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https://northstarfacilitators.com/the-path-process/
This is a specific 8 step process for person centered planning. It breaks it down into smaller steps and makes the process very friendly. The student sets a dream for the future and slowly works backwards through the steps of getting there. They work all the way back to what they can work on tomorrow or even right now.
(Sean)

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This kit will provide you with suggestions and options for you to consider as you set out to find your child's own unique path to adulthood.
(Hollie)

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Transition Tool Kit

The development of the transition plan should be driven by your child's desires, preferences, strengths and challenges. This is the theory behind person-centered planning.

The process usually starts with an initial team meeting to identify opportunities for the focus person to participate in the community, find employment or postsecondary education and live as independently as possible. To the best of his or her ability, your child should play a central role in the meeting. He or she should even choose who to invite to this meeting - this might be family members, friends, teachers, therapists, etc.

The process will provide you and your adolescent with a vision for his or her future and some specific steps to get there. Team members are responsible for implementing the strategies discussed in planning meetings. It is best to prepare your child as much as possible for these meetings so he or she is able to participate as much as possible.

More information about person-centered planning can be found on the PACER Center website and individuals and families can get assistance with person-centered planning by contacting their local University Center on Excellence in Developmental Disabilities or Parent Training and Information Center. There are several person-centered planning tools available to families. Below is information about two tools that families have found helpful.
PATH: Planning Alternative Tomorrows with Hope
PATH is a person-centered planning and goal-setting tool used to map out a vision of a desirable future for the individual. This tool helps families to think about the future and then work backwards to determine the steps necessary to achieve that future. PATH, developed by Jack Pearpoint, John O'Brien and Marsha Forest, starts with identifying the individual's "dream" and creating a portrait for the future he or she desires. Based on this ultimate vision, the team then thinks about the goals for 1-2 years ahead, followed by the next few months and continuing to the present. The team next determines the immediate steps that should be taken to achieve that long-term vision. PATH resources can be found at inclusion.com/path.html.
MAPS: Making Action Plans
MAPS is a collaborative action planning process used to help an individual create a plan for his or her own life. During the meeting, the team develops a MAP to serve as the compass that points in the direction of a positive future for the individual with autism. Some essential elements of a MAP meeting include a personal and informal atmosphere, the presence and participation of the focus person and the key actors in his or her life, the discussion of key issues and the development of a concrete plan of action to begin right away.

There are eight questions that should be covered by the facilitator in the MAPS meeting, divided into 2 parts:

PART I

1) What is a MAP?

2) What is the person's story?

3) What is your dream?

4) What is your nightmare?

PART II

5) Who is the person?

6) What are the person's talents, gifts and strengths?

7) What are the person's likes and needs?

8) What is the plan of action?

The answers to these questions should drive the development of a MAP for the individual. Above is an example of the MAP of an adolescent with autism: MAPS information and resources can be found at inclusion.com/maps.html.

So when thinking about all aspects of transition planning, keep in mind that teaching your child to advocate for him or herself can make a big difference in helping him or her to secure the supports and services needed to live the life that he or she wants and deserves. It may seem overwhelming to you to think about teaching these important skills, but remember that you can start very small and build upon these skills gradually and to the best of your child's ability. Even just teaching your child that he or she has the right to make or contribute to decisions big and small can go a long way. You may not think your child has the ability to make decisions for him or herself, but remember that even though it may not be easy to communicate them, your child has thoughts and feelings just like any other young adult who wants to shape his or her own future.

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The Importance of Person-Centered Planning | Autism Speaks

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The development of the transition plan should be driven by your child's desires, preferences, strengths and challenges. This is the theory behind person-centered planning. The process usually starts with an initial team meeting to identify opportunities for the focus person to participate in the

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In this workbook, you will have a chance to think about your life and the kinds of
things that are important to you.
(Hollie)

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This is a great site with a lot of great ideas and tools for how to help those with Down Syndrome and person centered planning.

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Encouraging independence

Something all parents do is provide opportunities for their children to become independent. Making choices is part of this and needs practicing. Simple things like choosing what to eat or wear, what shampoo to use or toothbrush to buy are all ways of us feeling in control of our lives and what happens to us. Starting to make choices from an early stage can help encourage future independence in life.

Tips for encouraging independence

New experiences can provide concrete examples of things to make choices about. For example, deciding between cinema or bowling, swimming or trampolining, Chinese or Italian food are all simple choices that someone can make in their everyday experience.

Work experience, volunteering and other work opportunities are a great way of fostering independence. You can find out more about work on our WorkFit page.

People with Down's syndrome can sometimes find it hard to understand what something is like which they haven't experienced. This can make it more difficult to start new experiences and activities. Films and videos are a way of allowing young people to see what is possible beyond their own world.

Mental Capacity Act

Mental capacity is the ability to make particular decisions. At 16, your son or daughter is considered to have mental capacity unless proved otherwise. This capacity is assessed on a decision by decision basis. Whilst this might seem complex, the principles are straightforward. Our factsheet on the Mental Capacity Act and Code of Practice can help you understand how the law applies to your son or daughter and those who support them. We also have information about mental capacity, banking and finance.

You can also read our blog that outlines what good support looks like and how you can be responsive to the needs and wishes of the individual.

How you can support your son or daughter as they grow up

Start thinking and talking about the future as a family. The 14+ transition review is a good time to begin finding out about what is available (care and support, work, leisure, housing). See our page on planning for adulthood.

Keep a written record of what works and does not work for your son or daughter. This will provide valuable information to social work and health professionals about what works best for your son or daughter when there are decisions about health, care or accommodation to be made.

Begin developing a person-centred plan with your son or daughter and the people who care about them. A person-centred plan is a plan that revolves around the person, what they like and don't like, and what they want, both now and in the future; this will provide vital information about the wishes and needs of your son and daughter and the support they will need to achieve them. The plan will develop as they grow into adulthood. The Foundation of People with Learning Disabilities' Thinking Ahead guides may help you with the planning process.

Circles of support

Circles of support can be another way of adding an extra layer of support. A circle of support is a group of people who know a person well, such as family, friends and supporters, who meet regularly to help the person they support achieve what they want. This can include sharing ideas to tackle problems, providing a strong network of relationships, helping the person feel more independent and taking action to get things done. A circle of support usually includes somewhere around 3 - 10 people. There is no formal process to setting up a circle of support and you can organise it yourself. The Foundation of People with Learning Disabilities has a guide to setting up your own circle of support. You can find more formal support from Helen Sanderson's website.

