Foundations in Transition Session 2Foundations in Transition Session 2

Part 1: Personal Futures Planning: Part 1: Personal Futures Planning: A Student Driven ProcessA Student Driven Process

Jonathon Drake, MSWJonathon Drake, MSWUniversity of New Hampshire Institute on DisabilityUniversity of New Hampshire Institute on Disability

Personal Futures PlanningPersonal Futures PlanningAdapted from the McGill Action Planning SystemAdapted from the McGill Action Planning System

(MAPS)(MAPS)( Vandercook, York, & Forest, 1989)( Vandercook, York, & Forest, 1989)

Process uses the PersonProcess uses the Person--Centered ApproachCentered Approach

Malloy, Cormier 1998Malloy, Cormier 1998

Learning ObjectivesLearning Objectives

Know how to:Know how to:••

Facilitate a person centered planning processFacilitate a person centered planning process

••

Understand how to weave a variety of resources into Understand how to weave a variety of resources into the PCPthe PCP

••

Understand how PCP and resource planning relate to Understand how PCP and resource planning relate to transition plans, IEPS IPEs and other types of service transition plans, IEPS IPEs and other types of service plansplans

••

Create your teamCreate your team’’s plans plan••

Gain some experience with team operation tools and Gain some experience with team operation tools and strategiesstrategies

Personal Futures PlanningPersonal Futures Planning……..

••

Sets a tone, context, and conversation to put the Sets a tone, context, and conversation to put the youth youth at the centerat the center

of the processof the process

••

Is a way to obtain student voiceIs a way to obtain student voice••

Is a developmentallyIs a developmentally--appropriate assessmentappropriate assessment

••

Teaches selfTeaches self--determination skills:determination skills:––

SelfSelf--awarenessawareness

––

GoalGoal--setting, planningsetting, planning––

DecisionDecision--makingmaking

––

ProblemProblem--solvingsolving

Key PointsKey Points••

Strengths BasedStrengths Based

••

Engagement, Voice, Life Preparation, TransitionEngagement, Voice, Life Preparation, Transition••

Resource planning and developmentResource planning and development--

how, when, how, when,

whowho••

Evidence Evidence ––based: allows the team to pay attention based: allows the team to pay attention to the SPED, VR requirements while modeling to the SPED, VR requirements while modeling personal responsibility and selfpersonal responsibility and self--determinationdetermination

••

Relationship to IEP teams and plansRelationship to IEP teams and plans••

Needs vs. servicesNeeds vs. services

PersonPerson--Centered Planning ModelsCentered Planning Models

••

Personal Futures Planning (Beth Mount)Personal Futures Planning (Beth Mount)••

MAPS [McGill Action Planning (Vandercook, York & MAPS [McGill Action Planning (Vandercook, York & Forrest)]Forrest)]

••

Methods, Models and Tools, (Cotton, 2004)Methods, Models and Tools, (Cotton, 2004)••

Essential Lifestyle Planning (Michael Smull)Essential Lifestyle Planning (Michael Smull)

••

Group Action Planning, known as GAP (Turnbull & Group Action Planning, known as GAP (Turnbull & Turnbull); and Turnbull); and

••

PATH [Planning Alternative Tomorrows with Hope PATH [Planning Alternative Tomorrows with Hope (Pearpoint, O'Brien, & Forest)] (Pearpoint, O'Brien, & Forest)]

PersonPerson--centered Planning: Common centered Planning: Common ElementsElements

••

Graphic facilitation (remove the Graphic facilitation (remove the ““biasbias””

of of language)language)

••

IndividualIndividual’’s point of view, goals and purposes, s point of view, goals and purposes, {{““drivendriven””

by individual with the disability}by individual with the disability}

••

Geared to needs {and needs are not programs Geared to needs {and needs are not programs or services}or services}

PrePre--PlanningPlanning

••

Student must be ready for personStudent must be ready for person--centeredcentered-- planningplanning

••

Prepare parents, teachers, counselors and gain Prepare parents, teachers, counselors and gain their support for the processtheir support for the process

••

Contingencies: crisis planning; fallContingencies: crisis planning; fall--back planback plan••

SelfSelf--advocacyadvocacy

Getting startedGetting started

You will needYou will need

1 1 ½½

or 2 hoursor 2 hours

A quiet area void of A quiet area void of interruptions and phone interruptions and phone callscalls

FacilitatorFacilitator

RecorderRecorder

TimekeeperTimekeeper

A Host (in case you want A Host (in case you want food to snack on)food to snack on)

Smelly MarkersSmelly Markers

A TripodA Tripod

Masking tapeMasking tape

Overview of MapsOverview of Maps

••

HistoryHistory--Where I have Where I have been.been.

