1. MAPs A Person Centered planning Tool TLS August 19, 2014
Therese Curran M.A.- Regional Transition Coordinator
Kerri Collins- West Bay Collaborative

2. MAPS

3. What is Person Centered Planning?
Person centered planning is a set of approaches designed to create a vision of the future to assist someone to plan their life and supports….
It is a process for continual listening, learning and focusing on what is important to someone now and in the future.
Person Centered planning discovers and acts on what is important to the person in alliance with their family and friends

4. What are the outcomes of Person Centered Planning?
“Framework of Accomplishment”
5 keys areas to shaping quality of life
Sharing places/ community
Making choices/ being empowered
Developing capacities & gifts
Being Treated with Respect and having a Valued Social Role
Growing Relationships

5. How is Person-Centered Planning Different From Traditional School Planning?
Plans WITH not FOR the student (and family)
Starts with abilities and interests, rather than disabilities
Provides a comfortable atmosphere for the student and family
Hear from the student and family FIRST
Educational and other service providers have a better understanding of family’s dreams and fears
Offers a visual and immediate picture of the situation
Provides helpful information to identify and prioritize needs

6. Person Centered Planning Tools
MAPS – Making Action Plans; McGill Action Plans
PATH – Planning Alternative Tomorrows with Hope
Personal Futures Planning
Dare to Dream
Circles of Support
Discovery

7. Philosophies
Not about…forms, or short cuts with paperwork or “hanging out with consumers”.
Supports a life lived on the individual’s terms
A living situation chosen in a desired community
A job that matches strengths and interests
Selected support staff
Presume competence in a person’s dream
Perceive behavior as communicative

8. The Traditional Approach to Introducing a Student!
Attention Seeking Behaviors
Nutritional deficiencies
Sexually Inappropriate Behavior/Exhibitionist
Problems maintaining friendships and relationships
Periods of screaming
Drama queen

9. Another Approach to Introducing the Same Student
Likes attention from adults
Eats Cheerios for lunch every day
Takes off clothes that are scratchy or have a tag
Has no way to communicate with classmates
Communicates frustration by screaming
Shows us what she likes/dislikes clearly through
her behavior

10. Why MAP vs. other methods?
Let’s Talk MAP
Why MAP vs. other methods?
Can be completed within a reasonable time limit approximately 2 hour
Can be completed in a variety of ways (overheads, smart board, Power Point, or flipchart)
Do not need a highly trained facilitator, just a GOOD one. Process facilitator, graphic facilitator
Safe environment, people who are willing to participate fully
Map is for threshold moments. Life changes (transition) new responses and to re-tell focus people’s story in order to affirm their gifts, clarify what is necessary for those gifts to be well received, and make action agreements that will lead to better opportunities. PATH and Discovery very good for graduation, jobs matching their calling

11. MAPS to Answer Questions
History of the child-
experiences.
2. Dreams for
the student’s
future.
3. Nightmare of
4. Who is this
student? Word Map
5. What are the person’s preferences?
6. How does this person communicate?
7. What an ideal day at school would look like?
8. Images for School & Beyond
9. What does the community have to offer?
I first learned about person-centered planning through the deafblind project in SC. We didn’t learn that we were learning a particular kind of person centered planning, just a new way of thinking and involving people we hadn’t thought of including in our planning before – but I’ve always considered MAPS the basis of the strategy I use. IN the meeting we create maps on chart paper using contributions from all participants to get a picture of who the student is, what we hope for the student’s future, and what needs to happen
Who Participates in MAPS
Those who know the child well from his/her home, school, and community.
Parents
The focus person (child or young adult)
Siblings
Relatives
Neighbors
Typical Kids- Peers
School Personnel

12. Purpose
Person Centered Planning Tool- student is the focus not the program.
Searches for a person’s gifts (strengths & capacities) in the context of community life.
Strengthens the voice of the person.

