Transition Outreach Training for Adult Living …TOTAL) Project Module 2. ... graduation. In the...

Transition Outreach Transition Outreach Training for Adult Living Training for Adult Living

(TOTAL) Project(TOTAL) Project

Module 2Person-Centered Planning

Module 2, Person-Centered Planning, has been developed to introduce a planning process that focuses on individual capacities, to review tools that can be used to implement this process, and outline how the use of this planning process can result in enhanced student self-determination and participation in the IEP/transition planning process as well as the development of a transition-focused IEP.

Administered by: Illinois State Board of Education100 N. First Street, M/C N253Springfield, IL 62777-0001Phone: 217-782-5589Fax: 217-782-0373TTY: 217-782-1900

Developed by:

Susan Walter, Training and T/A CoordinatorTransition Outreach Training for Adult Living

(TOTAL) Project 10 Meadow Lark Lane

Highland, IL 62249Phone: 618-651-9028

Fax: 618-654-7629 [email protected]

TOTAL Project, 2003

1

Transition Outreach Training for Adult Living

Person-Centered Planning Objective The purpose of this training is to introduce a planning process that focuses on individual capacities, review tools that can be used to implement this process, and outline how the use of this planning process can result in enhanced student self-determination and participation in the IEP/transition planning process. Key Learning At the end of this training, participants should be able to:

• Understand the differences between traditional and person-centered approaches to planning for the future.

• Understand the person-centered planning process and engage in the activities with a team to develop a person-centered plan.

• Understand how to use the person-centered plan as a basis for the development of transition-focused IEPs.

• Work collaboratively with students, families and professionals to develop opportunities for students to access person-centered planning activities.

Materials

• Instructor Reading o Introduction to Person Centered Planning Activities o Person-Centered Planning Instructor Guide o Building Authentic Visions: How to Support the Focus Person in Person-

Centered Planning

• Instructor note pages with corresponding overheads

• Overheads

• Handouts o Overhead handout pages for note-taking o Person-centered planning activity material o Additional person-centered planning resources

All About Me Understanding Learning Styles Accommodation VS Modification Person Centered Planning Bibliography

2

Trainer Preparation

1. Review trainer reading 2. Review trainer note pages and overheads 3. Duplicate handouts – Prepare two sets of activity material, one to use in training and

one to take home. Training Guide

1. Introduce training topic and learning objectives 2. Present the training with corresponding activities by following the trainer note pages 3. Conclude by disseminating and collecting workshop evaluation forms.

Curriculum Resources

Abery, B., Schoeller, K., Simunds, E., Gaylord, V., & Fahnestock, M. (1997). Yes I Can: A Social Inclusion Curriculum for Students With and Without Disabilities. Minneapolis, MN: University of Minnesota Institute on Community Integration.

Bates, P., Miner, C., Heckenkamp, D. & Walter, S. (2001). Person Centered Transition

Planning. Springfield, IL: Illinois State Board of Education Transition Systems Change Grant funded by the U.S. Department of Education Office of Special Education Programs.

Miner, C. & Bates, P. (Sept/Oct 1997) Person-Centered Transition Planning. “Teaching

Exceptional Children.” The Council for Exceptional Children. Mount, B., & Zwernick, K. (1988). It’s Never Too Early, It’s Never Too Late: A Booklet

About Personal Futures Planning. St. Paul, MN: Governor’s Planning council on Developmental Disabilities. Publication No. 421-88-109.

Timmons, J. & Whitney-Thomas, J. (March, 1998). The Most Important Member:

Facilitating the Focus Person’s Participation in Person Centered Planning. “Research to Practice” Boston, MA: Institute for Community Inclusion.

Whitney-Thomas, J. & Timmons, J. (April, 1998). Building Authentic Vision: How to

Support the Focus Person in Person Centered Planning. “Research to Practice” Boston, MA: Institute for Community Inclusion.

94% of TOTAL funds comes from federal sources Last saved by Sue Walter 6/17/03

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PersonPerson--Centered PlanningCentered Planning

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Transition PlanningTransition Planning

A dynamic process involving a A dynamic process involving a partnership of consumers, schoolpartnership of consumers, school--age age services, postservices, post--school services, and local school services, and local communities that results in maximum communities that results in maximum levels of employment, integration, and levels of employment, integration, and community participation.community participation.

33

Beginning no later than the first IEP to be in effect when the child is 14 ½ . . .

each each IllinoisIllinois student must have included in student must have included in their IEP appropriate measurable posttheir IEP appropriate measurable post--secondary goals based on age appropriate secondary goals based on age appropriate transition assessments related to: transition assessments related to: –– education and/or training, education and/or training, –– employment, and, where neededemployment, and, where needed–– independent living skills.independent living skills.