Other resources

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Something all parents do is provide opportunities for their children to become independent. Making choices is part of this and needs practicing. Simple things like choosing what to eat or wear, what shampoo to use or toothbrush to buy are all ways of us feeling in control of our lives and what happens to us.

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A great article on how to accommodate the needs of those on the spectrum with person centered planning.
(Calie)

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This was published last Nov. by NCAPPS (National Center on Advancing Person-Centered Practices and Systems) and is pretty darn useful and comprehensive-- with four main principles: focus on the person, choice and self-determination, community inclusion, and availability of services and supports.
(Joel)

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An introductory course offered free from Cornell University. For educators, admin, parents and guardians or anyone who wants to learn about person centered planning could utilize this course to better understand the types, processes and core concepts. This resource is not the most accessible and requires a lot of communication skills but it could be an avenue worth going down for certain types of learners.

(Gary)

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Here is the current slate of offerings from the Person-Centered Planning Education Site. Each has been designed to introduce the user to a different set of tools for use in person-centered planning.

The intention of this site is to introduce the learner to the basic concepts of person-centered work. Completion of the coursework by itself will not provide the learner with the skills necessary to facilitate person-centered planning processes. Learners who are interested in becoming a trained facilitator should contact the specific resource listed at the end of each course.

The courses consist of several modules each, including an introduction and overview, activity, quiz, in-depth reading, and links & resources page. Whereas the overview and readings will give you basic information on the topic, the activities and quizzes will help you explore your own understanding and retention of the material.

Please choose a course that interests you:

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The Person-Centered Planning Education Site

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Here is the current slate of offerings from the Person-Centered Planning Education Site. Each has been designed to introduce the user to a different set of tools for use in person-centered planning. The intention of this site is to introduce the learner to the basic concepts of person-centered work.

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Resources for Deaf Person Centered Planning

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Resources for Deaf Person Centered Planning

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Deafness leads to a culture, which is a significant piece that many mainstreamed Deaf or hard-of-hearing students miss out on when they are viewed as "disabled" only. If any of you ever work with deaf or hard-of-hearing students, please keep in mind that there is so much richness that comes with it! Deaf Culture and Community is warm and welcoming, encourage families to delve into it! Here are some resources to get you started. (Chelsey)

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laurent clerc national deaf education center

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Summary of VL2 Research Briefs provides descriptions and links to the research briefs, which are resources for educators and parents.

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A person-centered, self-guided, age appropriate life planning tool for everyone, from infancy and childhood through school age and transition, even adulthood.
Funded by the Washington State Development Disabilities Council. (Shyan)

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What is My Life Plan, a Person-Centered Planning Guide?

It's a tool to help you create a vision that's based on strengths, skills and interests, and to set goals and identify supports to make that vision a reality. You can share your plan with anyone who is a helpful person in your life, such as: your parents, IEP team, case resource manager, or support staff.

How do I use it?

We've created a handy tutorial to guide you step-by-step through the process from beginning to completiton.

Who is it for?

The Person Centered Planning Guide is for anyone who is a client of the Developmental Disabilities Administration (DDA). You don't need to be receiving a paid service in order to use this tool.

What is AIRLIFT?

is a software platform, designed and developed by .

How can I get help?

Visit the section to learn about the team behind My Life Plan and contact us for questions.

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What is My Life Plan, a Person-Centered Planning Guide? It's a tool to help you create a vision that's based on strengths, skills and interests, and to set goals and identify supports to make that vision a reality.

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Department of Development Services
This is a resource from Mass. but I feel like it can be really resourceful regarding the Person Centered Planning section. I found it interesting that not only was it named something different but it was also a site with training resources, peoples' lives info, sexuality and more.
(Brie)

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To be person-centered means treating individuals with dignity and respect; building on their strengths and talents; helping people connect to their community and develop relationships; listening and acting on what the individual communicates; taking time to know and understand individuals and the things that make them unique. Person-centered thinking involves a deep respect for individuals and their equality. Person-centered planning involves a process and approach for determining, planning for and working toward what an individual with a disability or an older adult wants for his or her future.
Don't we already do Person-Centered Planning? It is built into all our work.
Many providers believe that the work they are currently doing is "Person-Centered." While the person being served may be the focus of activity, it does not necessarily mean that they are the one who is directing the activity.

Person-centered care planning involves the use of new tools and strategies with which most providers are not familiar. A critical aspect is the inclusion of the person's natural supporters in the care planning process; articulation of clearly defined short- and long-term personal goals with measurable objectives; assignment of responsibility for different tasks and action steps to different members of the care team including the person in recovery; and use of tools such as psychiatric advanced directives, shared decision-making aids, and supported employment, housing, socialization, and education coaches. (Tondora, et al)

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Person-Centered Practices - DDS Learning

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To be person-centered means treating individuals with dignity and respect; building on their strengths and talents; helping people connect to their community and develop relationships; listening and acting on what the individual communicates; taking time to know and understand individuals and the things that make them unique.

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I realize that this is an article, but I found it to be considerably practitioner-friendly. I love the way that it provides five steps for encouraging more active participation in the person-centered planning process of parents from culturally and linguistically diverse backgrounds. While this text specifically looks at integrating MAPS with a Hawaiian process called Ohana Conferencing,  the concept of merging American education values with another culture's educational values can certainly be generalized. During our activity this evening, we talked about how we often see different expectations and values between educators and parents around a child/student's education, especially from families from culturally and linguistically diverse backgrounds. I am intrigued by the practice of biculturalization and merging  families' values with American education values. As a Filipina-American, a huge part of my self-determination as an adult has been constructing my identity as a Filipina-American. I love that this process can be a stepping stone for youth from diverse backgrounds to emphasize a hyphenated identity in their own self-determination.

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- Taiya

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If you give people tools, and they use their natural ability and their curiosity, they will develop things in ways that will surprise you beyond what you expected"

Bill Gates

"The expectations of life depend upon diligence: The mechanic that would perfect his work must first sharpen his tools"

Confucius

"The greatest danger is not that our aim is too high and we miss it, but that our aim is too low and we hit it"

Michelangelo

"All these things are merely tools, use as little or as much as you need to express your own uniqueness"

Adrian Belew (King Crimson Guitarist)

A presentation about MAPS, by Joanne Williams and Sue Kenworthy Thinking about how a person tells us what they want and how they are feeling is absolutely crucial to any person centred approach - we need to listen to people and talk in ways that work for themThe 'Pyramid of Success' - a way of breaking down an objective taken from planning into more simple steps, so that people can see where they are going, and how far they have comeThe Staff Matching Tool - People who use services deserve to be supported by people that like them, that share common interests, have a compatible personality and the skills needed for their careThe 4+1 questions are a useful way that a person and the people who care about them most can think together about important issues. If the questions are used properly, everyone will get a chance to share their experiences and voice their concerns

This page contains lots of links to different Person Centred Planning and Person Centred Thinking Tools.