13. As an informal assessment tool
Brings parents and school personnel together.
Can be used in a variety of settings
To plan transition 14-21
Self-directed IEP tool
Inform PLoFP
To plan elementary and middle transition
To mediate disagreements

14. Preparing to conduct the MAP
What Happens Prior to the MAP Meeting???
A meeting is scheduled in a comfortable place (allow hours)
Parents and student receive an invitation and “Activity Pack”
Student and Parent decide who else should attend. Siblings, friends, mentors…
Food is available
Team decides what the outcome will be…
Materials
Flip Chart Paper (sticky kind) or Overhead/Pre Titled
Markers
Transition Needs Worksheet
Parent/Student Handout

15. AT The MAP Collecting Stories History Dreams Capacities for Action
6 flip charts are taped around the room or Large 4x6” sheet
Collecting Stories
History
Fears /
Nightmares
Dreams
Capacities for Action
Who?
What?
By when?
Transition
Worksheet
Post School goals:
Academic Functional
Transition Services
Who is….

17. Introductions Roles are assigned to the team members
Facilitator –Who will run the meeting
Summarizer – Someone who will take notes
Time keeper –Someone with a watch
Team Members will introduce themselves and their roles.
Ground Rules are discussed
Student 1st
Paraphrasing
The right to pass
POSITIVE ONLY
Save merit to the end

18. Introductions Cont…
Student is encouraged to draw or make notes on any of the flip charts.
Facilitator and/or another participant can draw if the student passes.

19. Where did they grow up and go to school? Special people or places
Process
History (10 min)
Ask the student to describe the people and event that have shaped their life
Where did they grow up and go to school?
Special people or places
Accomplishments
Highlights
Events

20. What are the Person’s Preferences? What Works?
Dwell upon strengths rather than challenges.
Describes what the individual likes.
Provides a foundation to build upon in the areas of instruction, community experiences & employment.

21. (10 min)
Who is….
Encourage the team members to talk about the students’ strengths, skills, likes and dislikes.
Describe the students’
personal qualities
favorite activities
Celebrate accomplishments and gifts

22. What are your dreams and hopes for the future?
(10 min)
What are your dreams and hopes for the future?
(5-10 years)
Where do you see yourself after high school?
If you could do anything you wanted what would you do?
If you could hold any job what would it be?
What would you like to do or accomplish this year?

23. What concerns do you have about the future?
Fears &
Nightmares
(10 min)
What concerns do you have about the future?
Are there any barriers that you face in reaching your dreams?
What may get in the way of you in reaching your dreams?
What are you afraid may not happen?
Mom and Dad…what do you worry about?

25. Andre’s Expressive Communication
Service Providers
“Hi, Dad”
Big Mac
Friends
Chooses book or music
Rocking Plate
Closes eyes
“I don’t care about that”
“I like flirting with you”
laughing
“I like that”
Staying awake - attends
“Whoa”
Startles to light
“I don’t want to be alone”
frown
“I like Wal=Mart IMAX”
Laughing awake
By putting quotes around the student’s communication even if it is non-verbal we emphasize the value of his communication attempts
“having a good time.”
laughing
“I’m wet or dirty”
Sticks tongue out
Community
Interest/disinterest.
Eye gaze
Family

26. Team is asked to review each of the 5 areas
Needs
(10-15 min)
STEP 1
Team is asked to review each of the 5 areas
Start to list needs as they emerge in the process
STEP 2
Prioritize: Ask the question “which of the items listed are crucial for this year?”
Star in red

27. Transition Needs Worksheet
My measurable Post School Goals:
Education & Training:
Employment:
Independent Living:
Academic Needs Functional Needs
Transition Services
Education & Training
Employment
Independent Living
(15-20 min)

28. TIPS for Great MAP
Keeping the group on POSITIVE statements..make them rephrase if needed.
Think about using an overhead/LCD projector, computer…particularly for older students or if doing several.
Follow-up with parents with a letter/ideas for a draft IEP.
Remember that:
Person centered planning is a set of approaches
It is a process for continual listening, learning and focusing on what is important to someone now and in the future.
Person Centered planning discovers and acts on what is important to the person in alliance with their family and friends

30. After the MAP
Send a Thank You to team members with a copy of the actual MAP pages.
Facilitator summarizes the Transition Needs Page and suggests goals and services.
Case Manager can draft the IEP & CDP!