Nicole Langone

Person Centered Plan Project

**Connor, a pseudonym, is used throughout this write-up

Introduction
Connor has been classified as a preschooler with a disability. He currently has an IEP that
was put into place mid-year. He receives services with a special education teacher twice a
week for an hour per session and also receives speech services twice a week for thirty
minutes per session. Connor currently attends a UPK program for preschool and is in a
general education classroom. In the classroom there is one other student with an IEP. There
are a total of eighteen students in the class along with one general education teacher and a
teachers aide. The class meets for two and a half hours per day, Monday through Friday.
The program is held within a school building housing grades PreKindergarten through 5th
grade. Connors brothers both attend the same school building for first grade and fifth
grade. As noted above, Connor receives both speech services and special education
services. He receives each of these services twice a week. Connor lives with his mother and
father. He has two brothers both of who are older than he is. Connor has many other people
who are significantly involved in his life. Mom recently was undergoing chemotherapy and
therefore his grandmother and aunt often pick-up and drop-off for school and attend field
trips/other activities. His mother is a highly involved parent who often volunteers, when
able, to come into the class. She is also frequently in the school building helping out in
Connors siblings classrooms. Dad is frequently working but stays up to date on the school
activities with Connor. Connor is involved in a few activities outside of school. He plays on a
baseball team with two other members from his preschool class. He also will be beginning
scouting when he is old enough. Connors family often takes trips either for the weekend or
during vacations.

Rationale
It is my strong belief that Connor would benefit greatly from a person-centered plan as he is
about to begin his formal education by transitioning to Kindergarten. He has attended the
UPK program for a full year and in the fall will be moving on to a Kindergarten classroom.
He currently is classified as a preschooler with a disability and has an Individualized
Education Plan. Within the meetings for Connor, regarding his IEP, his placement for the fall
has been discussed. As is typical, the IEP meeting was held in a formal setting, with the
majority of the information being assessment based and guided by the professionals
working with Connor. The family member in attendance was Connors mother who was
joined by myself (the preschool teacher), Connors speech therapist, Connors special
education teacher, the Director of Special Education for our district and a representative of
the county (specifically for the meeting discussing potential summer services). As is
obvious, this meeting was heavily out of balance in terms of family members versus
professionals from Connors educational life. One of the major decisions that is being looked
at for Connor is what classroom will be a best fit for him. Our school offers a 12:1:1
classroom, a co-taught Kindergarten room with a special education teacher, general
education teacher and a teachers aide, and also general education Kindergartens in which
he could receive services outside of the classroom. It is my hope that by using the MAPS
method of planning Connors loved ones and team members will be able to discuss hopes
and desires for Connor and also focus on his strengths. By including a variety of members
we will be able to get a more well-rounded view of Connors current situation and
continuously plan for his future. This type of plan will work well with the support network
that has formed for Connor because it is filled with people who have ideas of how to meet
his goals and also a variety of people who know his strengths in multiple areas of life.

Team (Please note pseudonyms are used for each member)

Heather- Connors mother
Bruce- Connors father
Louise- Connors grandma
Henry- Connors oldest brother
Ashley- Connors preschool friend
Nathan- Connors preschool friend
Mr. Jones- Connors baseball coach
Mrs. Debra- Connors speech therapist
In order to find a mutually convenient time for all people involved in this meeting I began
with Connors mother and father, finding out what times were best for them. They indicated
that Dad was about to leave work a little early, so the closer to four the better. I then spoke
with the parents of the two preschool students joining us, asking if they could attend the
meeting. Since the children are so young, I explained to each of the childrens parents the
purpose of the meeting, provided them with an agenda (including the questions their
children would be asked) and a pick up time for their student. Following this, Connors mom
indicated that Grandma would be interested in attending the meeting as she is a primary
care provider of Connor. I then discussed with Connors mother some possible community
members to involve. She indicated that Connor really adores his baseball coach and they
seem to have a supportive relationship and therefore thought he would be more than willing
to join us. With the help of Connors parents, it was decided that the meeting would be held
at Connors grandmothers house. Connor is very comfortable here and all could meet at this
place. I then sent out invitations (see attached) and indicated that I would like an R.S.V.P.
for those who are able to attend.

Agenda for meeting:

1. Introductions & welcome
2. Explanation of procedure and discussion facilitation
3. Discussion questions asked in the following order, answers recorded, young preschool
students prompted to answer particular questions
What is Connors history? What should we know about his background

inside and outside of school?

What dreams does the team have for Connor? What goals does he have

for himself?
What nightmares does the team have for Connor? What is he afraid of?
Who is Connor? What makes him the type of child he is? What are his likes

& dislikes? What words come to mind when you think of Connor?
What are Connors gifts, talents and strengths?
What are Connors needs?
What would an ideal school day be like for Connor? What would we need
to make this happen?

4. Closing

Discussion of next meeting time and date

Thank all members

Meeting:
The overall meeting went very well. It was eye opening to me to think about the
minimal discomfort that I felt being in Connors grandmothers house and then relating that
to how his parents and family would have felt holding the meeting in my classroom, where I
am the one who feels comfortable. I really enjoyed hearing about Connors background from
people who have known him his whole life. I felt that this was hugely beneficial when
beginning to discuss goals and hopes for Connor. I think that sometimes as teachers we are
pushed so hard to provide data and produce numbers that we can forget that these children
are part of a family who love them dearly and that, although young, they have a life history
outside of the capacity that we know them in. As I had expected, it was a little more difficult
to get the input of the children because of their young age. We did provide some puzzles
and coloring materials for the children to help them pass the time.
I was not only impressed by the amount of information that I came away from this
meeting with, but also with how truthful it felt. Sometimes in meeting such as an IEP

meeting it can feel as though people are defensive or saying things that are not true. It felt
like this meeting was very positively focused and that everyone was really willing to share
their emotions about Connor. I also enjoyed that Connor was there to hear all of the positive
things that people had to say about him and his future, including his friends.
It was interesting to see the family dynamics at work. It was clear that Dad did not
feel as open talking to me as we had only met a few times, but I think it helped that we
were at his house. Grandma and mom seemed to have a strong relationship in which they
agreed on many questions and goals for Connor. It was also great to see Mrs. Debra,
Connors speech pathologist be able to show how much she truly cares for Connor and be
able to have a positive dialog with Mom and Dad.
I could definitely see myself using this within my future teaching career. I found out
so much more information from the family and friends of my student than I would have ever
known just gathering data. I find it exciting to think about the possibility of doing this type
of meeting at the beginning of the year to form a bond with a family and then being able to
spend the entire year with that strong foundation of collaboration. I also am hopeful to have
the experience of running such a meeting centered around a child with gifts and talents and
being able to help the parents move towards accelerated goals and education for such a
child. This type of meeting is a wonderful way to build that collaborative relationship with a
family with a student with exceptionalities.