They are here as a resource, so that people can download formats for their person centred work.

Person Centred Thinking Tools are ways that people can listen and learn about what really matters to people, and to create actions together to make sure these things become part of their lives.

To do person centred thinking, all you usually really need is:

some paper

a few pens or pencils

some people you trust to think with

some really good questions

a commitment to take action on what you learn

Different tools are useful for different jobs, with most of these tools it is best that you have some training in how to use them first!

Getting Started with Person Centred Thinking

One of the best tools to start with is the 'One Page Profile':- A list of what people like and admire about the person, what the person is telling us with his words and behaviour is important to them, and a description of what really great support for that person looks like:- everyone should have one! The one page profile can then be built up using other person centred thinking tools into a much fuller person centred description of the person.

Person Centred Plans and Health Action Planning
"A Person Centred Approach to Health Action Planning", by Bernie Shaw and Ann Ashcroft - this is a presentation about how Bernie and Ann made a Health Action Plan in a Person Centred way

Hospital Passport
A set of key information about how a person prefers to be supported while in hospital, whether for a planned visit, or an emergency.

MAPs

This is a brilliant Person Centred Thinking tool from Essential Lifestyle Planning, which can be used in all kinds of situations. It helps people think about what is important FOR a person - the things needed to keep them healthy and safe, and what is important TO a person - the things that matter most to them in their lives

My Daily and Weekly Routines
Where a person's regular routines are important to them, this tool helps record their important daily and weekly routines.

Good Day / Bad Day
Thinking about what makes a Good Day for the person and what makes a Bad Day is a way of learning more about the people, activities, objects and routines that really matter to the person, and about ways to have more good days, and fewer bad days.

Lifeline
Using the lifeline tool helps a person and the people round them think about how they got to where they are now.

Dreams and Nightmares Tool
Use this tool to explore with a friend or supporter what your nightmares are (the things you don't want in your life) and what your dreams are (what you would do if you could have anything you want). You then make a plan about how to avoid your nightmares and achieve your dreams.

(This tool needs to be used very carefully, especially if there are parts of your life you do not want to think about!)

Gifts Sheet and Community Map
Use this tool to think about the persons gifts, the things that people like and admire about the person, the skills and attributes that make them who they are. Then think about places in the community where these gifts might be welcome.

Great Support
Use what you know is important to and for the person you are supporting, and what you know works and what does not work, to make a picture of what really great support for that person looks like.

Learning Log
The 'Learning Log' - a way that a person and their circle of support can record what they are learning from planning and from putting the plan into action

Achievement Tool
A tool for recording, celebrating and learning from a person's achievements. Use it for your team too!

Person Centred Tools for Care Management
A list of Person Centred Tools for Care Management - by Simon Duffy and Helen Sanderson

Facilitators' Learning Set
A Person Centred Review of the Chorley and South Ribble Facilitator's Learning Set - we used the 'Person Centred Review' approach to review the work of our learning set

PCP Facilitator's Doughnut
We looked at the roles and responsibilities of the PCP facilitator, what are their core duties, where can they use judgement and creativity, and what is not their job?

PCP Facilitator's Be-Know-Do
The Facilitator's Learning set thought about: What a PCP Facilitator should BE, what a PCP Facilitator should KNOW, what a PCP Facilitator should DO

Ground Rules
Every group and every meeting needs a set of ground rules, so that everyone feels they can contribute and be listened to with respect. This is a set of ground rules made by members of Linkability in Chorley's Person Centred Planning Task Group.

Team Purpose Statement
Person Centred teams need to be focussed on their purpose, and understand how this will impact on the people they support, families, the wider community, their service, and on the team members themselves

Quality Evaluation Tool
A tool for evaluating the quality of a Person Centred Plan - based on work by Smull and Sanderson

Measuring Wellbeing
A tool being used by 'Help Direct' in Lancashire to help people explore different aspects of their lives.

Is It Really a Person Centred Plan?
7 Key quality suggestions

More on Quality in PCP
Ideas to bear in mind for quality planning

Service Quality Cycle
A quality cycle for services striving to be person centred

Carer's Assessment Preparation Form
A form designed to help carers think about their own needs, prior to a carer's assessment

Decision making Agreement
A tool that makes it clear how different important decisions in a person's life will be made

One Page Profile
How to construct a 'One Page Profile', and build it using Person Centred Thinking Tools, into a 'Living Description' of the person

Andrew's Textile One Page Profile
You don't need to have a computer to make a one page profile. Andrew used textiles to make this fantastic one page profile that shows his love of cycling, and lager, as well as what people like and admire about him.

5 Conflict Questions
5 Questions to help a meeting constructively disagree, by discovering where they agree and disagree, what they can live with, and what remains unresolved, then take actions based on what they find.
One Page C.V.

A one page profile that explains what people like and admire about the person at work, what matters to them about their work, and what makes good support for them at work.
Example: Max Neill's One Page Profile for Work

Stay Safe Plan
This plan uses some of the tools from the person centred approach to risk to help think about strategies to stay safe while connecting with the community. Without such connections, we are far more at risk.

Poetry Corner
Sometimes a story or a poem can tell you about how things felt and tasted, as well as what happened - here we are collecting together stories and poetry connected with Person Centred Planning and Thinking

Using Stories in Person Centred Thinking
How stories can be used to change a culture.

Stories and Examples of One Page Profiles
Lots of great stories and examples of plans and One Page Profiles from Helen Sanderson Associates

More Tools and Examples of Person Centred Practice
Lots more tools and great examples of person centred thinking from the 'Valuing People' website

How Well Do I Know and Use Person Centred Thinking Tools?
A list of some of the person centred thinking tools that helps you assess how well you know them, and think about how you could use them.

