#21 Natalie Radke SPED 446 10/11/11 Person-Centered Planning

Section 1: Participation in PCP Meeting

For this assignment I attended two person-centered planning meetings. First, I attended mine and Nicolettes meeting and shortly after I attended Kaitlyn and Annas meeting. Both meetings took place on October 5th at a table in the third floor lounge of the Education Building. We sat at a rectangular table so each person would have enough room to move and take notes as needed. The person of interest was at the head of the table so that all eyes were on her. Then there were two people on each side of the table sitting across from one another. The first meeting, mine and Nickis started shortly after Jim Shriners class at around 6:30 in the evening. Our meeting lasted 30 minutes. The next meeting, Anna and Kaitlyns, started immediately following our meeting at around 7:05 or so. This meeting was a few minutes shorter lasting about 25 minutes. At the meeting Kaitlyn and I had our laptops while Anna and Nicki had their class notes out as well as a notebook. At our meeting we had 5 individuals involved. Nicki was the target person while I acted as the facilitator. Kaitlyn and Anna were the two people from class involved and acted as friends of Nickis including their input on some of the topics. Jenny, Nickis roommate, was also in attendance as the

outside person. She was there because she was also in a similar situation to Nicki and could add her input on things she felt were important when solving Nickis problem. During Kaitlyn and Annas meeting there were also five people. Kaitlyn was the facilitator while Anna was the person of focus. Nicki and I were there as people from class and friends of Anna to help her solve her problem. Annas mother Cindi Demlow was also in attendance via Skype (video-chat). Cindis computer was set up so she could see all of the meeting members at the opposite end of the table. Cindi was there to offer Anna support and input because she had just recently found a job she enjoys and can share her experiences with Anna. Both meetings were fairly similar in the fact that we both used the MAPS process to conduct our meetings. My group, Nicki and I, chose MAPS because we felt that we understood the process best and that it fit our overall goal well. This goal is fairly short term so the MAPS process seems best fit for the process. Kaitlyn and Anna came to the meeting not sure what process they were going to do, they went back and fourth between PATHS and MAPS. At first they wanted to do PATHS but realized it would be difficult to make their goal work around that process. They then decided to also use the MAPS process to conduct their meeting because it was easier to follow and fit to their overall goal. By the end of our meeting we had developed a conclusion and turned it into a plan of action. The plan of action chart can be found at the end of

the PowerPoint we put together to show the process. In order to create a plan of action we separated our information into a timeline of projected dates in which certain tasks/points should be addressed. The objectives Nicki needs to complete are separated into reasonable deadlines that will help her manage her time and plan out what she needs to do each week. With Anna and Kaitlyns meeting, the conclusion was not timeline based but more of a process based plan of action. After their meeting Anna had many possibilities to help her get started with the job hunt. She could go to the career center or look online at the UIUC Virtual Job Board for potential openings. Annas starting point offered her a few more choices without a timeline to follow.

Section 2: Critical Reflections on PCP Meetings Actual PCP Meetings

Both meetings had their similarities and differences. The meetings were both conducted using the MAPS process making me fear in the beginning that they would be too similar and the meetings would not be conducted in their own way. I wanted mine and Nickis meeting to go first so we could conduct it in our own way allowing me, as the facilitator, to ask the questions and bring up points I thought were important to the problem and the process. I did not want to have anything to compare my meeting to. I knew I understood the process and what was expected of us for the class. By going first I felt that Kaitlyn and Annas meeting was similar to ours in terms of the questions asked and the plan of action organization. The meetings were relaxed and open so that anyone could speak when they wanted and

we were all acting as friends here to help the target person. Overall, I felt the time we put into the project prior to our actual meeting helped our meeting go over very smoothly when the time came to conduct our meeting. I had prepared myself for what questions I felt were important in each category and Nicki knew what she wanted to achieve by meeting about a problem that is very relevant to her today. I knew that as the facilitator it was my job to make sure the meeting got off to the right start as well as make sure it stays on task and runs smoothly. I took the time to prepare prior to the actually meeting to ensure that this would happen. Kaitlyn and Annas meeting took a little more time to prepare when we were supposed to be conducting our meetings. Nick and I sat there for the first 20 minutes waiting for them to prepare themselves. They had their class materials to help them figure out which process to use but they had a hard time figuring out whether to use PATHS or MAPS. Kaitlyn as the facilitator asked a lot of the same questions that I had asked Nicki a few minutes earlier. It is very easy to just repeat something that was just seen especially when we had the chance to make the meetings our own without any strict guidelines. Kaitlyn asked many of the same questions I did but she also added a little of her own ideas of questions in as well. She added a few questions that were more relevant to Annas problem of needing a job that would not be relevant to my meeting of finding Nicki an apartment. Annas problem was relevant to her life as well and I could see the fact that she was overwhelmed not just because this was an assignment but because this was