Illinois Special Education Rules Section 226.230(c)Federal 34 CFR §300.43§300.43

44

Transition services must Transition services must be based on . . . be based on . . .

student needs, taking into account the student needs, taking into account the student’s preferences and interests; and student’s preferences and interests; and include:include:–– InstructionInstruction–– Community experiencesCommunity experiences–– Development of employment and other Development of employment and other

postpost--school living objectives, andschool living objectives, and–– If appropriate, acquisition of daily living If appropriate, acquisition of daily living

skills and functional vocational evaluation.skills and functional vocational evaluation.34 CFR §300.43§300.43

55

Why hasn’t the system Why hasn’t the system worked?worked?

Characteristics of systemsCharacteristics of systems

Needed paradigm shiftNeeded paradigm shift

Methods to determine students’ preferences Methods to determine students’ preferences and interestsand interests

66

Where do I Where do I start ……

“… the job seeker must be the primary director of his/her career. If the wants, needs, abilities, and dreams of the job seeker are not taken into account during job development, it is likely that the job seeker will not stay in the position that is found.”

Condon, C., Fichera, K., & Dreilinger, D. (October 2003). More Than Just a Job: Person-Centered Career Planning. “ICI The Institute Brief.” 12:1.

77

Not your same old IEP Not your same old IEP meeting . . .meeting . . .

Traditional IEP/transition planning meetings Traditional IEP/transition planning meetings are systemare system--centered.centered.

PersonPerson--centered planning is a new way of centered planning is a new way of thinking!thinking!

88

PersonPerson--centered planning is a way for centered planning is a way for students and families to explore their students and families to explore their dreams for the future and take a dreams for the future and take a leadership role in designing a transition leadership role in designing a transition plan that will make those dreams a reality.plan that will make those dreams a reality.

99

PersonPerson--centered planning models centered planning models have several things in common:have several things in common:

Promote consumer choicePromote consumer choice

Promote new ways of communicating with individuals Promote new ways of communicating with individuals who have disabilities and their familieswho have disabilities and their families

Promote new ways of assessing the desires, strengths Promote new ways of assessing the desires, strengths and needs of individuals with disabilitiesand needs of individuals with disabilities

Promote new ways of planning, delivering and Promote new ways of planning, delivering and evaluating services and supportsevaluating services and supports

1010

Benefits of PersonBenefits of Person--Centered Centered Transition PlanningTransition Planning

Focus on the total personFocus on the total person

Recognition of individual desires and interestsRecognition of individual desires and interests

Discovering new ways of thinking about the future of Discovering new ways of thinking about the future of the personthe person

Establishing relationships among agenciesEstablishing relationships among agencies

Focusing on capacities instead of deficienciesFocusing on capacities instead of deficiencies

1111

PersonPerson--Centered Transition Centered Transition Planning is NOT:Planning is NOT:

setting unrealistic goalssetting unrealistic goals

ignoring limitations and constraintsignoring limitations and constraints

limited to current services availablelimited to current services available

a onea one--time eventtime event

a segmented view of a person’s lifea segmented view of a person’s life

1212

PersonPerson--Centered PlanningCentered Planning

Person ProfilePerson ProfileLifestyle PlanningLifestyle PlanningAction Steps/Responsible PartiesAction Steps/Responsible PartiesNecessary Systems ChangeNecessary Systems Change

1313

Personal ProfilePersonal Profile

#1 Circle of Support Map#1 Circle of Support Map

#2 Community Presence Map#2 Community Presence Map

#3 Preferences List#3 Preferences List

#4 Gifts and Capacities List#4 Gifts and Capacities List

1414

Personal Profile #1Personal Profile #1

Circle of Support MapCircle of Support Map–– Identify important relationshipsIdentify important relationships–– People to invitePeople to invite

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Circle of Support MapCircle of Support Map

Jendentist

School Staff

at LCCCAnnBarb

People First friends

Highland Arts Council

LCCC friends

Deb F. Sheila

Larry

Stacie

Muffy

Linda Reabe

Karen

Angel

Anita

Dawn

Nicole

Mom & Dad

GrandmaSharon

Uncle Denny

Timmie

Steph

Aunt Mary

Dr. Netzel

Dr. LeonardPA

1616

Personal Profile Personal Profile -- #2#2

Community Presence MapCommunity Presence Map–– Where do I go?Where do I go?–– Frequency and varietyFrequency and variety

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Community Presence MapCommunity Presence Map

