Using Person-Centered Planning (PCP) to Improve Post Secondary Goals Presented By: Teresa Coonts, Education Specialist Rhonda Fleischer, State Liaison.

Using Person-Centered Planning (PCP) to Improve Post Secondary Goals

Presented By: Teresa Coonts, Education SpecialistRhonda Fleischer, State Liaison for Programs for Children who are Deaf or

Hard of HearingNebraska Department of Education

PH: 402-595-1810Email: [email protected]

[email protected]

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

October 13, 2014

Purpose and Objective

• 1) To increase your knowledge of the use of person-centered planning process

• 2) To improve post secondary IEP goals by using information gained through the PCP process.

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

What is Person-Centered Planning

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Person Centered Planning is a problem-solving process used to help students plan for their future.

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Components of Person-Centered Planning

• Getting Started – the planning process• Telling Stories- building a personal profile

using MAPS• Dreaming Together- the planning meeting• Following Through- creating a future over

time

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

The Personal ProfileBasic MAPS

• Background Map• Relationship Map• Personal Preference Map• Future Vision Map• Dreams, Hopes, & Fears

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

The Personal Profile Optional MAPS

• Places Map

• Choices Map

• Health Map

• Respect Map

• Communication

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Background MapPurpose: To understand the life experience of the

student and his/her family.

• Illustrates:– Positive experiences

from the past to build on;

– Appreciation of traumas, loss, and grief in life;

– Celebration of accomplishments

Background MapBorn

Now!!

Sample Guiding QuestionsBackground/History Map

• When were you born? or When was your child born? Where?

• Do you have any brothers or sisters? Tell me about your family.

• Can you tell me about your first experience in school or those early years?

• What have been some of the most important things that have happened to you?Adapted from: BMount, 1988

(TcoontsNEDBPMar2012)

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Relationship MapPurpose: To identify personal support, assistance,

and opportunities to build friendships.

• Illustrates:– The most important people

in the student’s life;– People interested in

planning together over time;

– People who may be able to provide personal support/assistance;

– Opportunities for building relationships.

Student

People You Count On

Best Friends

Paid to beIn Life

Groups

Sample Guiding QuestionsRelationship Map

1) People you count on (green circle) : Who are the most important people in your life? For example, if you needed help in the middle of the night, who would you call? These are the people you can really count on when you need help.

2) Best Friends (yellow circle): Who are your best friends? Who are the people you want in your life for a long time?

3) People Paid to be in your LIFE: (blue circle) Who are you connected with who is paid to be in your life? For example, this could be a teacher or a para.

4) Groups You are Involved with: (brown circle) What groups do you belong to? For example, clubs, sports, etc.

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Personal Preference MapPurpose: To discover capacities to

build on and conditions to avoid.• Illustrates:

– Patterns in the gifts, potential, interests, and unique contributions of the student;

– Patterns in the conditions that block/challenge development of opportunities to build on in the future.

Likes (Things that Work) Dislikes (Things that don’t work)

Sample Guiding QuestionsPreference Map

• What are some gifts that you have?? • What are your interests and likes? How do you best learn?• What do you enjoy doing? What strategies/supports help

you the most?• What have you done that you are proud of? Are you an

artist? Do you play an instrument or sing? • What are your dislikes?? • What do your friends say you are really good at?• What does not work for you? What makes you upset,

angry?• What does your family say that works for you and that does

not work for you?Adapted from: BMount, 1988

(TcoontsNEDBPMar2012)

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Futures MapPurpose: To explore inner images about desires

and dreams for the future.

• Illustrates:– The experiences the

student wants to have;– The dreams of the

student for a home, a job, community life, and personal life.

Futures MapHome/ TrainingInd. Living.

Employment Education

Sample Guiding QuestionsFutures Map

• Home/Indpt Living: Where do you want to live?? What type of home do you want (apt., house, country, city, etc.)?? What skills will you need to know to live on your own?? Do you want a roommate?? If you could live with anyone, who would you most like to live with? If you could live anywhere, where would that be?

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Sample Guiding QuestionsFutures Map (cont.)

• Work/Employment—Where do you want to work?? What will you need to learn to work there?? What training/school, skills will you need to learn?? Are you part of your IEP team so you can connect your dreams to your postsecondary goals? Do you like to work inside or outside? Do you prefer to work with others or by yourself? If we saw ___at work, what kind of job could we see him/her doing? Looking back at preference/interest, what are all the places where people do anything with these interests? What kind of support would ____ need for this job?

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Sample Guiding QuestionsFutures Map (cont.)

• School/Education/Training: What would you like to do this year; after high school?? Do you need to focus on specific skills while in high school? What are those skills?

• Community: What social/leisure activities do you want to be involved in?? Who will be a part of your life?? How will you be involved in your community?

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Hopes and Fears MapPurpose: To describe how people feel about the

future.

• Illustrates:– Identifies what kinds of things, fears,

discrimination, lack of resources, etc., are working against this person as he/she pursues a desirable future;

– Identifies what is working for this student and what hopes and opportunities can assist with the barriers;

– Identifies barriers to overcome.

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Hopes and Fears Map

Hopes/Opportunities Fears/Barriers

Sample Guiding QuestionsHopes and Fears Map

• What Are your Best Hopes for achieving the Futures Map?

• What Are your Worst Fears for not achieving the Futures Map?

• What may get in the way of you reaching your dreams?

• What do you NOT want to happen?• What are some of the things that we’ll need to

address to work toward your dreams? (IEP)

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Action Planning

What Will Be Accomplished?

Who Will Do What?

When Will It Be Completed?

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)

Writing Post Secondary Goals to Connect to the Futures Map

Adapted from: BMount, 1988 (TcoontsNEDBPMar2012)