The Future is YOURS
7/16/2016
The Future is YOURS And here’s how to get there…
Julia Barol, MEd, CESP & Tracy Katz, MEd, CESP
Person Centered Planning
“As they say in person-centered thinking, it’s better lives, not better paperwork…” Roy Gerstenberger, DDSD, VT Dept. of Disabilities, Aging, and Independent Living Transition Consults, LLC
1
7/16/2016
STEP 1
Presume Competence Transition Consults, LLC
Person Centered Planning: Is Not:
Is: • • • • • •
Focused on the individual’s future Focused on strengths, dreams, and gifts Encompasses school, work, recreation Identifies supports needed Identifies relationships A complement to IEP/ISP meetings
• Solely focused on academic outcomes • An IEP, ISP or other “institutional” meeting (informs such meetings)
• Led by professional or family member (impartial facilitator)
• Defined by an end product/document • One and Done process (it is fluid and changeable)
4 Transition Consults, LLC
2
7/16/2016
Who brings something to the table? • • • • • • • •
Student & Parent Special Education teacher(s) Regular Education teacher(s) School district representative; must have authority to commit resources Someone to interpret evaluations and implications of such (CAUTION!) Related service providers (OT, PT, Speech, etc)? Adult service providers (Supports Coordinator or Vocational Rehabilitation representative) Friend or other person who supports parent/student WHAT WILL AN ATTENDEE CONTRIBUTE? 5
Transition Consults, LLC
Person Centered Planning Creating a P.L.A.N. or a PATH or a MAP 1. Vision 2. Strategies To develop images of the future. Include school, employment, and home goals
3. Opportunities and Obstacles 4. Priorities and Commitments To brainstorm strategies to bringing the vision to reality.
To identify opportunities and acknowledge obstacles in the process.
To help group members make commitments to the process
6
Transition Consults, LLC
3
7/16/2016
Developing and Image of the Future: Include: goals and visions for: School Employment Living Recreation
You can not develop a vision or a dream if you have no preferences or interests.
8
Transition Consults, LLC
4
7/16/2016
Skills, Passions, & Challenges
Determine:
Strengths Passions Needs
5
7/16/2016
Next Steps • To brainstorm strategies to bringing the vision to reality. • To identify opportunities and acknowledge obstacles in the process. • To help group members make commitments to the process
Person Centered Planning as the Transition Driver
Graduation Employment Further Education Independent Living Community Participation
12
Transition Consults, LLC
6
7/16/2016
SMART Goals Specific Measurable Achievable (Action) Words
Relevant Time Limited Transition Consults, LLC
Specific SMART IEPs have specific goals and objectives. Specific goals target areas of academic achievement and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child’s progress will be measured. Look at these two goals. Which one is specific?
• Dylan will increase study skills for academic success. • Dylan will demonstrate the following study skills: skimming written material and use reference materials in social studies class.
Transition Consults, LLC
7
7/16/2016
Measurable SMART IEPs have measurable goals and objectives. Measurable means you can count or observe it. Measurable goals allow parents and teachers to know how much progress the child has made since the performance was last measured. With measurable goals, you will know when the child reaches the goal. Which of these two goals is measurable and observable?
• Owen will improve his reading skills. • Given second grade material, Owen will read a passage of text orally at 110- 130 wpm with random errors.
Transition Consults, LLC
Achievable (Action) Words IEP goals include three components that must be stated in measurable terms: (a) direction of behavior (increase, decrease, maintain, etc.) (b) area of need (i.e., reading, writing, social skills, transition, communication, etc.) (c) level of attainment (i.e., to age level, without assistance, etc.) SMART IEPs use action words like: “The child will be able to . . .” Which of these goals is specific, measurable and includes action words?
• Betsy will decrease her anger and violation of school rules. • Provided with anger management training and adult support, Betsy will be able to remove herself from environments that cause her to lose control of her behavior so that she has no disciplinary notices.
Transition Consults, LLC
8
7/16/2016
Realistic (and Relevant) SMART IEPs have realistic, relevant goals and objectives that address the child’s unique needs that result from the disability. SMART IEP goals are not based on district curricula, state or district tests, or other external standards.
Which of these goals is specific, measurable and realistic?
• Kelsey will demonstrate improved writing skills. • Kelsey will improve her writing and spelling skills so she can write a clear, cohesive, and readable paragraph consisting of at least 3 sentences, including compound and complex sentences that are clearly related.
Transition Consults, LLC
Time-limited SMART IEP goals and objectives are time-limited. What does the child need to know and be able to do after one year of special education? What is the starting point for each of the child’s needs (present levels of academic achievement and functional performance)?
• Time-limited goals and objectives enable you to monitor progress at regular intervals.
Transition Consults, LLC
9
7/16/2016
Sample Goals • Monday through Friday Jillian will use the public transportation system to get to her job placement independently arriving at work on time, for any five consecutive days.
• By the end of the first quarter, accompanied by an adult, Jillian will walk to bus stop, ride the bus to work, and get off at the correct work bus stop.
• By the end of the second quarter, Jillian will be able to identify the steps she will follow to independently travel to work.
• By the end of the third quarter, Jillian will independently walk to the bus stop, ride the bus to work and get off at the correct work bust stop.
Resource: Wright’s Law Transition Consults, LLC
Finding Greatness It’s in ALL of us!
Transition Consults, LLC
10
7/16/2016
Dream Big!