There's some more in-depth information on how to use and develop the person centred thinking tools on the Person Centred Thinking Champion's Page
Like and Admire
Building a picture of what is likeable and admirable about a person gives us clues about possible new roles the person could fulfil, new places they might be welcome, new ways that the person could contribute to the community.

Person Centred Communication Tools MAP template and Guidance Notes

The For/To Sort Pyramid of Success
Ideas Evaluation Tool
An 'Ideas Evaluation Tool', from John O'Brien - Work out how far will different ideas help a person attain Choices and Respect?

Staff Matching Tool

The 4 plus 1 questions

"Let's make sure we ask good questions that direct our energy toward great lives in our communities - for all of us"

Nan Carle

. Where Did All These Tools Come From?
How Do I Find Out More?

Person Centred Thinking Tools have been crafted and tempered during the work, experience and learning of lots of people, including Michael Smull and Helen Sanderson from the Learning Community for Person Centred Practices , Simon Duffy and Gill Goodwin from , and from the work of pioneers like John O'Brien , , Marsha Forest and Jack Pearpoint being a Person Centred Thinking Champion , or about how Person Centred Thinking could be used to listen and learn about what matters to you, or to the person you care about, please contact Max Neill or Helen Smith (PCP Coordinators) by clicking HERE.

In Central Lancashire, we have taken the approaches and tools advocated by these practical thinkers, and are trying to apply them to our own work.

If you are in the Central Lancashire area, and want to find out more about

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LDPB Chorley and South Ribble PCP, Home - Person Centred Thinking Tools

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If you give people tools, and they use their natural ability and their curiosity, they will develop things in ways that will surprise you beyond what you expected" Bill Gates "The expectations of life depend upon diligence: The mechanic that would perfect his work must first sharpen his tools" Confucius

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-Graham

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FACILITATION for INCLUSION - the PATH Demonstration: This DVD features Jack Pearpoint and Lynda Kahn as they share their insights on the many subtle techniques of facilitation and demonstrate PATH with a youth organization (SKETCH) as they think about their future .A companion book: The PATH & MAPS HANDBOOK, Person-Centred Ways to Build Community FACILITATION ...

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Awesome walk through of Circle of Friends, MAPS and PATH. -Graham

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Individuals with an autism spectrum disorder need support for their future success. They need to start as early as possible to establish paths that can lead to more successful school years and adulthood. It is never too late to begin to plan. Futures Planning can begin to open opportunities in the school and in the community for individuals with autism spectrum disorders. It can build a support network for both the family and the individual him or herself and can lead to the establishment of important relationships.

There are three specific tools many people with and without disabilities have used to create the support and vision for their futures. The tools are Circles of Support (Friends), MAPS (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope). Each tool has a specific purpose but all are about creating positive futures. The most important and unique aspect of these tools is that the person with the disability is at the heart of each tool.
"The person is first and foremost-the heart of the matter. In order to actually realize what any person needs or wants, nothing is more important than genuinely listening to that person. We must not 'presume' wants or needs; rather we must help an individual make choices and then facilitate the journey towards those goals. It means giving up control and learning how to listen. It means being non-judgmental, but creating a positive supportive framework within which there is a balance of safety and responsibility, all focused by genuine selection of direction by the person. Our planning for others needs to mature to 'planning with'. It always needs to be within the framework of what a person wants for his or her life. It is vital to remember that it is his or her life. Striking this balance is notALWAYSeasy. In fact, it is hardly ever easy, but it is always right. There are no guarantees that people will get what they want, but at least we will have done our best and there is integrity in the route we have tried. It is honest. There is one additional reason to take this route-very often, it works!" (Forest & Pearpoint, 1998).
Let us illustrate this process by telling the story of George Howard. " George was diagnosed at age two with Pervasive Developmental Disability-Not Otherwise Specified (PDD-NOS) after a history of ear infections and the loss of language. He presented with severe language delays and behaviors typically associated with autism. George engaged in repetitive play usually related to obsessive interests in specific playthings. He had, at times, uncontrollable frustration that took the form of screaming. He was not injurious to himself or others, but he had completely retreated into his world of cartoon characters and videos. He also demonstrated tactile defensiveness and auditory sensitivity. The most severe was his auditory sensitivity. He would hide in corners in a fetal position and hold his ears. Rarely could he be comforted. He had virtually no functional language and used his hand to direct people to his needs. It was clear he needed intensive intervention. George began with private occupational therapy and speech therapy. He also received Auditory Integration and Sensory Integration. At three, he was enrolled in both the special education preschool program in the mornings for structure and a private community-based preschool program in the afternoons for social exposure. He attended both schools over a period of three and one half years. During that time, he repeated Auditory Integration Therapy two more times and worked on a computer-based language-processing program. His private therapists worked extensively with him in the clinic as well as in other settings to help him cope with his world" (Cathy Luerssen, Mom).

George was in preschool when his teacher, Diane, heard about Personal Futures Planning. She talked with Cathy and Bill Howard, George's parents about this process. After talking to a consultant from the Indiana Resource Center for Autism who told them that these planning tools take time and commitment, the family decided to move forward with the process. They believed that in order for George to be successful in school and later in his life within the community, they needed to begin right away. They also knew they could not do it alone. First, they developed their Circle of Support also known as Circle of Friends.

Creating a Circle of Support/Friends takes thoughtful planning and organization. It is not a process that is slapped together in haste because it is a time when friends gather to help plan a future for someone they care about. Circle of Friends (Support) is a group of people who meet on a regular basis to support the focus person to meet his or her personal dreams and goals. The Circle members should be people who are dedicated to the focus person.

It can include people who are professionals in the person's life. A Circle is not associated with any agency or school, but instead is focused on the association with a specific individual. Each Circle member is an equal with power to share ideas, listen to others, voice concerns freely, and work together to help improve the quality of life for the focus person. Members are not paid to be participants in the Circle. Membership in any Circle is voluntary. They are there because they care!

Prior to sending invitations to potential Circle members, the Howard family had to choose a location for the meeting, set the time, establish an agenda for the meeting, and find someone to facilitate the initial meeting. After initial decisions had been made, the invitation process started. As stated, George, the focus person, is ultimately in charge. Since he was too young (5) to determine whom to invite to his first Circle meeting, his parents made a list of people who they felt believed in George and could commit to the process. Their list included family members, private therapists, family friends, and school personnel (e.g., teachers, preschool administrator, therapists, paraeducators). The invitations were sent and the Circle Meeting started to become a reality.

