Person Centered Planning II

5 Step Road Map for Person Centered Planning

5 steps that walk you through the entire process of Person Centered Planning. Regardless of the talents available without a plan for the planning, co-ordination and communication breaks down so once again we have a person wanting to be included, to participate, to do something besides play video games all day still playing video games all day.

TRAIN SERVICES PROVIDERS FIRST

• Discuss how will Person-Centered Planning likely affect the services they provide
• The supervising service provider (person in charge of making sure plans are developed and put into action) will need to be taught about person centered planning
• Direct service providers will need to be taught about the ways of carrying out Person-Centered Planning
• All service providers should talk with their service users about Person-Centered Planning
• Focuses on reviewing personal history and comparing and contrasting experiences with other populations, groups and individuals
• Guide service providers towards an understanding of and a focus on the person’s experience to build empathy.
• Seeks to establish definition of service system capacities required to provide individualized supports.

FACILITATION OF THE MEETING

• The service user directs the meeting
  • The facilitator will help get the meeting started and keep it progressing
• Allow enough time so everyone can share their ideas
• Seeks to balance participation in the planning process so that professional voices do not drown out the contributions of those who know and love a person
• Use the group of people to develop ideas on how to make the individual’s dream a reality by building on opportunities and overcoming obstacles
• The service user should be prompted to ask any questions
• It’s the users plan so it’s up to them to make decisions
• It should be ok for them to say no
• The service user is the decision maker
• People from the local community might ask for help to work out how to make it easier for people who have disabilities to be more involved in community activities

 DEVELOP THE PERSON-CENTERED PLAN

• Do extensive information gathering
  • Use historical and current profiling and planning to start
  • Focus on the individual’s history
  • put a strong emphasis on profiling.
  • Identify things that best describe the individual gifts, strengths and talents of the person
  • Strengths of his or her support system – to be maintained
  • What lifestyle works for the person
  • What supports are available
• Invite people to a formal meeting to talk about your plan
  • The service user should get to know everyone who is invited prior to the meeting
  • Service user and plan facilitator arrange to talk to people one by one, or as a group
• Have an agenda of what you would like to talk about
• The facilitator will assist the service user to come up with good ideas to bring to the meeting and ways of sharing these ideas with everyone
• Confidentiality and safety are important
  • It should be clear to everyone from the start that if something suggests an individual is in some way at risk in relation to health, safety, neglect or abuse the facilitator will need to tell someone
• The service user is to talk about what really matters to them
• Focus on where the person is now
• Establish what is important to the person
• Clarify dreams and hopes
• Address fears and nightmares
• Entertain all ideas
• Places they frequent
• Relationships
• Preferences
• Support transitions
• Seek to establish a consensus opinion on where a person needs to go - and what everyone involved needs to do to improve a person’s life

 DOCUMENT AN ACTION PLAN

• Record the main points of the meeting and the action plans
• A plan can be done up as a workbook, a video, a storyboard, a painting
• It should describe the person
  • As they were in the past
  • As they are now, and
  • As they would like to be in the future
• Establish the direction and define goals for the person
  • Define things they want to do, or get, or change
  • It should show how to go about getting these things
  • Who can help and how they can help
  • Everything they want to include should be included
• The plan should be individualized to the service users
  • Focused on achieving their goals
  • Easy to understand and easy to put into action
• Develop a day-to-day action plan to achieve identified goals
• Work out what has to be done about the priority items
  • This may take some time and effort especially when people have different points of view
  • Establish strategies for achieving valued futures
• Focus service development with a carefully developed individual plan that specifies
  • The exact settings
  • Supports a person would need to engage in functional and meaningful activity
  • Technically-specific, weekly, daily and parts-of-day plans
• Team members commitment to particular actions
• Set time frames for follow through
  • Coordinates sustained action as required
  • Services that match their individualized needs
• Community practice of normalization teaching
• Ongoing information gathering to understand their needs
• Individual needs assessment
• Goal directed case management

PUT THE PLAN INTO ACTION

• Putting plans into action takes time and work
• At the next meeting analyze if the plan
  • Has lead to better services and a better quality of life
• Service providers working on the plan may have their own views
• Discuss if the plan is helping the service user achieve their goals
• Service providers should ask how to make their services better.
• Service providers should have a copy of the plan.
• Service providers should tell the service user how they intend to use the plan
• If the plan is over a year old, service providers should ask the service user if they would like to update it.

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 AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.