The SC/PA and ONA Assessor: Understanding Shared Best Practices

Four hands together as a team

By Jennifer Buss | The Arc Oregon

Understanding Shared Best Practices: The SC/PA and ONA Assessor

In our past two articles, we talked about the Oregon Needs Assessment (ONA) and the Individual Support Plan (ISP), along with the roles of the ONA Assessor and Services Coordinator and Personal Agent (SC/PA). You can find both articles at the Oregon ISP website:

This month, we will focus on best practices shared by SC/PAs and ONA Assessors. These best practices might show up in different ways depending on a person’s role. We will discuss three best practices and give examples of what these might look like in each role

Service Coordinators and Personal Agents

Services Coordinators and Personal Agents (SC/PAs) facilitate planning and coordinate the ISP. They help the person to lead planning conversations. They make sure the ISP reflects who the person is and what they want in their life.

ONA Assessors

The Oregon Needs Assessment (ONA) is a way to understand all the things a person may need support with. ONAs are led by a certified ONA assessor. They know which questions to ask and who to bring into the conversation. SC/PAs lead annual ONAs when there are no changes to support needs.
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Best Practice: The Person is at the Center

No matter what support a person needs, it is their life. It is their plan. It is their assessment. ONA Assessors and SC/PAs do their job in a way that keeps the person and their perspectives at the center of everything. They make sure that conversations are not just happening around or about the person. Instead, the person is as involved as possible in a way that works for them.

ONA Assessor Example: Lucas is interviewing Mariya and others to complete her ONA. Several people were present with Mariya’s permission, including the residential program manager and lead Direct Support Professional (DSP). Lucas notices that each time he asks a question, one of the support providers respond with an answer. 

After the home manager gives an answer about how Mariya is supported to get dressed, Lucas turns to Mariya. “It sounds like you call the shots about what you want to wear”.

Mariya smiles. “I know what I like and don’t like. I always pick out what to wear.”

Lucas responds. “That’s great! I understand that you also check the weather in the morning. I usually forget to do that and need to go back in and grab an extra layer. Maybe I need to start checking the weather!”

Mariya nods. “I ask Alexa what the weather is. I like to be prepared.”

Lucas continues to turn the conversation back to Mariya each time one of her providers shares information. After several questions, Mariya begins to speak first before others contribute information.

SC/PA Example: Tanya is Sam’s Personal Agent. She gives Sam a call to talk about how they want to plan this year.

“Last year we met at my office.” Tanya reminds Sam. “We can meet here again, or we can meet anywhere you feel the most comfortable. Sometimes I plan with people in their own home, other times I’ve met them at a restaurant or coffee shop. I’ve met people at the park. One time I even planned with someone in the parking lot at their work!”

Sam is quiet for several moments, thinking. Finally, they share “I like the park idea. There’s a park nearby with lots of dogs.”

Tanya also finds out who Sam wants at their planning meeting. They prefer just Tanya to be there, but Sam lets Tanya know it is okay for her to follow up with other people in their life, such as their parents and Personal Support Worker (PSW).

Best Practice: Communication that Works for the Person

People have the right to understand and be a part of every part of planning. This includes needs assessments, making choices, and the plan itself. When supporters communicate information in a way that works for the person, they are supporting a person’s rights.

SC/PAs and ONA Assessors learn how the person best receives information and expresses themselves to others. They adapt their communication to work for the person.

ONA Assessor Example: When Jamie conducts ONA interviews, she uses plain language that works for the person. She avoids profession-specific terms in the ONA Manual, such as “medical impact on ADL/IADL Activities” or “elimination/toileting”. While these terms make sense to her as an ONA Assessor, she uses language that works for the person she is speaking with.

If she notices the person using phrases or words to describe their own support needs, she often mirrors this language. For instance, Aliya refers to catheter and colostomy care as “help using the bathroom”.

While Jamie still asks questions about the specifics of what this support looks like, she begins by asking Aliya “How do you prefer that staff help you with using the bathroom?”.

SC/PA Example: Tao is Greg’s Services Coordinator. When reviewing the Person Centered Information sent to him by Greg’s foster provider, he notices that going on a vacation is important to Greg. The foster provider connected with Greg about places he might want to visit, and Greg appeared interested in walking on the beach, seeing a play in Ashland, and visiting the Oregon Museum of Science and Industry in Portland.

During Greg’s ISP meeting, the team discusses taking a vacation. Tao pulls up short YouTube videos of Cannon Beach, the Oregon Shakespeare Festival, and Oregon Museum of Science and Industry. Tao seems the most excited when watching the video of Cannon Beach.

“It sounds like you want to plan a trip to Cannon Beach? Am I understanding you correctly?” Tao asks Greg.

Greg smiles and shakes his head ‘yes’. Tao, Greg, and his foster provider then begin to plan out key steps for Greg’s vacation.

Best Practice: Trauma-Informed Practices

SC/PAs and ONA Assessors do not need to know the details of a person’s trauma history to be trauma informed. SAMHSA’s four Rs of Trauma-Informed Approaches, shown below, support environments of safety, empowerment, and healing.