HOME

Carbondale

School ½ Day Cafeteria

Aunt Millie Shopping/Movie

Parent GroupSpecial Olympics

Vacation

Fishing

Grandma’s

Shopping

Archery Center

Four Wheeling

Bike Riding

1x/mo

5x/wk

2x/yr

1x/mo2- 3x/wk2x/mo

1- 2x/mo

1x/wk

Very often

1x/mo2x/yr

1x/yr

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PreferencesPreferences–– Things that workThings that work–– Things that don’t workThings that don’t work–– Most important preferencesMost important preferences

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Joe’s PreferencesJoe’s Preferences

FishingFishingWatching TV lateWatching TV lateListening to headphonesListening to headphonesNintendoNintendoStereoStereoShoppingShoppingRiding bikeRiding bikePlaying basketballPlaying basketballFourFour--wheelingwheelingOutdoorsOutdoorsWork/moneyWork/moneyLoading the dishwasher at workLoading the dishwasher at workCutting the grassCutting the grass

Brushing his teethBrushing his teethPutting rubber bands on his bracesPutting rubber bands on his bracesWorking the window at the Working the window at the cafeteriacafeteriaCleaning the house or his roomCleaning the house or his roomIndoorsIndoorsPeople with bad attitudesPeople with bad attitudesBulliesBullies

PREFERENCESTHINGS THAT “WORK” THINGS THAT “DON’T WORK”

2020


Gifts and Capacities ListGifts and Capacities List–– What parents say when they bragWhat parents say when they brag–– StrengthsStrengths

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Joe’s GiftsJoe’s Gifts

GIFTS AND CAPACITIES LISTJoe is:

☞

A good worker ☞

Friendly

☞

Consistent ☞

Neat/Clean

☞

Very Responsible ☞

Fun

☞

Helpful ☞

Honest

☞

Caring ☞

Always on time

2222

A Challenging Vision of A Challenging Vision of the Futurethe Future

Recognizing that one can have a disability and Recognizing that one can have a disability and also have an “enviable” life.also have an “enviable” life.

“Vision over visibility. Having a vision is not just “Vision over visibility. Having a vision is not just planning for a future we already know how to planning for a future we already know how to get to. It is daring to dream about what is get to. It is daring to dream about what is possible.” (Janet Vohs, parent)possible.” (Janet Vohs, parent)

2323

Lifestyle PlanningLifestyle Planning

Challenging vision of the futureChallenging vision of the future–– Desired living situationDesired living situation–– Desired workDesired work–– Desired leisure/recreationDesired leisure/recreation

“Dare to Dream”“Dare to Dream”

2424

Where will Joe live?Where will Joe live?

Joe plans on living with his parents after graduation. In the long term he would like to live in a suburban area. He would like to live in a house rather than an apartment. He would also like to have a roommate, rather than living alone. Public transportation would need to be available.

2525

What will Joe do for work?What will Joe do for work?

Joe would like to have a job working as a groundskeeper, maybe at a school or for a landscaping service. The ideal job would be working with others, outdoors, and he would be able to wear headphones sometimes.

2626

What will Joe do for fun?What will Joe do for fun?

Joe expects to continue fishing often. In the future, he would like to participate in archery and other sports, like basketball. He wants to go to hockey games and baseball games occasionally. He also wants to continue collecting baseball cards.

Joe would like to do some of these activities with friends from school and new friends he might meet, possibly at work. He wants to make new friends at the archery center.

2727

Action Steps/Action Steps/ Responsible PartiesResponsible Parties

““Activities” and “Who”Activities” and “Who”Initial steps to the futureInitial steps to the futureConsider natural and generic, then formalConsider natural and generic, then formalVolunteer responsibilityVolunteer responsibilityWhenever possible, student responsibility or coWhenever possible, student responsibility or co--responsibilityresponsibilityEnsure early successEnsure early success

2828

Joe’s Action StepsJoe’s Action Steps

ACTION STEPS AND RESPONSIBLE PARTIES“Activities” “Who”

Attend IEP/Transition Planning Meeting

Self-direct at least a part of the IEP/Transition Planning Meeting

Take Driver’s Education Class

Invite ORS Representative to Meeting

Joe. Mom, Dad

Joe

Mr. Mayes, Joe

Mr. Mayes, Joe

2929

Necessary Systems ChangeNecessary Systems Change

Changes in the current systemChanges in the current system–– Make the dream possibleMake the dream possible–– Giving the customers what they wantGiving the customers what they want

3030

Changes for Joe’s SuccessChanges for Joe’s Success

Families should be given better explanation of Families should be given better explanation of available services (the earlier the better).available services (the earlier the better).Affordable health care.Affordable health care.Families and students should have the opportunity to Families and students should have the opportunity to do persondo person--centered planning and students should be centered planning and students should be able to lead their IEP/transition planning meetings.able to lead their IEP/transition planning meetings.