First Circle meetings help the group gain a focus. There is always a facilitator for Circle meetings to help maintain the focus of the group as the meeting progresses. Usually, the facilitator meets with the focus person ahead of time to clarify the person's goals and potential obstacles. At the meeting, the Facilitator can share those dreams with the group and then begin the process of brainstorming the needed supports.

For their first Circle meeting, the Howards decided to do a MAP to help begin the process of creating a positive future for George as he entered kindergarten. They asked IRCA staff to facilitate this process.

"MAP is a process which gathers information and then utilizes that information to develop a plan of action for a person. It is based on dreaming and listening. The aim of a MAP is to move away from a person's nightmares and to do everything possible to move towards their dreams." (Forest & Pearpoint, 1998). When the Circle gathers to do a MAP, the facilitator helps the group focus on the capacity, gifts, and talents of the individual. A primary goal is to help plan for the successful involvement of the student for not only academic reasons, but also for the social aspects of school. Typical peers who are interested are included for their unique contributions and abilities to help the process. This process helps the group focus on the value of developing social relationships as well as inclusion in general education classes. The facilitator guides the Circle through a series of questions that begin to shape the plan of action.

The Howards were aware that the facilitator would be asking questions that could sometimes become quite personal and emotional. They knew they had created a safe environment that made sharing easier for them. The last questions, which are answered by the Circle members, focused on George's unique strengths and interests and also helped start the creation of strategies to overcome obstacles to help George reach his dreams. The questions are:

1. What is George's history? Family members who know George best were asked to talk about George's life history, including some of the milestones for him.

2. What is your dream for George as an adult? The Circle helped the family to develop a vision for George's future; what they truly want for him. It forced them to look beyond the present and dream for him and his family.

3. What is your nightmare? The most difficult question the Howard family had to answer. They identified the situations that the Circle members would work very hard to keep from happening. Like most families, one aspect of the nightmare was that George would be alone in this world.

4. Who is George? All Circle members contributed by sharing words they would use to describe George. There were no right or wrong answers because each person has a different relationship with George.

5. What are George's strengths, gifts, and talents? George has many gifts. Instead of focusing on the challenges, this question allowed everyone to share what they believe George can do, what he likes to do and can do well.

6. What are George's needs? From their unique perspectives, Circle members revealed what they felt George would need to begin to achieve the dream.

7. What would George's ideal day at school look like? What must be done to make it happen? This process was the beginning of helping George become included at school. This question outlined a typical day and then moved forward into ways to assist George to be more included based on his needs and his gifts. It identified those supports he may need in each situation.

The Circle, as a collective group, answered the final question in a very thoughtful manner. The description of George's potential day helped set the stage for the beginning of his successful involvement at school.

At the end of the meeting, a decision was made about when the next meeting would take place. Setting the next meeting was an excellent way to assure that the majority of people would be there instead of calling a meeting spontaneously.

As George moved into Kindergarten, the Circle of Support/Friends continued to meet on a regular basis to discuss his successes and challenges. It was decided to meet quarterly, appoint facilitators, and create a standard agenda for the Circle meetings. The Circle created a simple agenda: Celebrations, Concerns, Plan of Action, Action Assignments, Next Meeting Date, and Potential Agenda Items. It was understood that membership continued to be voluntary but everyone was an equal and valued member of the Circle. If issues surfaced that needed immediate Circle support, anyone could call a Circle meeting. To help alleviate emergency situations, the school staff met regularly to be sure things were clear and moving forward. These were not circle meetings, but school staffings focused on strictly school issues. Personal futures planning involves more than school; it is about the person's life!

The Howard Circle had the opportunity to be involved in one more aspect of personal futures planning for George during an IRCA summer institute. This was the summer before George would enter 1st grade. They were asked if they would be willing to have a PATH created for George as part of a demonstration. They agreed. The entire Circle did not attend, but his mother, father, brother, preschool teachers, paraeducator, and first grade teacher did participate in the PATH process.

PATH

According to Pearpoint and Forest, "PATH is an even sharper edged tool than MAP. It is a series of eight structured questions that must be asked in a particular order. A more detailed plan of action emerges at the conclusion of a PATH meeting." (Forest & Pearpoint, 1998). Two trained facilitators are actively involved. One asks the questions related to the steps and guides the discussion, while the other creates the PATH itself through drawing and words. The eight steps in PATH are:

1. Touching the Dream-the North Star

2. Setting the Goal

3. Grounding in the Now

4. Identifying People to Enroll

5. Recognizing Ways to Build Strengths

6. Charting Action for the Next Few Months

7. Planning the Next Months Work

8. Committing to the First Step

In the first step of George's PATH, the Howards had to define their dream for George; his NORTH STAR. It was important for the Circle to allow themselves to be free to see George's possible future without the constraints that had been there. It was up to the facilitator to believe in the dream and allow everyone to dream freely. This became the driving force of George's PATH and is the force behind any PATH. A question used to help the Circle begin thinking about the North Star was "What do you see happening in George's life in the future?"

The Circle members each took a turn in sharing their dream for George. His North Star looked wonderful as they all spoke. In the future, the dreams for George included the following:

George feels valued and happy!

He is racing and playing!

There is growing independence and contributions by George.

He holds on to his creativity with the support of his Circle of Friends.

He has strength and friendship on his long journey.

His family includes: Mom, Dad, Patrick, Miss Patrice, Grandma, Grandpa, and Jason.

He has lifetime intimate friendships.

Everyone has come through when we needed help.

Inclusion, welcomes everyone learning to speak a different language. Differences are seen as positive gifts.

He has a faith in God.

We're drawn out of 'privacy' into a world of friendship, knowledge, laughter, hope, and fun with schools, neighbors, and friend.

People see his strengths and gifts.

George said, "I wake up for my dream every day!"

After George's Dream had been designed, setting the Goal was the next step. What would the goals be to help those dreams become a reality? These goals would be set for six months, a year, or two years in the future. They are what Forest and Pearpoint call the 'positive and possible' future. The facilitators helped the Circle be creative in setting goals and also in thinking about the goals as if they had already happened. This kept the Circle thinking of things that were positive and possible for George. Their Goal date was June of 2000.

For George and his Circle they had many ideas for what would be the positive and possible Goals. Everyone contributed his or her outlook for George's future at school and in the community. By June 2000, the following goals would be achieved:

Everyone is 'on board' at school.

We meet every two weeks in the library and share ideas and muffins!

George visits my son Derek at our house.