••

Who I am now. Who I am now. Strengths, weaknesses.Strengths, weaknesses.

••

The people in my life.The people in my life.••

My goals and dreamsMy goals and dreams

••

My fears, what could get My fears, what could get in my way.in my way.

••

ShortShort--term goals (3term goals (3--6 6 months).months).

••

Next Steps. Who does Next Steps. Who does what.what.

••

Schedule follow up.Schedule follow up.

Phase 1: Orient, gather information Phase 1: Orient, gather information (assessment)(assessment)

Process:Process:––

Invite, and create a visionInvite, and create a vision

––

Plan or specific activities, criteria for success, Plan or specific activities, criteria for success, supports, and needed resourcessupports, and needed resources

––

Implement, manage, evaluate and adjustImplement, manage, evaluate and adjustGOAL: Bring together a picture or story of that GOAL: Bring together a picture or story of that

personperson’’s experiencess experiencesMAPS Used: MAPS Used:

––

History, Preferences, RelationshipsHistory, Preferences, Relationships

HistoryHistory

••

Phase One; NOT an evaluation:Phase One; NOT an evaluation:––

PersonPerson’’s history as told by the individual and others s history as told by the individual and others close to the individual:close to the individual:

––

““biobio--

graphgraph””––

StoriesStories

––

Pictures, drawings, collages, etc.Pictures, drawings, collages, etc.––

InvitationsInvitations

Your HistoryYour History

••

What has happened in your life to make you, What has happened in your life to make you, you?you?

••

What are the most important things to have What are the most important things to have happen?happen?

••

What are your greatest accomplishments?What are your greatest accomplishments?••

What was the toughest thing that happened to What was the toughest thing that happened to you?you?

Associations MapAssociations Map

••

Helps record the individualHelps record the individual’’s preferences and s preferences and community networkscommunity networks

••

Precursor to identification of Precursor to identification of ““social capitalsocial capital”” and resources that can be helpfuland resources that can be helpful

••

Helps to identify Helps to identify ““gapsgaps””

that need to be that need to be addressedaddressed

Relationships MapRelationships Map

••

Allows person to identify important people in Allows person to identify important people in his or her lifehis or her life

••

Can identify where capacities and gaps existCan identify where capacities and gaps exist••

Helps to pinpoint who needs to be invitedHelps to pinpoint who needs to be invited

Who are the people in your life?Who are the people in your life?

••

Who could you count on?Who could you count on?••

Who is important to you, or who are you important to?Who is important to you, or who are you important to?

••

Who is in your inner circle?Who is in your inner circle?••

Who is in your outer circle?Who is in your outer circle?

Skills/Preferences MAPSkills/Preferences MAP

••

Designed to identify skills and situations where Designed to identify skills and situations where the individual performs well or is happy.the individual performs well or is happy.

••

Helps people to focus on capacitiesHelps people to focus on capacities••

Especially helpful for students with significant Especially helpful for students with significant disabilitiesdisabilities

Who you are todayWho you are today

••

What are you good at?What are you good at?••

What are the things you like?What are the things you like?

••

What are your skills?What are your skills?••

What does your life look like today?What does your life look like today?

Phase 2: Creating a PlanPhase 2: Creating a Plan

••

Time is right to bring together people who want Time is right to bring together people who want to and can help the personto and can help the person

••

Vision centers on the individual (preferences, Vision centers on the individual (preferences, skills, places he or she want to be)skills, places he or she want to be)

••

People and resources are brought to bear to help People and resources are brought to bear to help the individual the individual

••

Resource gaps are identified for actionResource gaps are identified for action

Vision MAPVision MAP

••

Depicts the ideal situation as described by the Depicts the ideal situation as described by the individual and by those invited to be a part of the individual and by those invited to be a part of the groupgroup

••

Is framed and depicted in a positive, upbeat Is framed and depicted in a positive, upbeat mannermanner

DREAMS!DREAMS!

••

What will your life look like in 5 years?What will your life look like in 5 years?••

No barriers anything is possible?No barriers anything is possible?

••

What is the best thing you could accomplish?What is the best thing you could accomplish?••

What is your dream life?What is your dream life?

Fears, nightmares, dreadsFears, nightmares, dreads

••

What kinds of things could prevent you from reaching What kinds of things could prevent you from reaching your dream?your dream?