Necessary Changes in Service System

3131

Transition/IEP EvaluationTransition/IEP EvaluationDid the student have the opportunity to actively Did the student have the opportunity to actively participate in the development of his/her plan?participate in the development of his/her plan?Did family and/or friends with a stake in the Did family and/or friends with a stake in the student’s future have the opportunity to student’s future have the opportunity to participate?participate?Does the plan include statements about the Does the plan include statements about the student’s needs, preferences, and future student’s needs, preferences, and future lifestyle choices?lifestyle choices?Do the goals/objectives reflect the opportunity Do the goals/objectives reflect the opportunity to learn skills of selfto learn skills of self--determination and determination and independence?independence?

3232

Plan Evaluation Plan Evaluation (Continued)(Continued)

Do goals/objectives reflect movement toward the Do goals/objectives reflect movement toward the student’s chosen future lifestyle?student’s chosen future lifestyle?Do the goals/objectives promote acquisition of Do the goals/objectives promote acquisition of prevocational skills?prevocational skills?Do the goals/objectives provide opportunities for Do the goals/objectives provide opportunities for developing selfdeveloping self--advocacy skills?advocacy skills?How will services meet goals/needs?How will services meet goals/needs?What are the student’s opportunities to develop What are the student’s opportunities to develop relationships and participate in community?relationships and participate in community?What services/supports will be obtained from What services/supports will be obtained from generic agencies or natural supports?generic agencies or natural supports?

3333

USE IT OR LOSE IT!USE IT OR LOSE IT!

Making the pieces fit!

3434

Curriculum ResourcesCurriculum Resources

Abery, B., Schoeller, K., Simunds, E., Gaylord, V., & Fahnestock, M. (1997). Yes I Can: A Social Inclusion Curriculum for Students With and Without Disabilities. Minneapolis, MN: University of Minnesota Institute on Community Integration.

Bates, P., Miner, C., Heckenkamp, D. & Walter, S. (2001). Person Centered Transition Planning. Springfield, IL: Illinois State Board of Education Transition Systems Change Grant funded by the U.S. Department of Education Office of Special Education Programs.

Miner, C. & Bates, P. (Sept/Oct 1997) Person-Centered Transition Planning. “Teaching Exceptional Children.” The Council for Exceptional Children.

Mount, B., & Zwernick, K. (1988). It’s Never Too Early, It’s Never Too Late: A Booklet About Personal Futures Planning. St. Paul, MN: Governor’s Planning council on Developmental Disabilities. Publication No. 421-88-109.

Timmons, J. & Whitney-Thomas, J. (March, 1998). The Most Important Member: Facilitating the Focus Person’s Participation in Person Centered Planning. “Research to Practice” Boston, MA: Institute for Community Inclusion.

Whitney-Thomas, J. & Timmons, J. (April, 1998). Building Authentic Vision: How to Support the Focus Person in Person Centered Planning. “Research to Practice” Boston, MA: Institute for Community Inclusion.

Person-Centered Transition Planning

Lifestyles of Inclusion and Personal Autonomy

Transition Outreach Training for Adult LivingSue Walter, Training and T/A Coordinator

[email protected] or 618-651-9028

mailto:[email protected]

Transtion Outreach Training for Adult Living

2

Circle of Support Map


3

Community Presence Map

HOME


4

••••••••

••••••••

PREFERENCES

THINGS THAT “WORK” THINGS THAT “DON’T WORK”


5

GIFTS AND CAPACITIES LIST

☞ ☞

☞ ☞

☞ ☞

☞ ☞

☞ ☞

☞ ☞

☞ ☞

☞ ☞


6

Desired Future Lifestyle

Where will this person live?

What will the person do during the day and where will he/she do it?

What will the person do for fun and recreation?


7

ACTION STEPS AND RESPONSIBLE PARTIES

“Activities” “Who”

NECESSARY CHANGES IN SERVICE DELIVERY

1.

2.

3.

4.


8

Person-Centered Planning

•

Person Profile•

Lifestyle Planning•

Action Steps/Responsible Parties

•

Necessary Systems Change


9

Personal Profile

•

#1 Circle of Support Map

•

#2 Community Presence Map

•

#3 Preferences List

•

#4 Gifts and Capacities List


10

Personal Profile #1

•

Circle of Support Map–

Identify important relationships

–

People to invite


11

Circle of Support Map

Joe

dentist

School StaffMr.