We got together in August 1999 ...had a big party!

We smell fresh cut grass, strawberries, blueberry muffins, crayons (George)

We solved practical problems of lighting, sounds, and surfaces.

As George's teacher, I spent my time re-learning, adapting, and changing.

George has been able to move with the other kids from task to task, easily and happily.

Teachers were flexible...discovered ways to include George

Other kids are enjoying playing with George, baseball, play dates.

We are feeling great!

Other teachers ... 2nd grade teachers were involved in meetings, felt great about George coming into her class.

George helped other kids with computers ...strong connections came about.

Mom said I am hearing people's changed attitudes.

George says I met people. . . School was good on Wednesday.

After discussing the future by dreaming and goal setting, the Circle begins to shift its focus to today or NOW. This step helps the Circle describe what it is like now, today for the individual and the Circle. It is not a judgment time, just a snapshot of life today. This involves the names of people involved and the general feelings they are experiencing with regard to George and his PATH. George had different people involved in his first formal PATH, his family, past and present teachers and therapists, and his classroom assistant. Their feelings ranged from "hopeful-so much work to be done" to "anxious to help get started." The rest of the PATH involves what it takes to get from the 'now' to the 'dream'.

The fourth question: Whom do we need to enroll to achieve the goal? The Circle cannot do it alone and may need to ask for the help of specific outside resources to support the PATH. In George's situation, those identified to enroll were others in the school. The new principal, art and gym teachers, occupational and physical therapists, speech and language clinician, other building teachers, other parents, the 'recess aides', and other kids were needed to help George reach his dreams. The people already in the Circle made the commitment to talk to others on this list about the Circle process and specifically, how they could help George.

How can the group become stronger and more potent in its movement toward the dream is the next step along the PATH. The question becomes: "What do we need to do as a Circle in order to be strong enough to reach the goal and keep moving forward? And, what does each person have to do to be strong enough to be able to make their contribution?" There are many areas to continually strengthen such as open, honest communication among Circle members, learning from one another, accessing outside resources, and continually listening to the individual. The general ideas that George's Circle decided upon were: continuous meetings, a connection with last years teachers and aides, expressing our appreciations, and involving other staff and kids. These were the aspects they had decided would help keep them believing and moving toward the desired goals.

Step six involves thinking ahead, perhaps three months. Here the facilitator must guide the Circle members to once again envision things that have 'happened already' toward the dream and goal. The best way to do this is to pick a clear element of the Goal and think of what has happened already. Getting this thinking started is the hardest part, once participants understand it is much easier to continue. For George, this step in the PATH involved thinking about things that could happen in first grade.

Step seven takes a step backwards from step six. This step is actually planning the next MONTH'S work. Here, Circle members consider very specific questions to guide this step. For George, this step was set for the month he was to start first grade.

Finally the last step in the PATH is really the first step the Circle members take toward the Goal!! In this step, each Circle member states what he or she will specifically do before the next meeting or month to ensure that the Circle moves toward the Dream. The Facilitator can ask what can be done by tomorrow or next week to get the participants started.

In George's Circle, those at his PATH each stated what their first steps would be. Those steps as stated were:

"I'll look for children who might be especially good candidates for connections.

"I'll talk with Cathy."

"I'll set up a calendar."

"I'll think about how to create a great classroom atmosphere."

"I'll call Patrice and share ideas."

"I'll answer any questions."

"I'll revisit written notes for ideas. I'll list and contact parents of kids who would be interested."

"I'll spend some time with George this evening."

And George said, "I'm going to do some reading."

Each person set a goal for him or herself and stated it aloud. It was important for everyone to understand that the Circle members who support the PATH are in an interdependent process. This means everyone needs to do their part and support each other to make the PATH work. It is the dedication to the individual and the PATH that can help make the Dream a reality!

Each of the Personal Futures Planning Tools can only work well if they are understood and the facilitators keep the Circle on track. It is crucial that the individual remains the heart of the matter. The person's dream and words must drive the Dream. Every effort must be made to 'hear' that person's voice, whatever it may be. For some individuals, other forms of communication may be necessary, but the Circle should "learn to listen" differently if needed. Trust and confidentiality are also crucial because much of the information shared by the Circle can become very personal. It must be safe for all members to share their feelings or concerns with the entire Circle without fear of judgment or bias. If it is not safe, the Circle will be in danger of splits and lose some of its power.

Finally, this is NOT a quick fix; it does NOT take the place of an IEP. It is a long-term plan for life. With commitment and dedication from a Circle, an individual with an autism spectrum disorder can achieve a great deal if their dreams are recognized and everyone works together to seek positive and possible goals for their future. An improved quality of life and living is what everyone wants and what better way to do it than with a Circle of Friends helping along the PATH!!

An update on George and his Circle of Friends proves how successful this process can be. George will be entering 4th grade. He has been completely and successfully included since Kindergarten. He has language that he can use very functionally to answer questions, ask for things, read in class, and greet and talk to people. He is doing well in school and making high marks in his classes. His screaming is fairly well gone. He does have an occasional vocal outburst in class, but it is not prolonged. Sometimes noise is still too loud for him and he may use his vocalizations to drown out the painful noise. He has friends who seek him out at school and with whom he plays with at his home or at theirs on a regular basis. Each year his upcoming teacher joins the Circle and his 'old' teachers just don't seem to leave. His Circle continues to grow and now includes eight of his peers and their parents. Meetings are quarterly at his former Preschool and last two hours. They are productive, positive, and continue to provide George, but also his family, friends, and others who support him with a source of joy and inspiration to believe that Dreams do come true.

Reference

Forest, M., & Pearpoint, J. (1998). Life is either a daring adventure or nothing at all. Toronto, Canada: Geneva Centre for Autism International Symposium Paper.

Pearpoint, J., Forest, M., & O'Brien, J. (1993). PATH: planning possible positive futures. Toronto, Canada: Inclusion Press.

Video and On-Line Resources

PATH training video: introduction to PATH. Toronto, Canada: Inclusion Press.

Millers Map: Intro to MAP process. Toronto, Canada: Inclusion Press.

Other Resources

Snow, J. (1994). What's really worth doing and how to do it. Toronto, Canada: Inclusion Press.

Flavey, M., Forest, M., Pearpoint, J., & Rosenberg, J. (1993). All my life's a circle. Toronto, Canada: Inclusion Press.

Mount, B., & Zwernik, K. (1988). It's never too early it's never too late. St. Paul, MN: Metropolitan Council, Minnesota Governor's Planning Council.

