Person-Centered PlanningThe PCP process — which often includes family, teachers, friends and professionals — builds on the strengths of the student and helps chart a course for the future.

W H AT W O R K S

Thasya runs with a friend at Maple Wood Elementary School in Somersworth, NH. From the film Thasya.

Person-centered planning (PCP) is an ongoing, flexible, and empowering process for students with disabilities, which focuses on planning

for students’ preferred lifestyles, goals, needs, and dreams. Students are supported in guiding and directing their plan for the future by a team that often includes family members, teachers, friends, community members, and caring professionals. Throughout PCP, the team engages in activities that build on the strengths of the student and help the student chart a course for the future. These activities are frequently guided by a skilled facilitator using graphic recordings (words and pictures on large sheets of paper).

A child looks out a bus window at Armstrong Elementary School in Hazelwood, MO. From the film Marcel.

WHAT WORKS: PERSON-CENTERED PLANNING

SOURCES

● Kincaid, D., & Dunlap, G. (n.d). Laying the Foundation for Positive Behavior Support through Person-Centered Planning. Washington, D.C.: OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org/pbis_newsletter/volume_2/issue1.aspx

● Malloy, J., Drake, J., et al. (2011). RENEW Facilitator’s Manual Youth Portfolio. Durham, NH: Institute on Disability/University of New Hampshire. www.iod.unh.edu/APEX%20Trainings/RENEW_YouthPortfolio.pdf

● OSEP Technical Assistance Center on Positive Behavioral Intervention and Supports: Tertiary Prevention FAQs. www.pbis.org/school/tertiary_level/faqs.aspx

● PACER and the National Center on Secondary Education and Transition (NCSET). (2004). Person-centered planning: A tool for transition. Parent Brief, 1-8. www.pacer.org/publications/parentbriefs/ParentBrief_Feb04.pdf

● Paul V. Sherlock Center on Disabilities, Rhode Island College. (2001). Making action plans: Student centered transitional planning.

● Scott, T., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions 5(3) 131-143.

Collaborative TeamTeam is respectful of one another, motivated and focused on the positive.

Inclusive ProcessTeam involves student, family, friends, teachers and community members. Team respects the knowledge, commitment, and skills of all involved. Team listens well and seeks to build consensus.

Quality of Life OutcomesOutcomes may include building friendships, effective communication, independence, academic achievement, inclusive education, and realizing dreams.

Context VariablesKnowing as much as possible about the student, his or her environment, and support systems is of critical importance. This knowledge is essential to developing an effective and sustainable plan that best supports the life and goals of the student.

KEY VALUES OF PERSON-CENTERED PLANNING

While there are numerous PCP models, MAPS (Making Action Plans) and the RENEW Youth Portfolio are two widely used models that have been proven to be effective. Links to these models are found below under “Sources.”

COMMON GOALS OF PCP● Increase participation and presence in the school

and community

● Develop and maintain significant relationships

● Learn to identify and make choices

● Experience respect

● Live a dignified life

● Develop personal skills and areas of expertise

Person-centered planning shares many similarities with wraparound supports; however, these processes were developed primarily to support different populations – PCP for students with developmental disabilities and wraparound supports for students with emotional and behavioral disabilities.