Foundations in Transition Session 2
Part 1: Personal Futures Planning:
A Student Driven Process
Jonathon Drake, MSW
University of New Hampshire Institute on Disability
Personal Futures Planning
Adapted from the McGill Action Planning System
( Vandercook, York, & Forest, 1989)
(MAPS)
Process uses the Person-Centered Approach
Malloy, Cormier 1998
Learning Objectives
Know how to:
• Facilitate a person centered planning process
• Understand how to weave a variety of resources into
the PCP
• Understand how PCP and resource planning relate to
transition plans, IEPS IPEs and other types of service
plans
• Create your team’s plan
• Gain some experience with team operation tools and
strategies
Personal Futures Planning….
• Sets a tone, context, and conversation to put the
youth at the center of the process
• Is a way to obtain student voice
• Is a developmentally-appropriate assessment
• Teaches self-determination skills:
– Self-awareness
– Goal-setting, planning
– Decision-making
– Problem-solving
Key Points
• Strengths Based
• Engagement, Voice, Life Preparation, Transition
• Resource planning and development- how, when,
who
• Evidence –based: allows the team to pay attention
to the SPED, VR requirements while modeling
personal responsibility and self-determination
• Relationship to IEP teams and plans
• Needs vs. services
Person-Centered Planning Models
• Personal Futures Planning (Beth Mount)
• MAPS [McGill Action Planning (Vandercook, York &
Forrest)]
• Methods, Models and Tools, (Cotton, 2004)
• Essential Lifestyle Planning (Michael Smull)
• Group Action Planning, known as GAP (Turnbull &
Turnbull); and
• PATH [Planning Alternative Tomorrows with Hope
(Pearpoint, O'Brien, & Forest)]
Person-centered Planning: Common
Elements
• Graphic facilitation (remove the “bias” of
language)
• Individual’s point of view, goals and purposes,
{“driven” by individual with the disability}
• Geared to needs {and needs are not programs
or services}
Pre-Planning
• Student must be ready for person-centeredplanning
• Prepare parents, teachers, counselors and gain
their support for the process
• Contingencies: crisis planning; fall-back plan
• Self-advocacy
Getting started
You will need
 1 ½ or 2 hours
 A quiet area void of
interruptions and phone
calls
 Facilitator
 Recorder
 Timekeeper
 A Host (in case you want
food to snack on)
 Smelly Markers
 A Tripod
 Masking tape
Overview of Maps
• History-Where I have
been.
• Who I am now.
Strengths, weaknesses.
• The people in my life.
• My goals and dreams
• My fears, what could get
in my way.
• Short-term goals (3-6
months).
• Next Steps. Who does
what.
• Schedule follow up.
Phase 1: Orient, gather information
(assessment)
Process:
– Invite, and create a vision
– Plan or specific activities, criteria for success,
supports, and needed resources
– Implement, manage, evaluate and adjust
GOAL: Bring together a picture or story of that
person’s experiences
MAPS Used:
– History, Preferences, Relationships
History
• Phase One; NOT an evaluation:
– Person’s history as told by the individual and others
close to the individual:
– “bio- graph”
– Stories
– Pictures, drawings, collages, etc.
– Invitations
Your History
• What has happened in your life to make you,
you?
• What are the most important things to have
happen?
• What are your greatest accomplishments?
• What was the toughest thing that happened to
you?
Associations Map
• Helps record the individual’s preferences and
community networks
• Precursor to identification of “social capital”
and resources that can be helpful