21
Transition Consults, LLC
Transition Consults, LLC
11
7/16/2016
Contact Info Transition Consults, LLC Transitionconsults.org Tracy Katz – [email protected]
Julia Barol – [email protected]
12
The Future is YOURS And here’s how to get there…
Julia Barol, MEd, CESP & Tracy Katz, MEd, CESP
Person Centered Planning
“As they say in person-centered thinking, it’s better lives, not better paperwork…” Roy Gerstenberger, DDSD, VT Dept. of Disabilities, Aging, and Independent Living Transition Consults, LLC
1
7/16/2016
STEP 1
Presume Competence Transition Consults, LLC
Person Centered Planning: Is Not:
Is: • • • • • •
Focused on the individual’s future Focused on strengths, dreams, and gifts Encompasses school, work, recreation Identifies supports needed Identifies relationships A complement to IEP/ISP meetings
• Solely focused on academic outcomes • An IEP, ISP or other “institutional” meeting (informs such meetings)
• Led by professional or family member (impartial facilitator)
• Defined by an end product/document • One and Done process (it is fluid and changeable)
4 Transition Consults, LLC
2
7/16/2016
Who brings something to the table? • • • • • • • •
Student & Parent Special Education teacher(s) Regular Education teacher(s) School district representative; must have authority to commit resources Someone to interpret evaluations and implications of such (CAUTION!) Related service providers (OT, PT, Speech, etc)? Adult service providers (Supports Coordinator or Vocational Rehabilitation representative) Friend or other person who supports parent/student WHAT WILL AN ATTENDEE CONTRIBUTE? 5
Transition Consults, LLC
Person Centered Planning Creating a P.L.A.N. or a PATH or a MAP 1. Vision 2. Strategies To develop images of the future. Include school, employment, and home goals
3. Opportunities and Obstacles 4. Priorities and Commitments To brainstorm strategies to bringing the vision to reality.
To identify opportunities and acknowledge obstacles in the process.
To help group members make commitments to the process
6
Transition Consults, LLC
3
7/16/2016
Developing and Image of the Future: Include: goals and visions for: School Employment Living Recreation
You can not develop a vision or a dream if you have no preferences or interests.
8
Transition Consults, LLC
4
7/16/2016
Skills, Passions, & Challenges
Determine:
Strengths Passions Needs
5
7/16/2016
Next Steps • To brainstorm strategies to bringing the vision to reality. • To identify opportunities and acknowledge obstacles in the process. • To help group members make commitments to the process
Person Centered Planning as the Transition Driver
Graduation Employment Further Education Independent Living Community Participation
12
Transition Consults, LLC
6
7/16/2016
SMART Goals Specific Measurable Achievable (Action) Words
Relevant Time Limited Transition Consults, LLC
Specific SMART IEPs have specific goals and objectives. Specific goals target areas of academic achievement and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child’s progress will be measured. Look at these two goals. Which one is specific?
• Dylan will increase study skills for academic success. • Dylan will demonstrate the following study skills: skimming written material and use reference materials in social studies class.
Transition Consults, LLC
7
7/16/2016
Measurable SMART IEPs have measurable goals and objectives. Measurable means you can count or observe it. Measurable goals allow parents and teachers to know how much progress the child has made since the performance was last measured. With measurable goals, you will know when the child reaches the goal. Which of these two goals is measurable and observable?
• Owen will improve his reading skills. • Given second grade material, Owen will read a passage of text orally at 110- 130 wpm with random errors.
Transition Consults, LLC
Achievable (Action) Words IEP goals include three components that must be stated in measurable terms: (a) direction of behavior (increase, decrease, maintain, etc.) (b) area of need (i.e., reading, writing, social skills, transition, communication, etc.) (c) level of attainment (i.e., to age level, without assistance, etc.) SMART IEPs use action words like: “The child will be able to . . .” Which of these goals is specific, measurable and includes action words?
• Betsy will decrease her anger and violation of school rules. • Provided with anger management training and adult support, Betsy will be able to remove herself from environments that cause her to lose control of her behavior so that she has no disciplinary notices.
Transition Consults, LLC
8
7/16/2016
Realistic (and Relevant) SMART IEPs have realistic, relevant goals and objectives that address the child’s unique needs that result from the disability. SMART IEP goals are not based on district curricula, state or district tests, or other external standards.
Which of these goals is specific, measurable and realistic?
• Kelsey will demonstrate improved writing skills. • Kelsey will improve her writing and spelling skills so she can write a clear, cohesive, and readable paragraph consisting of at least 3 sentences, including compound and complex sentences that are clearly related.
Transition Consults, LLC
Time-limited SMART IEP goals and objectives are time-limited. What does the child need to know and be able to do after one year of special education? What is the starting point for each of the child’s needs (present levels of academic achievement and functional performance)?
• Time-limited goals and objectives enable you to monitor progress at regular intervals.
Transition Consults, LLC
9
7/16/2016
Sample Goals • Monday through Friday Jillian will use the public transportation system to get to her job placement independently arriving at work on time, for any five consecutive days.
• By the end of the first quarter, accompanied by an adult, Jillian will walk to bus stop, ride the bus to work, and get off at the correct work bus stop.
• By the end of the second quarter, Jillian will be able to identify the steps she will follow to independently travel to work.
• By the end of the third quarter, Jillian will independently walk to the bus stop, ride the bus to work and get off at the correct work bust stop.
Resource: Wright’s Law Transition Consults, LLC
Finding Greatness It’s in ALL of us!
Transition Consults, LLC
10
7/16/2016
Dream Big!
21
Transition Consults, LLC
Transition Consults, LLC
11
7/16/2016
Contact Info Transition Consults, LLC Transitionconsults.org Tracy Katz – [email protected]
Julia Barol – [email protected]
12