Mount, B., Beeman, P., & Ducharme, G. (1988). What we are learning about circles of support. Manchester, CT: Communitas, Inc.

Davis, K. (2003). "I wake up for my dream!" Personal futures planning circles of support, MAPS and PATH. The Reporter, 8 (1), 1-9.

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planning alternative tomorrows with hope

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"I Wake Up for MY Dream!" Personal Futures Planning Circles of Support, MAPS and PATH

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Individuals with an autism spectrum disorder need support for their future success. They need to start as early as possible to establish paths that can lead to more successful school years and adulthood. It is never too late to begin to plan.

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Coming to reality soon: person centered planning trailer

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Coming to reality soon: person centered planning trailer

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This is one of the people from Intelligent Lives.  -Graham

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Inclusion Solutions- Person Centered Planning

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Inclusion Solutions- Person Centered Planning

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Taken from their website:
"‘Inclusive Solutions’ are a team of psychologists and associates who specialize in mainstream inclusion for disabled and challenging children and adults. We make available cutting edge practical strategies and ideas for developing effective inclusion in local mainstream schools and communities. We use ideas that have been developed internationally and adapt them to the UK context. We work with anyone who wants to bring about the real systems changes that are necessary to move towards a truly inclusive society."

This website is UK based, but it has good information and the accents in the videos are fun to listen too :) :) :)

~Sara

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Person Centred Planning | What Is Person Centred Planning?

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Person Centred Planning was first developed in the 1980s as a way of enabling children & adults to move out of special segregated places such as schools or hospitals and into mainstream life. We believe person centred planning needs to be built on the value of inclusion.

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For beginners and people with experience.
-Kayley Livingston

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Jackie Lurch

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When you become a parent, the world is full of new adventures. Having a vision for the future in mind, much like a map, is essential to making sure that your child remains at the center of decisions and their trajectory. One way to do that is through a process called person-centered planning.

The emphasis can often feel heavily focused on deficits, but person-centered planning (and creating a one-page profile) celebrates your child's strengths, gifts and talents, what works for them, and their hopes and dreams!

Samples

You can use one page profiles almost anywhere, including your child's school, the doctor's office, and community of faith!

Below you will find real examples of one page profiles sent to us by families (and shared with permission) to give you an idea of what they can look like. If you would like to send in your child's one page profile to be featured, please email our Communications Manager.

Other Samples

FACT Templates

Not sure how to get started with creating a one page profile? Use one of our templates, available as a PDF or Word Doc.

General Information and Additional Resources

More information about person-centered planning and one page profiles.

Inclusive Solutions: Person-centered Planning
Oregon Training and Consultation [OTAC]: Person Centered Approaches and Practices
PACER: Person-centered Planning
Sheffkids One Page Profile Templates

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Person-centered One Page Profiles - FACT Oregon

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When you become a parent, the world is full of new adventures. Having a vision for the future in mind, much like a map, is essential to making sure that your child remains at the center of decisions and their trajectory. One way to do that is through a process called person-centered planning.

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Person Centered Planning as a Trauma informed practice!

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Person Centered Planning as a Trauma informed practice!

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I really like this resource because it simplifies the process a bit, and lays out the important pieces. As teachers in special education, I think it is always important to come back around and think about if what we are doing is a trauma informed practice, and recognizing trauma in all parts of the process. By collaborating with students in Person Centered Planning, we can recognize the trauma, and also work to decrease re-traumatization because it is centered on the students and families that we are working with. I find that to be a great way to connect how they are doing to where they want to go in the future. -Kevin

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-Ross

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We are all striving to become better at something or to accomplish a goal. But how often do we actually sit down and plan out steps to achievement? Whether you are trying to improve your grades, or accomplish a life-long goal, the Goal Plan will help you get there!

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We are all striving to become better at something or to accomplish a goal. But how often do we actually sit down and plan out steps to achievement? Whether you are trying to improve your grades, or accomplish a life-long goal, the Goal Plan will help you get there!

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Drew Lindell

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Person-Centered Planning: Practices, Promises, and Provisos

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Person-Centered Planning: Practices, Promises, and Provisos

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This is a little dry compared to other resources, but it's an interesting article comparing different P.C.P. practices and their advantages and disadvantages. - Keith

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[PDF] Person-Centered Planning: Practices, Promises, and Provisos. | Semantic Scholar

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The purpose of this article is to synthesize the current information in the area of person-centered planning. The article investigates issues in the areas of analyses of various approaches, similarities and differences of approaches, implementation of person-centered planning processes, and advantages and limitations of person-centered planning.

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Person-Centered Planning: Life after High school

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Person-Centered Planning: Life after High school

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Kamala

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Transitioning to Life After High School - PACER Center

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Resources for students and young adults with disabilities as they plan their future.

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Tons of resources for person-centered planning! -Chelsey

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Think about a time when you really wanted someone - a teacher - to know stuff about you but you really didn't want to have to take the time and the words to explain it. Think about your IEP. How long does it take for anyone to look at it and find out the important things about you? The One-Pager was created as a way to cut through all of that paper and get at the important stuff quickly and all on one page.

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Think about a time when you really wanted someone - a teacher - to know stuff about you but you really didn't want to have to take the time and the words to explain it. Think about your IEP. How long does it take for anyone to look at it and find out the important things about you?

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From the Transition coalition website . I found a great resource for PCP

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Pinterest Site with a lot of good resources for PCP

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Pinterest Site with a lot of good resources for PCP

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Edited to add: If you are here for the template, scroll past all of my babbling to where it says "ONE PAGE PROFILE TEMPLATE" and once you click on the link, make sure to save off a copy before you edit! Thank you! First, I wanted to explain how I learned about this concept. Back when Ellie was just a wee babe, I went to an event that our local group Our mission is to empower Oregon families experiencing disability in their pursuit of a whole life by expanding awareness, growing community, and equipping families."