• Helps to identify “gaps” that need to be
addressed
Relationships Map
• Allows person to identify important people in
his or her life
• Can identify where capacities and gaps exist
• Helps to pinpoint who needs to be invited
Who are the people in your life?
•
•
•
•
Who could you count on?
Who is important to you, or who are you important to?
Who is in your inner circle?
Who is in your outer circle?
Skills/Preferences MAP
• Designed to identify skills and situations where
the individual performs well or is happy.
• Helps people to focus on capacities
• Especially helpful for students with significant
disabilities
Who you are today
•
•
•
•
What are you good at?
What are the things you like?
What are your skills?
What does your life look like today?
Phase 2: Creating a Plan
• Time is right to bring together people who want
to and can help the person
• Vision centers on the individual (preferences,
skills, places he or she want to be)
• People and resources are brought to bear to help
the individual
• Resource gaps are identified for action
Vision MAP
• Depicts the ideal situation as described by the
individual and by those invited to be a part of the
group
• Is framed and depicted in a positive, upbeat
manner
DREAMS!
•
•
•
•
What will your life look like in 5 years?
No barriers anything is possible?
What is the best thing you could accomplish?
What is your dream life?
Fears, nightmares, dreads
• What kinds of things could prevent you from reaching
your dream?
• What do you worry about
• What do you NOT want to have happen?
Next Steps/Building a Team
• What are the first things that need to get done to
help get you toward your goals?
• Who should we invite to your group to help
you?
• Who should we show your plans to?
• When will we hope to get the first steps done?
• What can we do before your first group
meeting?
Goals
•
•
•
What do you want to accomplish in the next 5 years?
Next 2years
By this time next year?
From Goals to Action Steps:
– Goals: 1-2 years, post-high school
– Objectives: What needs to happen to meet
goals? (education, money, skill needs)
– Barriers: What stands in the way? (money,
housing, health care, long term care, vocational
training, education, etc.)
– What are the NEEDS? NEEDS ARE NOT
PROGRAMS
Flexible Education Planning
• Plan fits into the IEP and Transition Plan
• Credit for internships, independent study, postsecondary courses, community service, and
work-based learning experiences.
Examples of Sources by Support
• Mentoring/Educational
• Mental and
Support
Behavioral Health
Services
– Medicaid
and Medicaid to
Schools
– Private insurance
– Health Clinics
•
•
•
•
•
Special Education
“504” dollars
Parents, family, friends
Community programs
Vocational Rehabilitation
Work-based Learning and Employment
• Develop resources in school and out of school
to connect to internships to school and gain
credit
• Connect with Vocational Rehabilitation
• Using networks to find and keep a job
• Used experience to expand network and
employment opportunities
Resource Planning
• Look at the needs list you developed from the futures
plan:
– What needs must be met by a professional service with an
associated cost?
– What needs can be met by staff in your school?
– What needs can be met by parents/friends, etc.
– What needs can be met by community-based programs that
have no cost?
– Do you need to refer the student to a service to apply for
assistance? (Medicaid, VR, etc?)
Resource Planning Should Include:
Monetary and non-monetary costs (monthly/
annually) of each service, item or support
(resource planning)

