal we'll determine which necessary steps
[00:26:09.863]and transition components are needed
[00:26:12.599]for us to be able to do this, and then every year
[00:26:15.524]when we reconvene the IEP we repeat this process.
[00:26:19.316]So, how does this translate into a student?
[00:26:22.139]For example, a student has really good,
[00:26:24.149]strong strengths in math.
[00:26:27.185]A student may have a large interest in animals
[00:26:29.887]and a very knowledgeable background on animals
[00:26:34.285]and perhaps the student wants to actually aspire
[00:26:38.732]to be a veterinarian.
[00:26:40.963]So, the transition plan, then,
[00:26:43.038]allows us to perhaps have that student go,
[00:26:46.251]maybe over the summer months
[00:26:47.479]or sometime during their school year,
[00:26:49.746]maybe they can shadow and see what a veterinarian does
[00:26:52.636]and get some experience at the local veterinarian hospital
[00:26:55.768]to see what that might look like.
[00:26:58.312]Maybe through that experience, a student realizes
[00:27:00.371]wow, I didn't realize there was so much surgery
[00:27:02.970]that was involved with veterinarian care
[00:27:05.391]or that there was shots that had to be administered
[00:27:08.389]and the things that go along with all the veterinarian care
[00:27:11.503]was not really realized until a student
[00:27:13.385]has an opportunity to do this.
[00:27:15.873]Perhaps a student then realizes
[00:27:17.135]what I really want to do is handle animals,
[00:27:19.562]I don't necessarily want to operate on them,
[00:27:21.797]but I'd like to handle animals,
[00:27:23.324]maybe being an animal caretaker at a zoo, perhaps.
[00:27:26.871]So, throughout this process with exposure
[00:27:29.078]and with actual training and supports and job exploration
[00:27:32.877]the student might then revise their future goal
[00:27:35.930]and decide maybe I don't want to be a veterinarian,
[00:27:38.113]but now I have a more clear idea
[00:27:40.529]of which path I'd really like to take,
[00:27:42.921]and so you can repeat this process.
[00:27:45.858]We can go through this and be a lot shorter
[00:27:48.388]then next time you do this type of transition map
[00:27:51.299]because you already have the history
[00:27:53.036]and the background of the student,
[00:27:55.863]but you'd be able to use this process,
[00:27:59.233]to repeat this process, and have a streamlined support
[00:28:03.394]for a student who may change their job aspirations
[00:28:06.349]as we go through the process.
[00:28:09.874]So, that brings us to our next question.
[00:28:12.580]These maps may be created as part of
[00:28:15.129]personal futures planning team activities such as
[00:28:18.373]A, units in high school self-advocacy
[00:28:21.714]or career exploration activities,
[00:28:24.344]B, as youth group or church activities,
[00:28:28.104]C, as family activities,
[00:28:30.782]or D, all of the above.
[00:28:33.517]The answer is D, all of the above.
[00:28:37.168]All of those activities may be part
[00:28:40.526]or created as part of the futures planning team activities.
[00:28:46.358]So, some facilitation tips for the facilitator,
[00:28:48.881]prior to the meeting you want to make sure
[00:28:51.300]that you're identifying the right processes
[00:28:53.436]for the person, the team, and the support circle,
[00:28:56.368]and the person's situation.
[00:28:58.795]Is there a committed champion who will make sure
[00:29:01.174]that the plan remains alive?
[00:29:03.416]Have circle members had input to the decision
[00:29:05.661]about the planning process?
[00:29:07.696]Have you discussed the persons coordinating the meeting
[00:29:10.686]with which parts of processes will be used
[00:29:13.258]and how to address those current issues?
[00:29:16.135]And, before the meeting, have you made sure
[00:29:18.657]that you have paper, markers, and tape?
[00:29:22.746]Are there any specific ground rules
[00:29:24.380]that need to be set for the circle ahead of time?
[00:29:27.847]Are there any topics, words, or phrases
[00:29:30.301]the team needs to avoid?