Last week I posted the One Page Profile I made for Ellie in preparation for her transition to gen-ed preschool on my Facebook page. Somehow the post took off and has been shared around the world! My friend Joelle saw it had been shared in Australia, how that is possible?! Since then I have received many questions from parents on how to make one. I thought it would be helpful if I posted the template here!
FACT is an amazing local organization, their mission says it all: " DSNO hosted on Person-Centered Planning and the One-Page Profile given by FACT. Empower. And that exactly what they do. I went to this event on a whim, more for the companionship of other parents and maybe some wine, and I didn't expect to be so inspired so early on in Ellie's life.
I fought back tears as I listened to Roberta Dunn, the founder of FACT, talk about her son who is now a young adult. She shared his Person-Centered Plan with us, and it was full of positive information about him. She explained that his whole team would come together, and they would talk about what worked and why, and they would build his plan based upon his strengths. I don't know why but it hit me hard that night, it was so uplifting and positive! It gave me such hope for Ellie's future. I remember trying to envision what Ellie's plan would look like. I never imagined our girl would be heading into a gen-ed preschool, reading like a champ, with lots of friends, and be a lover of Taco Bell and rap. Yes, I included that info, because that is our girl.

Last Tuesday I had a mini panic attack. Ellie had her "transition meeting" that Friday. The premise of the meeting is to get her whole team together to discuss her move from specialized preschool to the general ed preschool. And the gen-ed preschool is the same school her big bros go to, and she will have the same teachers they had! Her teachers, therapists and future teachers were all going to be at this meeting. I had nothing prepared whatsoever (three days before!!!) so I posted a plea for help in a private Facebook group. I received some awesome input on what to expect, what to do, and was reminded of the One Page Profile and Person-Centered Plan. I went to FACT's site and looked at the all of the examples and pulled together Ellie's document. I ended up using a site called I also wanted to share a video that I watched a couple of times before her transition meeting. This video was made by
Canva (if you are looking for the template I used, it's later on in this blog post.) This site is a graphic design website, and they also have an app. It is AMAZING. I highly recommend this website for any graphic design needs you may have. I've used it to create cards, posters, images for our Liquor Store page, etc.
NWDSA and All Born In, two more wonderful local organizations, and it made a huge impact on me. If you are starting on the journey of advocating for your child's education I recommend you watch this video! Or send it to the educators you work with. I sent it to our Principal, Ellie's teachers and therapy team and it was well received.

And now the One Page Profile! Please note this template will not work on a phone, so be sure to open from a computer.
IMPORTANT: You MUST follow the instructions to save a copy for yourself, or else you will be overriding the existing template in Canva. Follow the instructions below on how to save your own copy before you update the document.

PLEASE SAVE A COPY BEFORE EDITING!!!
See above photo tutorial, or go to the upper left of the screen and click File: Make a Copy before doing any editing of the profile.
***Please save a copy or else your child's information will be on the internet for the world to see!***

(I've had to re-save the template link over and over due to the file being overridden, so please save a copy before editing!) Thank you!
I have also found that your internet browser can change the font! I prefer to use Google Chrome, I found that Internet Explorer will change the fonts and some words disappear from the template.

Once you have your profile just how you like it, go up to the top of the page and hit "download".

Then save as PNG or JPG (either works great). I saved mine to my desktop. From there I printed it on a color printer at 8x10, and make sure to print extra copies for the whole team! I am also saving the profile each year so I can look back and see how our girl has grown!

Please feel free to use any of the verbiage I used if it fits what you are looking to do. Last year when I attended the DSDN Rockin' Mom retreat we had a guest speaker named Laura Buckner. I remember there wasn't a dry eye in the house, as she explained the vision statement she brought to all of her son's IEP meetings. Her son is now an adult, who lives a happy and productive life. She is an amazing advocate and mother. She told us to get out our pens and to write it down, this is it in it's entirety:
We envision Ellie living a life of choice.
We envision her having relationships she finds meaningful.
We envision her spending her days at work and other places that she enjoys and finds productive.
We envision her living with people she chooses to live with in places she chooses to live.
A life of choice, this says a lot doesn't it? I really loved the vision statement and tweaked it a little for this meeting, she's only 4 after all :) But I plan on editing it as she grows, but it will always remain that we envision her living a life of choice.
Please reach out to me if you have any questions. I hope this helps you, and remember our kids are entitled to an education in the "least restrictive environment".
:
For this week's post, since I talked about being so emotional so many times I decided to pick an emotional song! There's just something about it that fills me with all the feels, like you want to raise your hands up and close your eyes, it's one of my all time faves

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How to Make a One Page Profile, Ellie Style

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Edited to add: If you are here for the template, scroll past all of my babbling to where it says "ONE PAGE PROFILE TEMPLATE" and once you click on the link, make sure to save off a copy before you edit! Thank you! First, I wanted to explain how I learned about this concept.

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Video presentation by creator of Making Dreams Happen

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View Powerpoint

This webinar will describe how the MAPS process can be used as a tool to promote successful transitions for students with developmental disabilities and their families. The webinar will include a description of the MAPS process, strategies for engaging students and families in planning, and tips for incorporating MAPS into IEP and transition planning. Examples of real MAPS will be shared to show how person-centered planning tools can generate opportunities for students to identify and achieve their post-secondary goals, including goals related to employment.

Katharine Shepherd, Ed.D. is a Professor in the College of Education and Social Services at the University of Vermont, where she teaches courses in the foundations of special education, collaboration among schools and families, special education assessment, and research methods to students in undergraduate, master's and doctoral level programs in special education and leadership. In 2013, she received the University of Vermont's prestigious Kroepsch-Maurice Award for Excellence in Teaching, and in 2014, she was named to a Green and Gold Professorship. Dr. Shepherd's research interests include collaboration among families and school professionals, person-centered transition processes for youth with disabilities and their families, data-based decision-making, and state and school wide implementation of policies and practices that promote inclusive approaches to educating students with disabilities. She has published numerous peer reviewed articles and book chapters related to these topics, including a recent chapter on person-centered planning in AAIDD's Way Leads on to Way.

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MAPS for the Future: Using Person-Centered Planning to Promote Successful School to Adult Life Transitions

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View Powerpoint This webinar will describe how the MAPS process can be used as a tool to promote successful transitions for students with developmental disabilities and their families. The webinar will include a description of the MAPS process, strategies for engaging students and families in planning, and tips for incorporating MAPS into IEP and transition planning.

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Introduction to PATH

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Basic Information about What PCP is (Dana)

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Basic Information about What PCP is (Dana)

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This is a 4 minute video that could be used to introduce PCP with others (staff or families or others) so that they have some basic information about PCP.

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Stacey Ramirez leads families with a developmentally-challenged loved one through the process of discovering that person's goals, dreams and options to achieve a rich and full life. Person Centered Planning discovers and acts on what is important to a person.

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Workbook on person-centered planning