person-centered transition planning yai

Person-Centered Transition Planning

Presented by:Karen Umstead, M.Ed, B.C.B.A

Beautiful Minds of Princeton“Teach, Reach, & Expand Potential”

www.beautifulmindsofprinceton.com

1

http://www.beautifulmindsofprinceton.com/

Introductions• Who am I

• Who are you– Job position (Teacher, Related Service, Para, etc)– Age range of students– Functioning levels (where on the spectrum)– Placement (Self-contained, Resource, In class)

• What do you know

• What do you want to know

2

Levels of Importance

• Currently– Heavy focus on what is important FOR a person– Some focus on what is important TO a person

• Changing– More weight needs to be given to what is

important TO a person– More balanced

Important To/For

• What is important to a person includes only what people are “saying”:

– with their words

– with their behavior

• When words and behavior are in conflict, listen to the behavior.

4

Important For

• What is important for people, includes only those things that we need to keep in mind regarding

– Issues of health or safety

– What others see as important to help the person be a valued member of their community

5

Moving from Service Life to Community Life

6

Service Life

A Good Paid Life

Community Life

Important “For addressedNo organized effort to address important “To”

To and for presentClosest people are family or paidFew real connections

To and for presentActive circle of supportIncluded in community life

“Important for “ recognized

“Important to” present

Focus on connecting, building relationships and natural supports

Moving from Service Life to Community Life

7

Service Life

A Good Paid Life

Community Life

Important For addressedNo organized effort to address important to

To and for presentClosest people are family or paidFew real connections

To and for presentActive circle of supportIncluded in community life

What works/makes sense What doesn’t work/make sense•Shopping daily for favorite things

•Having lots of jewelry and no one getting into them without my ok

•Having my sister Joanne in my life

•Lots of blue, red and black clothes

•Polished nails, many colors & layers

•Living with Teddy, the Yorkshire Sleeping on my bed at night Snacks from my plate In my lap when I watch TV

•Staff don’t let me drink what I want

•Teddy leaving me during mealtimes

•Having no work to do at WAC, Inc.

•Staff not letting me buy things I want

•Favorite people doing activities with her, especially John Dandy

•Keeping Julie from falling – reminders to use her walker

•Level blood sugar - staff knowing signs of low and high blood sugar

•Joanne is active in Julie’s life

•Planning before she goes shopping

•Julie is less steady on her feet and falling more than she used to

•If you don’t make a plan with her before shopping, she will want to buy more than she has money for – Julie may get very upset which can alter her blood sugar

•Julie gives Teddy food off her plate.

Julie

’spe

rspe

ctive

Staf

f’s

pers

pect

ive

JulieWhat is important to Julie? What is important for Julie?

What else do you need to learn/know?

© The Learning Community for Person Centered Practices, Inc. 2008

Julie – Answer SlideWhat is important to Julie? What is important for Julie?

What else do you need to learn/know?

Relationship with TeddyHaving some control –• Over what happens with Teddy• What she buys/wears• Her things Shopping a lotHer sister &John Dandy in her lifeStaying busy at the day serviceDrinking as much as she wants

Keeping diabetes under control• Monitoring blood sugar, giving insulin• Weighing her food• Controlling amount she drinks• Helping her stay calmSupporting her relationship with TeddyKeeping her from fallingPlanning in advance/budgeting in advance for shopping

• How interested/involved is Julie in her diabetes management?• What about “no work to do at WAC, Inc bothers her?•Is John Dandy really important to her?


11

Family

Home and Other Paid Supports

Work/Day Services/School

Friends and Non-paid Relationships

Karen

Parents, Christina, Nikki, Dan, Alicia & Caleb

Grandma

Sue, Diane, Kate

Donna, Aneta

Maryann, Heather, Audrey, Sharyn, Ashna, Joe

Matt, Tirzah, Mike, Brian, Phil, Beth

Nicole Nicole

12

Family

Home and Other Paid Supports

Work/Day Services/School

Friends and Non-paid Relationships

________

Morning Routine

7:00 am alarm clock radio goes off, hit snooze and go back to bed

7:03 alarm clock radio goes off, hit snooze and go back to bed

7:05 Iphone alarm clock goes off, get out of bed

7:06 Go to bathroom and take medication

7:08 Let Romeo out, food and water in bowls, pour cereal and milk

13

Morning Routine

7:08 Get cereal, turn on ABC, watch TV

7:20 Go to bedroom, look for clothes to wear, get dressed

7:23 Brush hair, teeth, wash face, do hair

7:28 Grab work gear (laptop, files, etc)

7:30 Check for phone, keys. Head out the door

8:00 Get to work

14

Morning RitualHaving a Conversation & Peeling the Onion

Read & Guess Have a Conversation; Ask & Write… Important To

Put cereal with skim milk in little yellow bowl. Eat while watching the Today Show (Philly NBC only) or Sports Center (Fall – Winter). Make lunch (usually a salad with peas and chickpeas or a can of soup and a Diet Coke).

