Essential Lifestyle Planning Facilitator Training - Day 2 This version is to be done with the “day 1 – Using wall charts” version of facilitator training. Day 2 can be separated from day 1 by up to a week but would typically be done as consecutive days or with one day between sessions. This day will only go well if the participants have been through the 2 day person centered thinking training within the recent past. A rough schedule for the day is – 9:30 AM – 10:30 AM: Hand out and briefly discuss 1st draft of ELP from Day 1 – Is there anything the participants would add, delete, change? What makes sense analysis, action planning, and donut for the 1st person 10:30 – 11:00 AM: Donut for Focus Person (done in groups) take time to discuss participants responses. Keep in mind that since the person will not be there these are guesses. Remind the participants that the person should be involved when completed a donut in a real life situation. If time permits have the participants do a Donut for a person with disabilities that they know. Break 11:00 – 11:10 AM: Break (if needed) 11:10 – 11:45 AM: Working/Not Working. Complete one for Focus Person (done in groups) take time to discuss participants responses. Keep in mind that since the person will not be there these are guesses. Remind the participants that the person and others in his/her life should be involved when completed a donut in a real life situation. If time permits have them do a Working/Not Working Analysis for a person with disabilities that they know. 11:45 – 12:45 PM: Lunch 12:45 – 1:30 PM: Writing an Action Plan 1:30 – 2:00 PM: Following up with the Plan (4 Questions, Learning Log) Have the participants write samples of these using a person with a disability that they know 2:00 – 2:15 PM: Break 2:15 – 2:45 PM: “Getting Started” – Description of how participants can get started using what they have learned 2:45 – 3:15 PM: Course Summary/Wrap-Up & Examples of other useful tools (see Learning Community Website) 3:15 – 3:30 PM: Instructions for homework & Handout Blank plans on CD or Floppy Developed by The Learning Community for Person Centered Practices

GROUND RULES In the meeting In the plan Be Respectful In future efforts Be Respectful No clinical or human service speak Use everyday language Remember who plans are written with No Jargon Notes: Always review these ground rules. Point out that to “be respectful” is the over arching rule. Let people know that regardless of where they are in learning this process they are unlikely to do harm if they keep this in mind. Also let them know that when something does not feel respectful and they are not sure what to do they should call a break, temporarily stop the process. If they cannot figure out how to have a respectful process do not plan with that person until you have an idea about a respectful way to proceed. What are the exceptions to the no clinical or human service speak rule??? Clinical jargon/human services speak should only be used when describing medical issues or other such topics where there are not applicable everyday terms that can be used. No Obsessing 5 minute rule “Parking” issues that are not resolved People are not broken Good solutions are rooted in listening No Fixing

Checklist for Editing General Rules Administrative Section Introduction: Great Things About This Person What Is Important To The Person Characteristics Of People Who Best Support What Others Need To Know Or Do To Support What Other People Need To Know Or Do To Help The Person Stay Healthy And Safe Thing To Figure Out

General Rules Use complete thoughts but not necessarily complete sentences Use common, everyday language rather than the terms and abbreviations used by government and community agencies Each item listed has enough detail and/or examples that someone new in the person’s life will understand what is meant No long “laundry lists” of items… things that go together are grouped together, with a space between groups A heading or topic statement is used when four or more related bullets are grouped together

Administrative Section Whose plan it is and when it was done? The purpose of the plan ? This section should briefly describe what is to be learned and what the plan is assist in accomplishing Who contributed? Are the people who contributed the same people listed in the relationship map? Are they listed as still to contribute. Who on the relationship map did not contribute and why? Who else needs to contribute? Anything else that is required?

Great things about this person What other people like and admire about the person Things that we might like or admire about anyone of roughly the same age. Does not include things that we only say about people with disabilities or is “faint praise”. Uses the same type of language we use to introduce new friends or neighbors. Related items should be grouped to make it more likely that they all will be read.

What is important to the person It must not include items that others think should be important to the person. Those are things that are important for the person and may be listed in the Support section. It should only include those things that the person “tells” us are important (with words or behavior). These should include what the person views as important in: Relationships Things to do Places to be Rituals and routines Rhythm or pace of life Items to have available Other things which are likely to contribute to the presence of more good days than bad days in the person’s life.

Characteristics of People who Best Support Did you consider the people who currently have a committed, good relationship with the person? What characteristics seem to matter the most? Did you consider what is different between the person who currently demonstrates a good relationship, and someone who doesn’t? What is missing or present? Did you consider different types of support for different situations?

What Others Need to Know or do to Support In this section, the reader learns what others need to know or do, so that: The person has what is important to him or her The person has what is important for him or her What is important for is looked at in the context of what is important to; so that There is a good balance between what is important to and what is important for Those responsible for providing the support will get it right (this section of the plan must be written with sufficient detail for this to happen)

What other people need to know or do to help the person stay healthy and safe Information about the health professionals Information on medication and side effects Information about allergies Special instructions about swallowing, avoiding choking A clear description of the degree to which the person can keep him/her self safe Support the person needs from others to stay safe Any other health and safety issues to be aware of in order to minimize risks

Things to Figure Out Keep track of issues you don't want people to forget; Write down questions that you know must be answered, but that you don't want to stand in the way of getting the "First Plan" written; and Think about what could help in complex or complicated issues.

