Using Personal Outcome Measures® in Planning for People

Course Code: REL-CV-CQL-PLAN-V2

Hours: 2

Type: Online Course

Content Expiration Date: 12/31/2027

Learning Objectives:
Summarize how priority outcomes direct the person's supports.
Describe how a person's priority outcomes change and how change impacts the focus of the plan.
Explain how one identifies a person’s priority outcomes.

Outline:
Section 1: Introduction

About This Course

Learning Objectives

Section 2: Using a Personal Outcomes Measures® Approach

Dana’s New Apartment

Planning Processes

Person-Centered Planning

The Person as the Key Decision Maker

The Person as the Focus of the Plan

Stop and Think

Personal Outcome Measures®: A Different Approach to Planning

The Personal Outcome Measures®

Learning About People

Learning About People Through Personal Outcome Measures®

Listening Skills for Gathering Information

Helping Carlos

Summary

Section 3: Defining Individual Outcome Priorities

Evaluating Information: Is the Outcome Present?

Presence of an Outcome

Presence of Individualized Supports

Dana’s Individualized Supports

Identifying Priority Outcomes

Planning Around the Person’s Preferences and Choices

More Than a Plan

More Than a Program

Values and Beliefs of Person-Centered Planning

Natural Supports

The Planning Process

Planning Meetings

Keeping the Person at the Focus of Meetings

Ground Rules for Effective Planning Sessions

Facilitating a Meeting

Focus on Personal Outcomes

Decision-Making: Whose Life is It Anyway?

Person-Centered Decision Making

Mayra’s Planning Session

Summary

Section 4: Creating and Changing the Support Plan

Developing Support Strategies

Creating an Array of Support Options

Community Connections and Natural Supports

Supportive Activities

Linking Supports to Outcomes

Accountability and Commitments

Time Frames for Accountability

The Written Plan

Using the Planning Form

Personal Planning Form: Priorities for “What I Have”

Personal Planning Form: Priorities for “What I Want”

Personal Planning Form: Support Needs for Outcome Priorities—“What I Need”

Personal Planning Form: “My Supports”

Personal Planning Form: “No Thanks.”

Changing Priorities, Changing Plans

Creating a Culture of Continuous Learning

A Flexible and Responsive Planning Process

Focusing on the Purpose

Charmaine and Lonnie

Summary

Section 5: Put into Practice

Put into Practice: Hands-on Experiences

Creating Your Own Work Portfolio

Section 6: Conclusion

Summary

Course Contributors

References

Congratulations!

Instructor: Cathy Ficker Terrill, M.S.

Cathy Ficker Terrill’s career has included working in government, non-profit organizations, university teaching, advocacy and supporting and mentoring self advocates. Before joining CQL on January 1, 2013, Cathy was President and CEO of The Institute on Public Policy for People with Disabilities, an Illinois based organization dedicated to providing leadership and technical assistance to drive public policy and promote best practices for individuals with disabilities. Cathy previously served as President and CEO of the Ray Graham Association, where she utilized the CQL Personal Outcome Measures® to reinvent a provider agency to become a more community based, person-centered organization. Ray Graham Association was the first organization to be accredited with both the Quality Measures 2005® and the latest standards, Person-centered Excellence Accreditation. Past President of the American Association on Intellectual and Developmental Disabilities (AAIDD), as well as a former President of Illinois TASH, Cathy authored a manual on Consent Issues for Self-Advocates and Direct Care Staff. Terrill was a two term Presidential Appointee to the President’s Committee for People with Intellectual Disabilities (PCPID). For the past 20 years, Cathy has volunteered internationally, helping to create services for people with disabilities in Kosovo, Poland, Russia, Korea, Cyprus, Lithuania, Japan, Saudi Arabia and China.

Instructor: Mary Kay Rizzolo, DrPH

Mary Kay Rizzolo is the President and CEO of CQL | The Council on Quality and Leadership. Before joining CQL on January 19, 2016, Mary Kay was the Associate Director of the Institute on Disability and Human Development (IDHD), the University Center for Excellence on Developmental Disabilities for the State of Illinois. She has also served as a Clinical Associate Professor in the Department of Disability and Human Development at the University of Illinois at Chicago (UIC) where she mentored students and taught classes on disability policy and community integration for people with disabilities. Mary Kay previously worked at the Coleman Institute for Cognitive Disabilities at the University of Colorado, was a member of the State of the States in Developmental Disabilities project for almost two decades, a front line supervisor at a large ICF/DD and managed a three-county program that provided home-delivered meals and programming for older adults. Mary Kay holds a Doctorate in Public Health (University of Illinois at Chicago), a Master’s in Psychology (North Carolina Central University) and a Bachelor’s in Psychology (University of North Carolina – Chapel Hill). Mary Kay is the author of over 50 book chapters, journal articles and reports, focusing on public and financial spending in the states, family support, HCBS Waiver services, and cognitive technologies.

Target Audience:
The target audience for this course is: All Staff; Direct Support Professionals (DSP); in the following settings: All Healthcare Facilities, Intellectual Developmental Disabilities: Agency.

Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.

Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.

Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.