Mayes Mr. McDonald

Jim

Connie

PennyChristine

Parent Group

Jan

LacyMark

BettyJean

TimKamisha

JanelleHalley

School

Clay CarlShane Lonnie

Bill

Special Olympics

Sara

Jenny

Barb & others

Mr. Kurtz

Mr. Lester

Sam H.

Will D.

Will F.

Linda

Stacy

Pat

Gary

Anita

Candy

Matt

Mom

Grandma Aunt Jane

Uncle John

Sharon


12

Personal Profile -

#2

•

Community Presence Map–

Where do I go?–

Frequency and variety


13

Community Presence Map

HOME

Carbondale

School ½ Day Cafeteria

Aunt Millie Shopping/Movie

Parent Group

Special Olympics

Vacation

Fishing

Grandma’s

Shopping

Archery Center

Four Wheeling

Bike Riding

1x/mo

5x/wk

2x/yr

1x/mo2- 3x/wk2x/mo

1- 2x/mo

1x/wk

Very often

1x/mo2x/yr

1x/yr


14

Personal Profile -

#3

•

Preferences–

Things that work–

Things that don’t work–

Most important preferences


15

Joe’s Preferences

•

Fishing•

Watching TV late•

Listening to headphones•

Nintendo•

Stereo•

Shopping•

Riding bike•

Playing basketball•

Four-wheeling•

Outdoors•

Work/money•

Loading the dishwasher at work

• Freezer work•••••

• Brushing his teeth• Putting rubber bands on his

braces• Working the window at the

cafeteria• Cleaning the house or his

room• Indoors• People with bad attitudes• Bullies••••••

PREFERENCES

THINGS THAT “WORK” THINGS THAT “DON’T WORK”


16

Personal Profile -

#4

•

Gifts and Capacities List–

What parents say when they brag

–

Strengths


17

Joe’s Gifts

GIFTS AND CAPACITIES LISTJoe is:

☞

A good worker

☞ Friendly

☞

Consistent ☞ Neat/Clean

☞

Very Responsible

☞ Fun

☞

Helpful

☞

Honest

☞

Caring

☞

Always on time

☞ ☞

☞ ☞

☞ ☞


18

A Challenging Vision of the Future

•

Recognizing that one can have a disability and also have an “enviable” life.

•

“Vision over visibility. Having a vision is not just planning for a future we already know how to get to. It is daring to dream about what is possible.” (Janet Vohs, parent)


19

Lifestyle Planning

•

Challenging vision of the future–

Desired living situation–

Desired work–

Desired leisure/recreation•

“Dare to dream”


20

Where will Joe live?

Joe plans on living with his parents after graduation. In the long term he would like to live in a suburban area. He would like to live in a house rather than an apartment. He would also like to have a roommate, rather than living alone. Public transportation would need to be available.


21

What will Joe do for work?

Joe would like to have a job working as a janitor, maybe in a school. He would prefer working evenings. The ideal job would be working with others, indoors, and he would be able to wear headphones.


22

What will Joe do for fun?

Joe expects to continue fishing often. He would like to participate in archery and other sports, like basketball in the future. He wants to go to hockey games and baseball games occasionally. He also wants to continue collecting baseball cards.

Joe would like to do some of these activities with friends from school and

new friends he might meet, possibly at work. He wants to make new friends at the archery center.


23

Action Steps/

Responsible Parties

•

“Activities” and “Who”•

Initial steps to future•

Consider natural, generic, then formal

•

Volunteer responsibility•

Whenever possible, student responsibility or co-

responsibility•

Ensure early success


24

Joe’s Action Steps

ACTION STEPS AND RESPONSIBLE PARTIES

“Activities” “Who”Attend IEP/Transition Planning Meeting

Self-direct at least a part of the IEP/Transition Planning Meeting

Take Driver’s Education Class

Invite ORS Representative to Meeting

Joe. Mom, Dad

Joe

Mr. Mayes, Joe

Mr. Mayes, Joe


25

Necessary Systems Change

•

Changes in the current system–

Make the dream possible–

Giving the customers what they want


26

Changes for Joe’s Success

•

Families should be given better explanation of available services (the earlier the better)

•

Affordable health care

•

Families and students should have the opportunity to do person-

centered planning and students should be able to lead their IEP/transition planning meetings

•

•

Necessary Changes in Service System

Transition Outreach Training for Adult Living …TOTAL) Project Module 2. ... graduation. In the...

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