••

What do you worry aboutWhat do you worry about••

What do you NOT want to have happen?What do you NOT want to have happen?

Next Steps/Building a TeamNext Steps/Building a Team

••

What are the first things that need to get done to What are the first things that need to get done to help get you toward your goals?help get you toward your goals?

••

Who should we invite to your group to help Who should we invite to your group to help you?you?

••

Who should we show your plans to?Who should we show your plans to?••

When will we hope to get the first steps done?When will we hope to get the first steps done?

••

What can we do before your first group What can we do before your first group meeting?meeting?

GoalsGoals

••

What do you want to accomplish in the next 5 years?What do you want to accomplish in the next 5 years?••

Next 2yearsNext 2years

••

By this time next year?By this time next year?

From Goals to Action Steps:From Goals to Action Steps:––

Goals: 1Goals: 1--2 years, post2 years, post--high schoolhigh school

––

Objectives: What needs to happen to meet Objectives: What needs to happen to meet goals? (education, money, skill needs)goals? (education, money, skill needs)

––

Barriers: What stands in the way? (money, Barriers: What stands in the way? (money, housing, health care, long term care, vocational housing, health care, long term care, vocational training, education, etc.)training, education, etc.)

––

What are the NEEDS? NEEDS ARE NOT What are the NEEDS? NEEDS ARE NOT PROGRAMSPROGRAMS

Flexible Education PlanningFlexible Education Planning

••

Plan fits into the IEP and Transition PlanPlan fits into the IEP and Transition Plan••

Credit for internships, independent study, postCredit for internships, independent study, post--

secondary courses, community service, and secondary courses, community service, and workwork--based learning experiences.based learning experiences.

Examples of Sources by Support

• Mental and Behavioral Health Services

– Medicaidand Medicaid to

Schools– Private insurance– Health Clinics

• Mentoring/Educational Support

• Special Education• “504” dollars• Parents, family, friends• Community programs• Vocational Rehabilitation

WorkWork--based Learning and Employmentbased Learning and Employment

••

Develop resources in school and out of school Develop resources in school and out of school to connect to internships to school and gain to connect to internships to school and gain creditcredit

••

Connect with Vocational RehabilitationConnect with Vocational Rehabilitation••

Using networks to find and keep a job Using networks to find and keep a job

••

Used experience to expand network and Used experience to expand network and employment opportunitiesemployment opportunities

ResourceResource

PlanningPlanning

••

Look at the needs list you developed from the futures Look at the needs list you developed from the futures plan:plan:––

What needs must be met by a professional service with an What needs must be met by a professional service with an associated cost?associated cost?

––

What needs can be met by staff in your school?What needs can be met by staff in your school?––

What needs can be met by parents/friends, etc.What needs can be met by parents/friends, etc.

––

What needs can be met by communityWhat needs can be met by community--based programs that based programs that have no cost?have no cost?

––

Do you need to refer the student to a service to apply for Do you need to refer the student to a service to apply for assistance? (Medicaid, VR, etc?)assistance? (Medicaid, VR, etc?)

Monetary and non-monetary costs (monthly/

annually) of each service, item or support (resource planning)

All possible sources for support, knowledge, & financial resources

Key agencies, programs, & resources that could cover costs

Support from potential fundors

Resource Planning Should Include:

How to ask for supports and services, and how to develop agreements when appropriate

Continuous evaluation of services items, and supports received

Revision of plan and actions, as needed

PROGRAM and AGENCY PROGRAM and AGENCY RESOURCESRESOURCES

••

InIn--School:School:––

Regular Education ServicesRegular Education Services

––

Special Education ServicesSpecial Education Services––

““504504””

ServicesServices

––

GuidanceGuidance––

Friends, tutorsFriends, tutors

––

Sports, teachers, clubs, etc.Sports, teachers, clubs, etc.

InIn--School ResourcesSchool Resources

••

GuidanceGuidance••

Regular EducationRegular Education

••

Vocational EducationVocational Education••

Special EducationSpecial Education

••

Sports, clubs, afterSports, clubs, after--school programsschool programs••

Academic support services and programsAcademic support services and programs

••

Internships, job shadows, paid COInternships, job shadows, paid CO--OP jobsOP jobs••

Independent study, portfoliosIndependent study, portfolios

PERSONAL RESOURCESPERSONAL RESOURCES

Family/student income

Income “supports”- such as Supplemental Security Income, Child Support, Welfare, Social Security