a real problem in her life that she needs to solve. Overall everyone in the group contributed. At each meeting I felt that everyone involved felt comfortable to share their opinions because it was such a relaxing atmosphere. It was interesting to have an outside person (Jenny) actually at the meeting then another outside person (Cindi Demlow) at the meeting by Skype. It changed the way the meeting was held a little bit but overall I liked seeing the meeting in two different formats. In terms of effectiveness, I think that our meeting was very effective. Because this was an actual problem Nicki is dealing with it gave us more of a priority to have us figure out a plan of action. The meetings were in a calm environment, which helped everyone share their opinions because all team members were accepting of all ideas. Our meeting stayed completely on track. Going from the facilitator and director of one meeting to an observer/friend in the next meeting was very interesting for me. I felt more involved in my meeting but I do feel that I shared many opinions and ideas in my classmates meeting. Anna and Kaitlyn are both friends of mine so their well being and success are important to me. The meetings were very effective. Having another person such as Nickis parents may have presented a different viewpoint while having Cindi Demlow actually physically present at the meeting may have made the meeting a little bit different as well. As the facilitator, I felt very prepared. In general, I like being in control of group projects or assignments. Being the director of this meeting was a perfect fit for me because prior to this meeting I was helping Nicki with her

problem of finding a place to live next year. I think I was a good facilitator for this meeting because I know Nicki very well and I also know when she is getting upset, frustrated or nervous. Having a sense of Nickis emotions helped me guide the speed and direction the meeting went in. Also, the fact that I had thought of questions beforehand and understood my role helped the meeting run smoothly. As the observer or friend of Anna in the next meeting my role completely changed. Instead of being the leader of the meeting I was in a sense of being led about which topics to think about. I was a little quieter in the second meeting because I was letting Kaitlyn as the facilitator guide the meeting. When I felt that I had something important to say I did not hesitate on sharing my opinions or comments about the meeting. If I was a participator in another meeting I would ask about the topic prior to attending so I could think of some ideas to remember during the meeting if that topic came up. I would not use my notes as a way to facilitate the meeting but if those topics came up I would share my notes that I had thought of prior. I liked not having as much of an important role in the second meeting as well, it was nice to have some pressure taken off going from the facilitator to a friend in the next meeting.

Application to Future Work

In my opinion I think person-centered planning is valuable. The possibility of planning out a way to achieve a year long, school based, lifeskills based, or lifetime goal can be achieved by gathering the right

resources, people and process. All people involved should have a general knowledge of the situation or relationship to the parents allowing for a meeting that is designated to help the target person. By holding a PCP meeting many people can be introduced to one another and they will all realize they have a common interest in wanting the best for the target person. I think it is a very valuable tool not only for creating a plan of action but for also bringing people together as a support team. In the future if I do have a person-centered planning meeting I would take more time planning and filling in all of the parties involved prior to the meeting as well. I think it would have been a lot more beneficial to know Anna and Kaitlyns topic prior to the meeting so I could potentially brainstormed some ideas on my own. Sometimes when in the setting whether formal or not it is not as easy to think of ideas that are important. Having all parties filled in on the main goal or potential outcome can be helpful so if any participants have resources and/or ideas they can bring all of those to the meeting. I would also have more members at the meeting that would impact the overall goal. For Nickis meeting, having her roommate Jenny was helpful but having her other roommate and parents at the meeting may have been more beneficial as well. Preparation is the key. For the sake of this assignment I felt very prepared going into the meeting however, if this were a real instance with a student I would prepare, prepare and then prepare again to make sure that I have the best starting point when walking into the meeting.

I would use the PCP process as a way to organize the needs and wants of the individual. Seeing how Nickis stress level went from through the roof to a manageable level in a thirty-minute meeting clarified to me the potential these meetings have. It is easy to get overwhelmed with many different aspects of life. The PCP process allows students/families to understand that what seems difficult to achieve can be achieved with the help of others and a plan of action. Teachers have a very busy schedule. By using a PCP meeting some of the stress and time can be taken off of the teacher and spread out amongst all members of the support team. By gathering all parties together and having the target person be the center of focus, the meeting can be very valuable not just for the target person but also for the people involved. Team members may see themselves taking on a certain role in the students success, taking some of the stress off of the teacher. Putting the time to conduct a PCP meeting is definitely worth the help that will be received in the long run. Not only is the PCP process valuable in terms of time management and a plan of action, the process is also a way of bringing people together. If all people involved want the best for the student it will allow people to meet and communicate their specific ideas. In my future work, by holding a PCP meeting I may realize that I am not alone in this process and I will now know whom to turn to in times of need for the student. The process opens a door of communication with the parents and family members that may not have been noted if the process was not initiated. Another way the PCP could help

