Elizabeth Curtin-4 10-7-11 SPED 446 PCP Meeting Summary For this assignment I attended two PCP meetings.

The first meeting was my own where I was the target student and Jake Fishbain was the facilitator. My roommate, Melanie Bava, was the extra participant. The second meeting I attended was Danny Bruzdzinskis meeting where Courtney Raia was the facilitator, and Jake and I were observers. During this meeting, Dannys roommate and coworker was the extra participant. Both meetings were held in the study room at the Alpha Phi Sorority house. The room is set up with tables and computers with one center table. For both meetings, the facilitator sat on one side of the table while the target student and extra participant sat on the opposite side. The two other observers from our class sat off to the side. First, Jake and I held our meeting which lasted from 8:00pm-8:25pm. Second, Danny and Courtney held their meeting from 8:30pm-8:50pm. The materials that we used were computers, paper and pencils, and computer-generated charts. We used the computers to create charts about each target student. The pencil and paper were used to take notes throughout the meeting in order to review and provide feedback at the end. Each meeting was conducted using a different method. Jake conducted my meeting using a hybrid method. As the target student, I was looking to have more organization and better timemanagement skills. I wanted to figure out a way to continue to be a part of so many organizations and extracurricular activities but also be able to have free time. Currently, I feel overwhelmed and stressed about all of my commitments, so I needed to find a way to essentially organize my life. We combined four different types of charts in order to create a plan on how to best manage my time. Jake and I decided together that the four charts would provide the best way to obtain overall action steps, because each individual chart allowed me the chance to

analyze a different way to obtain time management and stress relief. I was able to lay out my current activities and commitments that I wanted to continue in the activities chart. This gave us the opportunity to list out and organize all parts of my life that contribute to my stress and time management skills. Secondly, we completed a What Works chart. With this chart, Jake and I discussed my strengths that could help me obtain better time management skills. This chart also gave me a chance to analyze my weaknesses and other obstacles I might face when attempting to better organize my time and commitments. Completing this chart allowed me to reflect on my own personality and attributes which helped me to see how I personally can obtain my goals. During this part of the meeting, my roommate discussed different stress-relief procedures that I can use. Since I have a very busy schedule, I often get overwhelmed. Melanie was able to provide me with different stress-relief activities that I could add onto my strengths. Since stress is a common weakness, Melanie was able to help me create a strength out of something that normally works against me. I now have new tools and procedures I can use when I feel overwhelmed. These tools will help me to better handle overwhelming situations, and I will ultimately be able to control my stress. The third chart we completed was a Goals for the Future chart. In this chart, Jake and I discussed my ultimate academic, social, and community goals. Here I was able to create concrete checkpoints for all aspects of my life. This chart allowed me to organize my ultimate desires for each part of my life. Using the goals chart as a guide, I created specific action steps in the Action Plan chart. Using my goals as indicators of what I need to ultimately complete throughout the school year, I planned out specific steps on how to achieve. For each goal I created a definite action that I would take, when I would take it, and who would assist me. This action step plan was the overall conclusion of my meeting. When I look at my action plan, I realize that I do have the ability to maintain my current responsibilities

and commitments. Using the steps, I will be able to obtain my goals. Generally, the final purpose of my person centered planning meeting was met. Using the charts, Jake, Melanie, and I were able to discuss my current and future commitments, and create goals and steps on how to better organize my time. After this meeting, I will be able to use the charts we created to better manage my time, and have a less stressful and more productive school year. I feel well-prepared to take on all responsibilities, and I have confidence that I will succeed. Danny and Courtney decided to use the PATH method for their person centered planning meeting. They decided to use PATH because it provided a nice, simple, layout for them to plan out Dannys goals. Danny created a PATH, but also made a people chart, hopes and fears chart, and a goals chart. Danny was able to break up his goals on a time-line, and also used charts to assess his goals, hopes, and supports. This layout led to positive outcomes in Dannys meeting. Danny now has a time line of goals for the year and ways he is going to reach those objectives. He is more prepared to handle the demands in his life, and has a plan on how to be an effective student and worker in college. With this information, Danny will be able to manage his time effectively with less pressure and stress. Attending two different PCP meetings was an interesting experience. Both meetings had similarities and differences, but both meetings ended up meeting the ultimate goal. Logistically, the meetings lasted about the same amount of time, and were set up the same way. They were based on the similar topic of time-management, too. We wanted to obtain short term goals in regards to our school-year responsibilities, and Danny and I were focused on the present time and near future. In other words, our meetings attempted to solve issues that were current in our lives in order to make the next year run smoothly. The two meetings were also run very similarly. The facilitators were able to run effective meetings that were very person-centered.