• Health, Staying fit• jogging• eating lots of vegetables• Drinking low/no calorie beverages

• Keeping up on current events, Politics

• Philly, PA News (not NY)• A shared perspective• Hollywood Gossip• Knowing latest trends

•Competition• Fantasy Football• Sports (no baseball)

Getting to know your student

• Great things about him/her

• Things s/he likes/dislikes

• Her good/bad day

• Positive rituals

Consider Important to AND important for

Getting to know your student• Hopes and dreams for the future

– Housing– Employment– Leisure/Community

• Two minute drill

• Great day/Bad day (or weekend)

• Communication

• Health & SafetyConsider Important to AND important for

Consider Important to AND important for

Who is responsible

• Core Responsibilities

• Use Judgment & Creativity

• Not our Responsibility

Now What?

• Once the information is gathered, then an essential lifestyle plan (ELP) will be created

• Team Meeting

• Characteristics of people who support one best

• Action Plan– Desired Outcome– Justification– What needs to be done, by whom, by when

19

Some Examples

• Jacks ELP Plan.pdf

• Belinda ELP Newsletter.pdf

• Kelly K ELP with MAPS.pdf

20

Areas to consider

• Self-determination and advocacy

• Employment

• Residential

• Community

21

Working/Not WorkingWorking/Not Working


What works/makes sense What doesn’t work/make sense

Per

son’

s

Per

spec

tive

Sta

ff’s

Per

spec

tive


4 + 1 Questions4 + 1 Questions((focus on learning and act on it)focus on learning and act on it)

And then, what should we try/do based on what we have learned?And then, what should we try/do based on what we have learned?

What have we tried?

What have we learned?

What are we pleased about?

What are we concerned about?

Date

What did the person do?

(What, where, when, how long, etc.)

Who was there? (Names of

staff, friends, others, etc.)

What did you learn about what worked well? What did the person like about the activity? What needs to stay the same?

What did you learn about what didn’t work well? What did the person not like about the

activity? What needs to be different?

11/1 Watch kids practice for a concert at the Kennedy School

Dan, Chandra, kids in the program

He liked watching from the back of the room, but make sure that he can see everything that’s going on. He LOVED it when the kids were actually singing! (the concert will be on 11/14 at 7:00pm)

He was not comfortable with kids close behind him. He didn’t seem to like it when the kids were moving around in the room (maybe because they were really noisy then).

Learning LogLearning Log


Using the learning log to replace progress typical notesUsing the learning log to replace progress typical notes

the things you like and things you don’t like….

things that are important to you, things you want to stay the same and those you want to change.

your hopes and dreams for the future

You can put information in this booklet in whatever way you want, you can write, draw, use photos or pictures - its up to you ! You can tell everyone about ……

Name …………………………………

………………………………………………

(Your picture here)

My review

This is a booklet to help you think about your life and plan your review.

Use the blank pages and add extra pages if you need to.

You may want to take copies of the pages to stick on the charts at the meeting

2

What I like bestabout myself - put your

own words in the stars

family

other important people

school staff and paid supporters

friends

me

Important people in my life

Put names in the spaces…….

3 4

What is important to me nowWhat I like to do…At school…

Just for fun..

What I like to do with my friends

At any other important places I go…

What is important to me now

Music Hobbies

FoodDrink

Tv programmes

What I really don’t like at school, home or for activities

At home…

5 6


About school

What makes me unhappy at school

How I get to and from school

The best part of the day is

At lunchtime I like to

I like to spend time withMy favourite lessons

are

At breaktime I like to


Other things I like to do at school

7 8

What is important to me now What is important to me now

Since my last review I have got better at

What I would like to get better at and the help I

need to do this

TuesdayMonday Thursday FridayWednesday

Morning

Lunch

After-non

You may also want to say why you have chosen the face..

9 10

My school weekIn each space draw the face that matches best

For example: happy sad ok

Important to me for the future

Important to me for the future

In the future,I’ll be spending my time…

I would be happy if…

I would not be happy if..

Other things I would really love to do or have..

These pages are for your hopes and dreams

11 12

3 wishes I’d like to come true..

Staying healthy and safe Communication

What I can do by myself…. What I would

like to be ableto do for myself

What help I need to do these things

Happy

Angry… Unwell or in pain…

What I do when I am feeling

Sad…

Happy..

Frustrated..

13 14

Communication What people should do if I am…..

Unwell or in pain

…………………………

…………………………

…………………………

…………………………

…………..…………….

………………………..

…………………………

Sad or upset

……..…………………

…………..……………

………..………………

………..………………

……..…………………

………..………………

……..………………..

Things you should never do

What is working inmy life now

What I want to stay the same in my life

15 16

What is not working in my life

now

What I want to change in my life

17 18

Questions to askIssues to resolve

Make a list of anything you want to find out about.

1. Names of people I want to invite to my meeting.

This may include family, friends , school teachers and other important people.

Planning my review Planning my review

.

Drinks

Snacks

Music

Where I would like it to be held

2. How to make sure I am comfortable and at the centre of my meeting.

Other things I would like to have or do at the meeting

19 20

We are happy for you to copy and adapt this book as long as the authors and organisations are acknowledged.

Workbook developed by: Niki Marshall, Diane Staniforth and Ruth Mathiesen based on the year 9 Person Centred

Review process by Helen Sanderson.

Sheffield Care Trust

Joint Learning Disabilities Service

Beautiful Minds of Princeton“Teach, Reach, & Expand Potential”

For more information:

Call: 1-800-675-2709

Email: [email protected]

or Visit us:

www.beautifulmindsofprinceton.com

36

person-centered transition planning yai

Education