Medical/Long Term care- Insurance

Assets

Estates/Trusts/Retirement Planning

Phase 3: Course of ActionPhase 3: Course of Action

••

Must describe desired outcomes in specifics Must describe desired outcomes in specifics (cannot rely on vague plan)(cannot rely on vague plan)

••

Details are fleshed out hereDetails are fleshed out here••

Action steps include assignments and criteria for Action steps include assignments and criteria for reviewreview

••

Roles and Roles and responsbilitiesresponsbilities

Action Planning ToolAction Planning Tool

Action Item What needs to be done

Who will do what When to be done by

Rich: Personal FutureRich: Personal Future’’s Plan Reviews Plan Review

Objectives: Review Date 1

Review Date 2

Status- Date Achieved and comments

Bring grades up: Get homework done Choose subject areas that are appealing Self monitoring checklist Attend classes Stay on task, ignore friends when they are distracting

4/10/07 6/13/07 Student drafted a set of goals to achieve for each class. He is also working with the instructor to choose his own subject areas for science. -Struggled for keeping with the work, but was able to buckle down at end, find out what needed to get done, and did it

Get license: Worked for money Asked parents for help with cost

4/10/07 Achieved

Learn more about massage therapy Jason to arrange for a visit Look into local college requirements

4/10/07 Therapist visited with Stewy, looked up requirements, next step is to look into applying for programs

Graduate: Conference with teachers/parents Brainstorm with parents/teachers on how to get those last credits

6/13/07 9/26/07 Graduated end of term in January 2008. Achieved

CriteriaCriteria--

Evaluate OptionsEvaluate Options

••

Important to listen to what the individual feels is Important to listen to what the individual feels is most important!!!most important!!!

••

Invites creative problem solvingInvites creative problem solving--

is critical to is critical to development of a course of actiondevelopment of a course of action

Various Courses of Action the Plan Various Courses of Action the Plan can be Applied to:can be Applied to:

••

GraduationGraduation••

Educational StrategiesEducational Strategies

••

Work Based Learning/InternshipsWork Based Learning/Internships••

EmploymentEmployment

••

Advanced LearningAdvanced Learning••

Resource BuildingResource Building

Graduation PlanningGraduation Planning

••

Should start in freshman yearShould start in freshman year--

look to use look to use coursework, internships, vocational programs coursework, internships, vocational programs and independent study to build skills needed for and independent study to build skills needed for postpost--high school life;high school life;––

Freshman, sophomore year: plan for high school Freshman, sophomore year: plan for high school outcomeoutcome

––

Junior, senior + years: build community and Junior, senior + years: build community and employment networksemployment networks

StrategiesStrategies

••

Education Program:Education Program:––

Carefully choose classes and teachersCarefully choose classes and teachers

––

Look at vocational classesLook at vocational classes––

Link education program to interests, skills and Link education program to interests, skills and passionspassions

––

Link education program to community resourcesLink education program to community resources

••

Community: Employment & CitizenshipCommunity: Employment & Citizenship

Education StrategiesEducation Strategies

••

If a student has failed a class (once, or even If a student has failed a class (once, or even twice), look for alternatives:twice), look for alternatives:––

Is it the instruction? Is there a need for Is it the instruction? Is there a need for accommodations? Is it personal?accommodations? Is it personal?

••

Look for classes that will ensure success:Look for classes that will ensure success:––

Linked to interests, learning style, personalitiesLinked to interests, learning style, personalities

••

Be creative but set high expectationsBe creative but set high expectations

WorkWork--based Learning: Internshipsbased Learning: Internships

••

In schoolIn school--

are there opportunities for the are there opportunities for the student to be an intern or work in school and student to be an intern or work in school and gain creditgain credit

••

In the community: Internships for credit in In the community: Internships for credit in health care, banking, insurance, building trades, health care, banking, insurance, building trades, child care, retail, etcchild care, retail, etc…………

••

Who does the student know?Who does the student know?••

Link to a HQT for curriculumLink to a HQT for curriculum

EmploymentEmployment

••

The value of a paid job:The value of a paid job:––

MoneyMoney

––

Offers the chance to use and build skillsOffers the chance to use and build skills––

Link with peopleLink with people--

a chance to use social skills and a chance to use social skills and

provides an opportunity for mentoringprovides an opportunity for mentoring

••

What supports does the student need to be What supports does the student need to be successful on the job?successful on the job?

Advanced LearningAdvanced Learning

••

DonDon’’t rule out Honors and AP coursest rule out Honors and AP courses••

Independent study and portfolios offer the Independent study and portfolios offer the chance to demonstrate skills and talentschance to demonstrate skills and talents

••

College and community courses (dual credit, College and community courses (dual credit, health & exercise, selfhealth & exercise, self--improvement, etc.)improvement, etc.)