[00:29:33.083]Then, during the meeting we need to ask about timelines,
[00:29:36.374]people's need to leave, set up the ground rules
[00:29:39.689]and then use them, will breaks be needed and how often,
[00:29:43.070]and be able to adhere to that.
[00:29:46.434]At the end of the meeting,
[00:29:47.793]the facilitator needs to make sure
[00:29:49.253]that how many copies of what has been done
[00:29:51.954]will get to the right people and who needs them
[00:29:55.403]and also to make sure they facilitate
[00:29:57.005]and schedule the next meeting
[00:29:59.332]and when that's going to occur.
[00:30:04.437]Even the best made plans do have their limitations,
[00:30:08.122]and while this futures planning process is pretty complete,
[00:30:11.929]the profile is not going to provide
[00:30:13.660]all of the information that a team will need
[00:30:16.328]for a comprehensive support plan.
[00:30:19.476]This process is never complete.
[00:30:21.894]It's constantly revised and changed
[00:30:24.373]and it's not a static plan.
[00:30:26.961]Family life and environments are always changing
[00:30:29.915]and therefore, we're always happy to change our plan
[00:30:32.933]to react to the environmental conditions
[00:30:35.184]that student may be experiencing.
[00:30:38.988]Other limitations that we have could be
[00:30:41.733]new and different supports must be
[00:30:43.462]constantly evaluated and addressed.
[00:30:46.038]Programs are coming into our communities.
[00:30:48.034]Programs are going out of our communities,
[00:30:50.520]and this process requires systems change
[00:30:52.746]for the agency involved in the procedures as well.
[00:30:55.929]Everyone has to be on board
[00:30:57.373]and collaborative partners need to figure out
[00:30:59.533]where is our financial support coming?
[00:31:01.722]Is it a school responsibility?
[00:31:03.499]Does it come from vocational rehabilitation services?
[00:31:06.818]Also, some of those discussions need to have
[00:31:09.313]as far as who is the fiscal agent
[00:31:11.430]that's responsible for helping with some of these supports.
[00:31:14.265]How does Department of Health and Human Services,
[00:31:16.720]how do their supports lend from their funding
[00:31:18.793]to the support of this individual?
[00:31:21.153]There's a lot of collaborative processes
[00:31:23.418]and a lot of collaboration that needs to happen
[00:31:25.732]when you're talking about different agencies
[00:31:28.072]that are coming together to support a member
[00:31:31.335]in the community.
[00:31:34.120]So, where do you go after the future plan?
[00:31:36.549]Well, you have built this collaborative team
[00:31:39.210]and you need to continue working as a team
[00:31:41.713]using the group norms, using team assignments
[00:31:45.020]and the facilitate map process.
[00:31:48.324]You can modify the support plan
[00:31:50.864]and the futures plan as you need it.
[00:31:53.162]You can add different maps, subtract the maps,
[00:31:55.635]add the maps that are most key to that student
[00:31:57.978]to help us really have a strong vision
[00:32:00.628]of what that student needs
[00:32:02.332]for that team to be successful.
[00:32:06.334]Use the information learned in the meeting
[00:32:08.323]to help develop a more comprehensive plan
[00:32:10.521]for that focus student, whether that means
[00:32:13.047]a more comprehensive IEP plan development,
[00:32:15.184]whether that's looking at a CAP plan for adult services,
[00:32:19.474]whatever that might look like for the student,
[00:32:21.812]continue to use the future maps process.
[00:32:27.569]I want to thank you very much for your time today
[00:32:30.046]and your attention while we doing the
[00:32:33.761]Creating a Map to your Student's Future.
[00:32:36.064]Please note the references that I have above,
[00:32:38.663]and on the last slide you'll be able to see
[00:32:40.411]my contact information.
[00:32:42.437]Again, thank you very much,
[00:32:43.633]and I'll be answering any questions
[00:32:45.522]that you might have at this time.

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Person Centered Planning for the Future

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