All
possible sources for support, knowledge, &
financial resources
Key
agencies, programs, & resources that
could cover costs
Support
from potential fundors
How
to ask for supports and services, and how
to develop agreements when appropriate
Continuous
evaluation of services items, and
supports received
Revision
of plan and actions, as needed
PROGRAM and AGENCY
RESOURCES
• In-School:
– Regular Education Services
– Special Education Services
– “504” Services
– Guidance
– Friends, tutors
– Sports, teachers, clubs, etc.
In-School Resources
•
•
•
•
•
•
•
•
Guidance
Regular Education
Vocational Education
Special Education
Sports, clubs, after-school programs
Academic support services and programs
Internships, job shadows, paid CO-OP jobs
Independent study, portfolios
PERSONAL RESOURCES

Family/student income

Income “supports”- such as
Supplemental Security Income,
Child Support, Welfare, Social
Security

Medical/Long Term care- Insurance

Assets

Estates/Trusts/Retirement Planning
Phase 3: Course of Action
• Must describe desired outcomes in specifics
(cannot rely on vague plan)
• Details are fleshed out here
• Action steps include assignments and criteria for
review
• Roles and responsbilities
Action Planning Tool
Action Item
What needs to be
done
Who will do what
When to be done
by
Rich: Personal Future’s Plan Review
Objectives:
Bring grades up:
Get homework done
Choose subject areas that are
appealing
Self monitoring checklist
Attend classes
Stay on task, ignore friends when they
are distracting
Get license: Worked for money
Asked parents for help with cost
Learn more about massage therapy
Jason to arrange for a visit
Look into local college requirements
Graduate:
Conference with teachers/parents
Brainstorm with parents/teachers on
how to get those last credits
Review
Date 1
4/10/07
Review
Date 2
6/13/07
4/10/07
4/10/07
6/13/07
9/26/07
Status- Date Achieved and comments
Student drafted a set of goals to
achieve for each class. He is also
working with the instructor to choose
his own subject areas for science.
-Struggled for keeping with the work,
but was able to buckle down at end,
find out what needed to get done,
and did it
Achieved
Therapist visited with Stewy, looked
up requirements, next step is to look
into applying for programs
Graduated end of term in January
2008.
Achieved
Criteria- Evaluate Options
• Important to listen to what the individual feels is
most important!!!
• Invites creative problem solving- is critical to
development of a course of action
Various Courses of Action the Plan
can be Applied to:
•
•
•
•
•
•
Graduation
Educational Strategies
Work Based Learning/Internships
Employment
Advanced Learning
Resource Building
Graduation Planning
• Should start in freshman year- look to use
coursework, internships, vocational programs
and independent study to build skills needed for
post-high school life;
– Freshman, sophomore year: plan for high school
outcome
– Junior, senior + years: build community and
employment networks
Strategies
• Education Program:
– Carefully choose classes and teachers
– Look at vocational classes
– Link education program to interests, skills and
passions
– Link education program to community resources
• Community: Employment & Citizenship
Education Strategies
• If a student has failed a class (once, or even
twice), look for alternatives:
– Is it the instruction? Is there a need for
accommodations? Is it personal?
• Look for classes that will ensure success:
– Linked to interests, learning style, personalities
• Be creative but set high expectations
Work-based Learning: Internships
• In school- are there opportunities for the
student to be an intern or work in school and
gain credit
• In the community: Internships for credit in
health care, banking, insurance, building trades,
child care, retail, etc……
• Who does the student know?
• Link to a HQT for curriculum
Employment
• The value of a paid job:
– Money
– Offers the chance to use and build skills
– Link with people- a chance to use social skills and
provides an opportunity for mentoring
• What supports does the student need to be
successful on the job?
Advanced Learning
• Don’t rule out Honors and AP courses
• Independent study and portfolios offer the
chance to demonstrate skills and talents
• College and community courses (dual credit,
health & exercise, self-improvement, etc.)
Plan for Action!
• Activity: At your tables, split into 2 groups. Each
group will then conduct a Futures Plan for each
other.
• Assign Roles:
– Facilitator: Asks the questions
– Recorder: Draws the MAPS
• (use words AND pictures)
– Star of the Show: Person who the plan is developed
around
– Team Member:
• Acts as a resource for information pertaining to school,
home, and community needs/supports
Take Action!
• Starting with the History Map, create a futures plan
for your group mate using the structured roles
assigned. After each MAP, rotate the facilitator,
recorder, and team member roles. The Star of the
show should remain the same.
– Markers, flip charts are provided
• The Star can pick a theme to stick to (Work, Social
Life, Family) or can be general and talk about
anything important to them; whichever is easiest.
• The MAP order should be: History, Preferences,
People, Dreams/Vision, Goals, Fears/Barriers.
– I will help you keep track of time by posting the slide
for the MAP you should be working on.
• If the team finishes a plan early, pick a new Star of
the Show, and start a new plan for that person.
Be Creative and Have Fun!
Your History 20 Minutes
• What has happened in your life to make you,
you?
• What are the most important things to have
happen?
• What are your greatest accomplishments?
• What was the toughest thing that happened to
you?
Who are the people in your life?
~15 Minutes
•
•
•
•
Who could you count on?
Who is important to you, or who are you important to?
Who is in your inner circle?
Who is in your outer circle?
Who you are today ~15 Minutes
•
•
•
•
What are you good at?
What are the things you like?
What are your skills?
What does your life look like today?
DREAMS!
•
•
•
•
~ 20 Minutes
What will your life look like in 5 years?
No barriers anything is possible?
What is the best thing you could accomplish?
What is your dream life?
Fears, nightmares, dreads
~ 10 Minutes
• What kinds of things could prevent you from reaching
your dream?
• What do you worry about
• What do you NOT want to have happen?
Goals ~20 Minutes
•
•
•
What do you want to accomplish in the next 5 years?
Next 2years
By this time next year?
Course of Action
~20 Minutes
• Must describe desired outcomes in specifics
(cannot rely on vague plan)
• Details are fleshed out here
• Action steps including: assignments and criteria
for review
• Roles and responsbilities
Wrap Up: Person Centered Planning
Preferences MAP
Strengths
Likes
Challenges
Dislikes
Additional Reference Available on Request