What works/makes sense What doesn’t work/make sense Focus Person’s perspective Tell the participants that now that they have a basic plan the next step is do the what makes sense, doesn’t make sense analysis to develop a snapshot of what is and is not working in her/his life at this moment in time and then to do an action plan. Julie’s slide was shown to remind the participants of how this might look. perspective Staff’s

What works/makes sense What doesn’t work/make sense USE THIS INFORMATION TO BUILD THE A G E N D A FOR THINGS THAT ARE TO STAY THE SAME USE THIS INFORMATION TO BUILD THE A G E N D A FOR THINGS THAT NEED TO CHANGE perspective Person’s Disagreements Use this slide to remind the participants of how the analysis is used. perspective Staff’s

© The Learning Community for Essential Lifestyle Planning, Inc. 2006 Inside a Person’s Life CORE RESPONSIBILITIES Donut: This slide is to remind the participants of the Donut. Remind them that the donut is a tool that is used to determine staff responsibilities. This is important to do especially now that there is a plan. The staff will get a lot of information about the person they are supporting through the plan, but they need to know what their responsibilities are. USE JUDGEMENT & CREATIVITY NOT OUR PAID RESPONSIBILITY © The Learning Community for Essential Lifestyle Planning, Inc. 2006

Examples from Inside Lisa’s Life Core responsibilities Use judgment and creativity Not our paid responsibility Find things she can do on her own, G-tube care, she needs at least 1,500 ccs of fluid a day and she doesn’t feel thirsty (you keep track), she wants to have an occasional glass of wine (drinks through the g-tube), know how she communicates and to take the time to communicate with her, the last item of clothing that she puts on must be put on herself (she wants to you to set it up and let her do the rest) What you try! (e.g. put on my sweater, cleaning cabinet tops, etc.) Help me find a meaningful job. Help me find other ways to communicate with those that can’t communicate with me. Don’t interfere with the private time I spend with my friends. I don’t need an interpreter. They are my friends and we communicate. Don’t interfere with how I choose to handle the love interests in my life. I will ask for any advice I want from whom I want. Sample Donut: Go over this briefly so the participants have more of an idea of how the donut is completed. Remind them that it is often easier to think of one aspect of a person’s life, writing the information and expanding the donut from there. Briefly explain each section: Core - the things you are expected to get right without error, those areas where you are expected to make an effort or get in trouble Judgment and Creativity, things you can try but get wrong – areas where you are learning what works/doesn’t work. Not our Paid Responsibility - those parts of a persons life that you should “keep your nose out of”; things that go beyond what we should ask of you as a paid support person Lisa’s Story: Lisa is an articulate self-advocate who lives in California her own apartment. She is fiercely independent and has helped to plan a 1,200 person conference. She has a form of cerebral palsy known as “rag doll syndrome” and most of what happens has to be done for her. Illustrate with a story for each area. Some ideas - Core - uses a g-tube because anything going into her mouth is likely to end-up in her lungs. If there is skin break down where the g-tube goes through the skin the person responsible would be fired. Judgment & creativity – a support person thought she might be able to dust. Put a cloth on her hand and her hand on the counter. She drove the wheelchair and dusted. Tried vacuuming, hooked-up the vacuum cleaner to the wheelchair, but the power cord on the vacuum got caught-up in the wheelchair-didn’t work. But we tried. Not our paid responsibility - Doesn’t want advice/meddling in her love life; if you are paid you shouldn’t be involved in it. But if she were to take up with the local crack dealer it would move back in to judgment & creativity This is where the dotted line represents change in responsibilities. © The Learning Community for Essential Lifestyle Planning, Inc. 2006

© The Learning Community for Essential Lifestyle Planning, Inc. 2006 Donut Core responsibilities Use judgment and creativity Not our paid responsibility In groups participants should complete a donut based on the focus person from Day 1. Take time to discuss the groups’ responses. Remind the participants that this is just for practice, and their responses may not be accurate. In a real life situation the donut should be completed with the person. If time permits, have the participants compete a donut for a person with a disability that they know. © The Learning Community for Essential Lifestyle Planning, Inc. 2006

Review the action planning format Review the action planning format. Use an example plan to illustrate how it works. Ask the participants to get into groups. Ask each of the groups to develop 2 action plans based on a couple of the analyses that were done. Ask them to pick something that needs to be maintained and something that needs to change. Watch as they develop the plans and gently guide. After they are done ask each group to read the others effort. Ask what they learned and if they have any questions. After they do this the second time, have a discussion about how this process can be used where they work and what are the challenges involved. Would it help them “stamp out stupid goals”? Are there things that would need to change in order to use a process like this? Point out that the what makes sense analysis is one of the ways to start doing a plan.

Tools for Growing Plans A working/not working analysis – focused on one area of someone’s life A learning log (with 2 to 3 entries) A set of answers to the 4 + 1 questions

What needs to stay the same? Learning Wheel What needs to stay the same? What needs to change? Person Centered Description Action Planning PCT Tools This slide is to remind the participants that the plan is a living document. It should be used for action and ongoing learning. Implementation & Learning © The Learning Community for Essential Lifestyle Planning, Inc. 2006