Jake and Courtney ran the meetings in a way that took the target students thoughts and ideas seriously. They made sure to ask Danny and I what we were looking to ultimately obtain through the goals and action steps, and our opinions were highly valued throughout the entire meeting. On the other hand, there were some differences between the two PCP meetings. Most obviously, both meetings were run using different methods. Jake and I used a unique mix of charts to plan out how to best manage my time, while Courtney and Danny took advantage of the PATH method. These differences, though, did not have an effect on the end result. Regardless of the different ways both teams approached the meetings, ultimately Danny and I were both provided with positive steps to take towards organization and completion of our responsibilities. Lastly, the two outside participants played different roles in each meeting. For my meeting, Melanies role was more fact-directed. She provided me with specific, tested methods on how to become less stressed. She brought pamphlets and instructional procedures that I can use to manage overwhelming experiences. Jake and I used Melanies input in a very specific, direct way when discussing the way stress negatively affects my time-management abilities. On the other hand, Dannys roommate Blake played a more relationship-directed role in his meeting. Since Blake is Dannys co-worker and roommate, he is well aware of Dannys daily responsibilities and duties. Blake has a very similar schedule as Danny, so he was able to give general input and opinions on each aspect of Dannys meeting. Blake provided input throughout the entire meeting, and his opinion was valued greatly. While Melanie provided specific support, Blake provided general advice and assistance. Both Jake and Courtney did a great job as facilitators. They took the leadership role in their meetings, but ensured that every persons opinion was valued and heard. Jake and Courtney facilitated in similar ways by asking questions, filling out charts, gaining positive feedback, and

leading the direction of the meeting. Jake and Courtney made sure to ask many questions of the student and gain the students opinion throughout the entire meeting. While doing the charts, Jake asked me my strengths, weaknesses, goals, needs, desires, current activities, and future plans. I felt like my opinion was greatly valued and was taken into consideration when completing the charts. Jake also made sure to include Melanie in the meeting. When discussing my current weaknesses, Jake asked Melanie about stress management and ways I could become less stressed. Courtney also asked Dannys opinion and thoughts every step of the meeting. In addition to asking Dannys feelings, Courtney consistently gained insight from Blake. While filling in the charts, Courtney made sure to discuss each item with Danny and Blake. Jake and Courtney were effective because not only did they discuss all aspects of the charts with each team member, but they made sure that the entire team agreed before moving onto a new step or discussion. Both facilitators made the entire team feel needed and valued, and various people worked positively together to create the best plan for Danny and me. Overall, both meeting seemed very effective. The facilitators made sure that positive outcomes were reached, and it seems as though both Danny and I are going to make good use of the meetings conclusions. As the target student, I felt very comfortable throughout the entire meeting. I advocated for myself by being honest with the other members of my team and voicing my needs and desires. My meeting was also very useful. Since I had a great facilitator, the outcome of my meeting is something I will definitely use in my daily life. I have a better understanding of my responsibilities and personal attributes that will help me succeed. I feel more prepared to face the challenges of this school year, and I am confident that I now have the necessary steps and skills to accomplish all of my goals. I know I will be successful in my academic, social, and community endeavors, and am well-prepared to handle my various responsibilities and

commitments. Being an observer, though, was quite different than being the target student. When I attended Dannys meeting, I rarely provided input. I mostly sat off to the side and observed the overall process. I did provide a little input about our classes and homework scheduling for Danny when the group was discussing assignments. I also gave the group positive feedback after their meeting was over. Next time, I would definitely be a more active participant, though. Having observed and conducted PCP meetings, I feel more comfortable with the process and would be more inclined to be a more active participant. After attending two meetings, I can most definitely see the benefits of PCP. I absolutely view the PCP process in a positive light and think it is very valuable. Ensuring that the target students own opinions, thoughts, ideas, strengths, and weaknesses are considered is essential to positive academic, functional, and developmental outcomes. The PCP process is a perfect way to ensure that a persons future is centered around them specifically. Holding a person-centered meeting allows the target student to advocate for themselves, while still allowing professionals and other important people in their life to give ideas and opinions. It is the most thorough and well-rounded way to create successful and positive outcomes for any given student. In the future, I plan on using PCP with my students. After seeing the positive outcomes it creates, I will ensure that my students have the opportunity to create their own goals and outcomes. To do so, I will facilitate PCP meetings for all of my students on a need-basis. I will invite all people important to the students development, but I will ensure that the students opinion and ideas are taken into the greatest consideration. While educators are commonly stretched for time, PCP meetings will take priority. If students are provided PCP meetings, all other IEP meetings, transition planning, etc will become much easier. When the student has a clear idea of their goals, strengths, weaknesses, and needs, they will be better able to advocate

for themselves in all other areas of their lives. In other words, having a PCP meeting is a useful precursor to all other planning that a student may encounter, and provides a solid basis and background for future planning and meetings. While it might seem difficult to find the time for PCP meetings, it will cut back on time demands for teachers overall. PCP can help me as a teacher in a variety of ways. As a teacher, I will be better prepared to create academic, functional, and transition plans for my students if a PCP meeting has been conducted. If I am aware of my students individual goals and capacities, I can create very specific and individualized educational objectives for them. When I have a complete understanding of a student, I will be able to most effectively and accurately provide instruction that meets their specific needs. Also, PCP encourages positive relationships between a teacher and a students family. When my future students participate in PCP, I will develop positive relationships with that students family. Since I will ensure that the familys opinions and ideas as valued throughout the meeting, the family will become more trusting of me as a teacher. This will ensure that the family feels comfortable and positive about my plans for the student. Lastly, PCP allows me to identify specific needs of my students. When I conduct a PCP meeting for my student, I will be able to see what is most important to them, and will be wellaware of their goals and desires. This will allow me to develop individualized curriculum for the student. For example, if a student main goal is to obtain employment, I will ensure that my instruction is focused on functional skills in the community. If my students main goal is to meet his/her academic IEP objectives, I will prioritize my curriculum to ensure I am providing instruction to help the student make academic strides. While a PCP meeting will not tell me specifically what to teach a student, it will provide insight into the way I should prioritize my instruction to meet a students specific needs.