with educational planning is that the plan of action has targets that should be met or achieved across a period of time. This plan of action will then turn into an outline or list of objectives that I can incorporate into my instruction. The plan of action can be used as a guide for future/current instruction and passed on to other instructors so that everyone will be together in the process. In terms of identifying curricular priorities, the PCP process allows for all individuals to meet and discuss what is best for the student. In academic terms, if a student is struggling in a certain subject, setting or another area the process can help the team gather ideas to help the child get the most of his/her educational time. Other team members who see the child outside of the school can help initiate these target areas and objectives at home in order to practice and benefit the student. In the long run if a student plans on continuing his/her education or getting a specific job, a PCP meeting can help get the child ready for these dreams. In certain cases specific curricular priorities may be needed to achieve their desired job or school. A PCP meeting can help outline and prioritize what the student needs to get them on the path to success. Now that this process in ending, this assignment really clarified the person-centered planning process for me. It was great to see the behind the scenes, preparation portion then the outcome. Having a skill that was relevant to the target persons life made the process real and beneficial for all people involved. PCP is a process I will definitely use in my future work,

even though I was not the target person I could relate to being stressed and overwhelmed and just wanting answers. The PCP process gives students answers and creates manageable criteria to achieve goals and dreams.

Section 1: Participation in PCP Meeting Summary NOTES Informal Notes from Meeting
People involved: Natalie- facilitator Nicki- person of focus (target person) Jenny- roommate of nicki (additional person outside the class) She is one of Nickis current roommates who plans on living with her again next year. They need to find a three-bedroom apartment on campus that meets all of there living needs. Jenny will add her input into the meeting as to what makes a good apartment and help guide Nicki. Jenny and Nicki have lived together for the past years and have gotten along well, they share many of the same interests. What is valuable to Nicki may also be valuable to Jenny. By sharing both interests they can narrow down there needs for a potential apartment. Kaitlyn- classmate, Anna- classmate, History: (NICKI SPEAKING) - Born 12/5/1991 - Born in Cicero, IL (Chicago suburb) - From Riverside, IL - Currently live in Champaign, IL - One older sister, Tricia, 24 years old - Has had a good school experience, involved in sports in high school (cheerleading and orchesis), extra curriculars in high school and college. Best Buddies and Phi Eta Sigma honors fraternity. - Close relationship with both parents - Close to grandma and great aunt titi

Jenny- best friend of 2 years (current roommate)

Dreams - To find living arrangements for senior year Fears - All roommates may not be able to agree on a location to live - Roommates find an apartment by themselves and leave Nicki out - Wont be able to afford the apartment that she wants - May wait too long to find an apartment and live in a bad part of town - Bad landlords Who is Nicki? Very sociable and easy to talk to Liked by classmates and teachers Organized, good time management skills (ANNA) Very anxious Very busy (work, school, practicum, making time for family and friends) Enjoys watching television Leader Perfectionist Dedicated to success Shy in professional conversations

Needs In this section Kaitlyn and Anna brought up some ideas of visiting their apartment complex and some friends apartments that they know of. Jenny brought up some main points that they have now in their current apartment and Nicki decided if they were a necessity to her. New apartment for Next Year Good location, on campus Well lit streets, secured entrance (JENNY) Covered parking must be available 3 bedrooms Must cost under $700 per month (including parking) Take initiative to look at potential apartments with roommates Washer/Dryer in unit preferred Fully furnished

Open mind going into the process (KAITLYN)

Plan of action Strives to achieve this goal by middle of November * Jenny helped put into perspective a desired deadline. Also, offered to accompany Nicki through a majority of the process This week: Research potential apartments online Call/visit the Tenant Union Visit friends apartments. Visit Kaitlyn and Annas apartment Make appointments with realtors to view apartments for next week

Next week: - Look at apartments schedule last week * Take notes as they are viewing the apartments - Sit down with roommates and discuss pros/cons of each apartment unit - Make follow up appointments for apartments that the group likes - Take time and dont rush the process By the end of the month: - Have apartments narrowed down to 2 - Talk to parents about pros/cons of each and budget - Review leasing agreement - Take the lease back to the Tenant Union for approval First week in November: Make final decision with all roommates Call realtor to schedule lease signing appointment Verify with each roommates parents that this is a good choice Write a check for desired security deposit Go to meeting and get new apartment!