Connecting Assessments and

Integrated Individualized Plans

Derrick Platt, Ph.D.

MCESA / TJST

Insure Assessments are specific to the whole youth

Look at multiple components of the youth Strengths, Needs, and Culture Discovery

(SNCD) Define where the youth is currently

Assess your Collaborations & Connections

Assessing roles, strengths, and how to best serve the youth. SWOT

Know what data to share working towards an Individualized collaborative plan

Assess your Collaborations & Connections, cont.

Assessing is a Skill and needs to be developed over time

Annually review purpose of gathering the information and how it is being used.

Find the right assessment use multiple different types (formal, standard, custom, informal, etc.)

Review and train for validity, reliability, and accountability

Improve assessments over time

http://sped510.weebly.com/class-notes.html

Assessments should build into an Integrated Individualized plan

Communicate assessments that include the youth’s strength, concerns, progress

The youth should be included in the development of the plan

Focus on outcomes and change process It should be driven by the youth not the agency

The plan should focus on change

http://www.scotland.gov.uk/Publications/2012/11/7143/13

Integrated Individual plan should be written out and understandable

to the youth and family

The plan should be easy to understand Don’t bury them in bureaucracy

Written down to see it, multiple copies for all involved, possible online, but accessible.

http://thesparkmill.com/blog/2014/3/26/goal-plan-then-action-easy-steps-to-activating-your-dead-strategic-plan

Best interests case practice model: Victorian Government Department of Human Services, Melbourne, Australia

http://www.dhs.vic.gov.au/__data/assets/pdf_file/0019/640306/BICPM_summary_guide-2012.pdf

http://www.kidsathope.org/

The plan needs to be broken down, manageable & measurable

Take the youth where they are currently and moves them to the next level

Step by step on how change happens and where they are in the change cycle

There should be projected time intervals to measure change

Build in relapse and failure and how to deal with barriers Continuous adjustments/recalibration

Continual reassessment and reevaluation of plan towards

engagement Do mini assessments/check-ins of progress

daily, weekly, monthly Make adjustments to the plan to ensure

forward movement

Teach and Transition assessments and plans to youth for sustainability

Sustainability can only be maintained through teaching them to revise and adjust plans

Have them practice checking themselves and setting goals (making a plan)

http://eportfoliosblog.blogspot.com/

Questions and Group work

Derrick Platt, Ph.D. & TH derrick.platt@mcesa.maricopa.gov