2. Person Centered Planning “Planning for transition to adult life in the 11 th grade is like planning for retirement at age 64” Judith Steuber CCSD SPED Parent Mentor

3. PCP - AKA Whole Life Planning Personal Futures Planning Making Action Plans (MAPS) Planning Alternative Tomorrows with Hope (PATH) Essential Lifestyles Planning My Future, My Plan

4. Person Centered Planning What is it? Acknowledgement that the person at the focus of planning, and those who love the person, are the primary authorities on the person's life direction Why do You need it? To establish vision, set direction and map out strategies for moving forward How do You do it? Identify preferences/capacity, seek opportunity, develop vision, plant the seeds Photo reprinted from Exploring New Worlds: B. Mount & C. O’Brien

5. Core Elements of PCP The individual is the driving force The individual chooses those involved Individuals have gifts that provide a valued role for them in the community Individuals have the ability & desire to gain & maintain satisfying relationships Continual listening, learning and action will help the person get what he wants in his life

6. My Relationships FamilyFriends Community Service Providers

7. Pre-planning Choose a facilitator List possible participants Select place for the meeting Decide on time for the meeting Send invitations

8. My Vision For My Life Friends, Relationships & Community Life Who do I want to be my friends? Who do I want to be my friends? Do I want to go to church? Do I want to go to church? How much time do I want to spend with my family? How much time do I want to spend with my family? What would I like to do for recreation? What would I like to do for recreation? Who can help me do what I want to do? Who can help me do what I want to do?Home Where do I want to live? Where do I want to live? Who do I want to live with? Who do I want to live with? What kind of home do I want? What kind of home do I want? Who can help me live where I want? Who can help me live where I want? Work & Meaningful Day Activities What job would I like? What job would I like? Where would I like to volunteer? Where would I like to volunteer? What role would I like to have? What role would I like to have? Who can help me do what I want to do? Who can help me do what I want to do?

9. My Vision For My Life Transportation Will I be able to drive? Will I be able to drive? Is public transportation available to me? Is public transportation available to me? Will I be able to navigate the community independently? Will I be able to navigate the community independently? Who can help me with transportation? Who can help me with transportation? Healthcare & Respite Will I have access to private health insurance? Will I have access to private health insurance? Will I be eligible for Medicaid/Medicare? Will I be eligible for Medicaid/Medicare? Is funded respite care available to me? Is funded respite care available to me? Is respite available through family or friends? Is respite available through family or friends?Finances What are my resources? What are my resources? What will it cost to support my vision? What will it cost to support my vision? What additional financial resources may be available to me? What additional financial resources may be available to me? Who can help me with financial matters? Who can help me with financial matters?

10. Identifying Personal Preferences Things that work: create interest, enthusiasm, motivation & energy Small groups Quiet settings OutdoorsDirt/water Small animals StructureActivity Things that don’t work: create boredom, depression, distress CrowdsNoise/chaos Confined spaces Physical contact Headgear/gloves

11. Capacities Be around small animals Work with soil/water Structured day Work in small group in a quiet setting

12. Opportunity Pet store Kennel/pet boarding Dog walking/grooming LaboratoryLandscapingNursery Park service Commercial plant service

13. Plant seeds Imagine a role based on preferences Locate community opportunities Check training/education requirement, work on mastery Identify obstacles, brainstorm solutions Build network to enhance opportunity

14. Plan Opportunity ActionResponsible Party Horticulture ► Class ► IEP Team ► CBVT ► IEP Team ► CBVT ► IEP Team ► Gardening ► Parent/ASP ► Gardening ► Parent/ASP Dog walking ► Practice ► Neighbor

15. Follow-up Periodic check-in Team meets Reviews plan Makes adjustments

16. The 5 Important Tasks of PCP Transition Process 1.Build capacity view of student 2.Challenge deficiency thinking 3.Discover community opportunities 4.Increase expectations of school programs and adult service agencies 5.Join with others to advocate for resources and services that fit the vision

17. PCP Websites www.allenshea.com/resource.html www.hsdspd.utah.gov/personcenteredmodel.htm www.ilr.cornell.edu/ped/tsal/pcp/index.html www.thechp.syr.edu/pcp_History.pdf www.ihd.umkc.edu/UCE/PCP.htm www.ku.edu/%7Eican/modules/social/pcp/index.html www.ric.edu/uap/publications/MAPS.pdf

18. Success Story Works full-time on a farm Collects, washes, dries and packages eggs Performs other farm chores