Information obtained from Browder, 2001 Chapter 2

An assessment that identifies services based on an individual with disabilities priorities, interests, and unique situation

Individuals with disabilities and their families are more involved in the process of developing educational goals. (Browder, 2001 p. 25)

Focus on individual’s strengthsEmphasis is given to settings, services, supports,

and routines available in the school or communityInvolves the person centered planning process and

taking action so the individual can achieve his/her goals

How is person-centered assessment different from traditional models?

How is person-centered planning used?

1. Organizing participants2. Develop a personal profile3. Constructing a vision for the future4. Action Planning5. Support Ongoing Implementation/Problem

Solving

A. Battelle Developmental InventoryB. Scales of Independent BehaviorC. Choosing Outcomes and AccommodationsFor Children (COACH)D. Observations

Lifestyle Planning (O’Brien & Lyle, 1987; O’Brien 1987)

TEAMS (Campbell, Campbell, & Brady, 1998)MAPS (Vandercook, York & Forest, 1989)COACH (Giangreco, Cloninger, & Iverson,

1998)

1.What is the quality of the focal person’s present life experiences?

2.What is changing for the focal person or in the surrounding environment that is likely to influence the quality of his or her life?

3.What are the most important threats and opportunities to better quality life experiences for the focal person?

4.What is our image of a desired life-style for the focal person?

5. What are the most critical barriers to our moving toward the desirable future we have described?

6. How will we most effectively manage these critical barriers and move toward realizing the life-style that was defined.

7. Based on our discussion, do we want to make any statements about necessary changes in the capabilities of service systems?

1. Determine student’s current and future environments

2. Identify student’s relationships in each environment

3. TEAMS meeting- team plans student’s future

4. TEAMS map are drawn5. The team makes decisions based on

information gathered from questions.

What is “Student’s Name” History?What is your dream for “Student’s Name”?What is your nightmare?Who is “Student’s Name”?What are “Student’s Name” strengths, gifts, and

talents?What are “Student’s Name” needs?

Parent PerspectivePeer Perspective

What would “Student’s Name” ideal day look like?Option 1: Outline a daily schedule that includes

What would “Student’s Name” ideal day look like?Option 1: Outline a daily schedule that includesregular class, educational activities, potential adaptations, supports needed

Option 2: Develop an action plan -activities, expected outcomes, date of completion, person responsible

Activities Expected Outcomes

Date of Completion

Person Responsible

Meet with student before meeting to discuss the process, determine who to invite, and where the meeting will be held.

Roles for PCP meeting1. Facilitator- asks questions2. Recorder-writes minutes, ideas, etc3. Time Keeper

1. Summarize what is known about the student’s strengths, educational performance, and disability

2. Facilitate family involvement, using person-centered planning strategies, prior to the actual meeting

3. Encourage student self-determination4. Define the student’s personalized curriculum (skill

needs)5. Develop the IEP and/or assessment report

(Browder, 2001, p. 38-29)

What are the advantages of PCP?

When is it appropriate to complete the PCP process and hold a PCP meeting?

What roles should be assigned prior to the PCP meeting to help keep the meeting running smoothly and efficiently?