Plan for Action!Plan for Action!••

Activity:Activity:

At your tables, split into 2 groups. Each At your tables, split into 2 groups. Each

group will then conduct a Futures Plan for each group will then conduct a Futures Plan for each other. other.

••

Assign Roles:Assign Roles:––

Facilitator: Asks the questionsFacilitator: Asks the questions

––

Recorder: Draws the MAPS Recorder: Draws the MAPS ••

(use words (use words ANDAND

picturespictures))

––

Star of the Show: Person who the plan is developed Star of the Show: Person who the plan is developed aroundaround

––

Team Member: Team Member: ••

Acts as a resource for information pertaining to school, Acts as a resource for information pertaining to school, home, and community needs/supportshome, and community needs/supports

Take Action!Take Action!••

Starting with the History Map, create a futures plan Starting with the History Map, create a futures plan for your group mate using the structured roles for your group mate using the structured roles assigned. After each MAP, rotate the assigned. After each MAP, rotate the facilitatorfacilitator, , recorderrecorder, and , and teamteam

member roles. The member roles. The Star of the Star of the

show show should remain the should remain the samesame..––

Markers, flip charts are providedMarkers, flip charts are provided

••

The Star can pick a theme to stick to (Work, Social The Star can pick a theme to stick to (Work, Social Life, Family) or can be general and talk about Life, Family) or can be general and talk about anything important to them; whichever is easiest.anything important to them; whichever is easiest.

••

The MAP order should be: History, Preferences, The MAP order should be: History, Preferences, People, Dreams/Vision, Goals, Fears/Barriers.People, Dreams/Vision, Goals, Fears/Barriers.––

I will help you keep track of time by posting the slide I will help you keep track of time by posting the slide for the MAP you should be working on. for the MAP you should be working on.

••

If the team finishes a plan early, pick a new Star of If the team finishes a plan early, pick a new Star of the Show, and start a new plan for that person. the Show, and start a new plan for that person.

Be Creative and Have Fun!Be Creative and Have Fun!

Your History 20 Minutes Your History 20 Minutes

••

What has happened in your life to make you, What has happened in your life to make you, you?you?

••

What are the most important things to have What are the most important things to have happen?happen?

••

What are your greatest accomplishments?What are your greatest accomplishments?••

What was the toughest thing that happened to What was the toughest thing that happened to you?you?

Who are the people in your life? Who are the people in your life? ~15 Minutes~15 Minutes

••

Who could you count on?Who could you count on?••

Who is important to you, or who are you important to?Who is important to you, or who are you important to?

••

Who is in your inner circle?Who is in your inner circle?••

Who is in your outer circle?Who is in your outer circle?

Who you are today ~15 MinutesWho you are today ~15 Minutes

••

What are you good at?What are you good at?••

What are the things you like?What are the things you like?

••

What are your skills?What are your skills?••

What does your life look like today?What does your life look like today?

DREAMS! DREAMS!

••

What will your life look like in 5 years?What will your life look like in 5 years?••

No barriers anything is possible?No barriers anything is possible?

••

What is the best thing you could accomplish?What is the best thing you could accomplish?••

What is your dream life?What is your dream life?

~ 20 Minutes

Fears, nightmares, dreads Fears, nightmares, dreads ~ 10 Minutes~ 10 Minutes

••

What kinds of things could prevent you from reaching What kinds of things could prevent you from reaching your dream?your dream?

••

What do you worry aboutWhat do you worry about••

What do you NOT want to have happen?What do you NOT want to have happen?

Goals ~20 MinutesGoals ~20 Minutes

••

What do you want to accomplish in the next 5 years?What do you want to accomplish in the next 5 years?••

Next 2yearsNext 2years

••

By this time next year?By this time next year?

Course of Action Course of Action ~20 Minutes~20 Minutes

••

Must describe desired outcomes in specifics Must describe desired outcomes in specifics (cannot rely on vague plan)(cannot rely on vague plan)

••

Details are fleshed out hereDetails are fleshed out here••

Action steps including: assignments and criteria Action steps including: assignments and criteria for reviewfor review

••

Roles and Roles and responsbilitiesresponsbilities

Wrap Up: Person Centered Planning Wrap Up: Person Centered Planning Preferences MAPPreferences MAP

StrengthsStrengthsLikesLikes

ChallengesChallengesDislikesDislikes

Additional Reference Available on Request