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Goal Setting & Action Planning through a Person-Centered Planning Lens

Goal Setting & Action Planning through a Person-Centered Planning Lens. Delaware Positive Behavior Support Project Content based on materials from Inclusion Press. www.delawarepbs.org. Our Goals:. Gain understanding of Person-Centered Planning (PCP)

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Goal Setting & Action Planning through a Person-Centered Planning Lens

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  1. Goal Setting & Action Planning through a Person-Centered Planning Lens Delaware Positive Behavior Support Project Content based on materials from Inclusion Press. www.delawarepbs.org

  2. Our Goals: • Gain understanding of Person-Centered Planning (PCP) • See how PCP philosophy & concepts apply within MTSS framework • Have fun with strategies and tools to use at a Tier 3, Tier 2 or Tier 1 level of support

  3. What are your Strengths, Gifts, Talents?

  4. Person-centered Planning . . . . . . is a set of values and strategies that can be used to assist an individual in creating a vision for the future and a plan for working with others toward realizing that vision. Impact, 1998

  5. Person-centered Planning . . . . . allows for collaboration of the people who truly care for the individual. . . . begins and ends with positive attitudes of everyone involved. Impact, 1998

  6. Person-centered planning . . . . . . is a use of planning strategies that focus on people rather than on services or programs, driven by individual’s unique visions, preferences, likes, and dislikes. Impact, 1998

  7. Person-centered planning . . . . . . is a perspective that sees people’s capacities, building on the strengths, gifts, and abilities of individuals and their circles of support. Impact, 1998

  8. Person-centered planning . . . . . . is a process that is respectful, begins/ends with positive attitudes, and fosters/requires commitment.

  9. Person-centered planning Collaborative Effort Commitment Support Action Impact, 1998

  10. This sounds great, but how & when should one use person-centered planning?

  11. Positive Behavior Support School-wide/Universal School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements) Targeted Individual Group Interventions AnalyzeStudent Data Intervention Assessment Interviews, Questionnaires, etc. Individualized Student Interventions and Support Plans Observations and ABC Analysis Person-Centered Plans Adapted from George Sugai, 1996

  12. MAPs – Making Action Plans

  13. Let’s learn more & practice together

  14. MAP – history/story • Gives the “map maker” or focus person and his/her family, friends, and others a chance to discuss the life of the person so far. • Helps others understand the history of the person being discussed so they can better help that person plan for his/her future. • Focus on essential elements.

  15. MAP – history/story Questions • What two or three milestones from your life are important for the purpose of this plan? • What have been the best events in your life? • What has made your life difficult in the past? Use more direct questions as needed: • Do you have any brothers or sisters? • Can you tell me about your first experiences in school?" • Who were your best friends when you were younger?

  16. MAP –Dreams • The dream questions are the heart and soul of the MAPs process, so the facilitator must get out the real dream. • These questions guides where the group will go in developing the eventual plan of action (short & long-term goals) • Facilitator asks the focus person to expand on the dream and asks everyone else to initially simply listen. • NO ideas from the map maker can be ignored or judged.

  17. MAP –Dream Questions Focus person: Team/Parent: • What would you accomplish if nothing stood in your way? • If you could have any job, what would it be? • Where do you see yourself living? With who? • If you could have anything ($ no object), what would you wish for? • What is your dream for this person? • What would you see as his/her dream job? • What do you hope he/she learns in school this year? • What do you hope he/she learns on the job? In the community?"

  18. MAP –Fears/Nightmares • Section allows people space to share fears where they can be heard, recorded, respected, planned for avoiding, and then we move on. • The entire aim of the MAP process is to actualize the dream and avoid the nightmare. • Nightmares are often about fundamental stuff – loneliness, poverty, and death. The dream empowers families, people, and organizations to prepare against fears.

  19. MAP –Fears/Nightmares Questions • What are some fears you have about the future? • What things worry you now at school? Out of school? • What things worry you now about other people? About yourself?

  20. MAP –Strengths/Contributions • This is a brainstorming step about focus person strengths, gifts and talents. • This step should help the focus person feel really supported by everyone.

  21. MAP –Strengths/Contributions Questions • What are your talents? • Why are you special to others? • How do you help your community?

  22. MAP –Needs, Goals & Plan • Participants must think about what it will take, people and resources to make the dream come true. • The information gathered can help determine next steps to help the focus person reach one or more goals.

  23. MAP – Action Plan Questions • What can we do now to help our map maker reach one (or more) of the goals on this MAP? • What is needed to achieve the dream and avoid the fears? • What goals do you want to attempt first? • What are some first steps to take toward this goal? • How can others help you (the map maker) take those first steps? • When do you want to complete these first steps or this goal?

  24. Application Ideas Across the Tiers • Team-based intensive individual support process • Support in transition planning/IEP process • Group or individual reflection & goal setting • School-wide/Grade-level/Classroom Hopes/Dreams for school year reflection with support discussions

  25. Circle of Friends (Support) • “A circle of friends involves gathering together a group of students for the purpose of discovering their own networks and then reflecting on each others circles.” (Sherwood, 1990) • In the absence of a naturally formed circle of friends, educators can facilitate a circle process, which can be used to enlist the involvement and commitment of peers around an individual student.

  26. Let’s learn more & practice together

  27. Circle of Friends (Support) • 4 Circles completed from the outside-in. • Circle 4: The Circle of Exchange • List of people you PAY to provide services in your life. • Medical professionals, tax accountants, mechanics, hair dressers, barbers, teachers, etc. • Circle 3: The Circle of Participation • List people from organizations, networks you are involved with. • Work colleagues, the choir, the book club, your soft ball team, etc.

  28. Circle of Friends (Support) • Circle 2: The Circle of Friendship • List good friends – those who almost made the first circle. • Circle 1: The Circle of Intimacy • List the people most intimate in your life – those you cannot imagine living without.

  29. Circle of Support (Friends) Activity 1 1 = Intimacy 2 = Friendship 3 = Participation 4 = Exchange

  30. Application Ideas Across the Tiers • Individual student support activity • Conduct as part of check-in/out intake • Group-based activity e.g. friendship or social skills groups

  31. Creating a Dream School: Engaging Students in Goal Setting & Planning

  32. Dream School Activity Prep: • Create groups of students; provide paper & markers Steps: • Tell students that they have just been put in charge of creating the ideal school • Ask groups to choose one facilitator who will record answers or draw on flip chart paper • Groups should discuss what their ideal school would be like • What would the expectations for students/ teachers be? • How would expectations be communicated and reinforced? • What would students and teachers interactions look like? • What would the culture be like?

  33. Dream School Activity – Cont’d Steps continued: • Groups choose one goal from their dream school and brainstorm ways to achieve that goal. • Create a table on another flipchart page with the following columns: • Action items (the things needing to be done) • Who is responsible for completing this • Due date • Have groups debrief & share their ideal school with larger group.

  34. Application Ideas Across the Tiers • Group based student engagement activity • School-wide student group/council • Dream Classroom Activity • Utilize ideas to create classroom expectations & community

  35. Thoughts? Questions?

  36. Additional Resources Can Be Found Online: Inclusion Press • www.inclusion.com Cornell University • www.personcenteredplanning.org/courses.cfm University of Minnesota • http://rtc.umn.edu/docs/pcpmanual1.pdf University of Arizona • http://pcp.sonoranucedd.fcm.arizona.edu/resources/person-centered-planning-tools?destination=node/170 Delaware PBS Project • http://wh1.oet.udel.edu/pbs/tier-3-forms-and-tools/

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