Realize the widespread impact of trauma and understand the potential paths for recovery

Recognize the signs trauma in people, families, staff, and others involved in systems

Respond by integrating knowledge about trauma into all areas of practice and policy

Actively resist re-traumatization

ONA Assessor Example: When completing Liam’s file review, Fatima notices that Liam prefers that others do not discuss Obsessive Compulsive Disorder (OCD) with him. Specifically, the term OCD can cause Liam to shut down, so his supporters know to avoid using this language around him. Liam prefers not to discuss this diagnosis in any way, especially with those he does not know well.

At the same time, OCD does impact many aspects of the support that Liam needs. Fatima uses her best judgment and creativity when speaking to Liam about his support needs. She avoids language that could be harmful to Liam while learning as much as she can from him. She also follows up with his brother and his DSPs to get a more complete picture of how OCD impacts his support needs.

SC/PA Example: Miranda is meeting with Ify and her family. She notices that Ify, who was sharing a lot during her meeting, became very quiet when the topic of serious risks was brought up and began fidgeting with her hands.

“I wonder if it might be a good time to take a break” Miranda says to Ify. Ify agrees and seems more relaxed after introducing Miranda to her rabbit, Sir Hopsalot.

Miranda realizes that the way serious risk was brought up this year did not give Ify very much positive control. She makes and writes down a plan for next year:

  • Ask Ify what helps planning feel more comfortable for her (Her rabbit? Fidgets?) 
  • Ask Ify permission to ask her questions about risk
  • Share information with Ify about why I am asking questions about risk
  • Remind Ify that she can decide not to talk about any topic
  • Begin every meeting by reminding Ify that we can take breaks at any time and that she is in charge of deciding when breaks happen and when the meeting is over.

Learning More- Best Practices for Everyone

These best practices are not just for ONA Assessors and Service Coordinators and Personal Agents. They are a part of supporting all people. If you work with people, what this looks like in your specific job depends on what you do. We invite you to explore the resources below and consider how the best practices discussed in this article could show up in your work.

The SC/PA and ONA Assessor: Working Together to Support a Person’s Good Life

Four hands together as a team

By Jennifer Buss | The Arc Oregon

Last month, we discussed the Oregon Needs Assessment (ONA) and the Oregon Individual Support Plan (ISP). We explored the purposes of these two separate processes and how they work together. You can review this article on our website.

This month, we will discuss the role of the ONA assessor and the Services Coordinator and Personal Agent (SC/PA). ONA assessors and SC/PAs both have a role when planning using the Oregon ISP. Both roles are unique and important.

Services Coordinators and Personal Agents (SC/PAs) facilitate planning and coordinate the ISP. They help the person to lead planning conversations. They make sure the ISP reflects who the person is and what they want in their life.

The Oregon Needs Assessment (ONA) is a way to understand all the things a person may need support with. ONAs are led by a certified ONA assessor. They know which questions to ask and who to bring into the conversation. SC/PAs lead annual ONAs when there are no changes to support needs.

ONA Assessor Role

The following are the core responsibilities of the ONA Assessor:

  • Gather information about a person’s support needs. This includes doing a file review, meeting with the person and speaking to other supporters in the person’s life, and following up with others to get a good picture of support needs.
  • Take a person-centered and trauma-informed approach. Asking about support needs can be difficult. These questions can feel very personal. That’s why ONA Assessors are expected to be sensitive and adapt what they are doing to avoid causing harm.
  • Complete the assessment with accurate information. This information will be used in planning conversations about how a person wants to be supported. This information will also be used in making decisions about what serious risks are in a person’s life. Making sure that the information is accurate is important.

These are areas where the ONA Assessor uses their judgment and creativity, based on guidance and training provided by ODDS:

  • How to describe support needs using strength-based and person-centered language. The assessment belongs to the person. ONA Assessors use their judgment to accurately describe support needs without taking a deficit-based approach.
  • How much to include in “notes”. The items in the ONA assessment have several places for comments. Assessors write notes to include relevant information or give additional context about their selections.

The following are NOT the responsibility of the ONA Assessor:

  • Have close knowledge of the person. The ONA Assessor is not typically someone who has a close relationship with the person. Often, assessors are only involved during the assessment itself. Instead, assessors rely on the person and others in their life who do have that close knowledge.
  • Deciding what goes into the ISP. The ONA assessor only gathers information about what a person may need support with. They don’t decide what a person wants in their life or how they want to be supported- both of these are important parts of the ISP.
  • Writing comments or language intended to be copied and pasted into the ISP. While the assessor attempts to use person-centered language in the assessment, they do not have a close relationship with the person. Information from the assessment will likely need to be adapted to work for the person and their plan.
  • Deciding what is or is not a serious risk. The assessment captures important information that should be considered when assessing risk; however, making decisions about what is or is not a serious risk is not the role of the ONA Assessor. This is the role of the SC/PA.

SC/PA Role

The following are the core responsibilities of the SC/PA:

  • Facilitating planning. This means making sure to understand the person’s perspective and what they want. It also includes understanding perspectives and gathering information from others on the ISP planning team.
  • Create the ISP based on a person’s choices and planning conversations. The SC/PA creates the ISP itself. They also ensure all support needs are addressed somewhere in the plan.
  • Choice Advising. SC/PAs support the person to decide how they want to get support. Reviewing the ONA is helpful to make sure all areas of support are addressed.
  • Deciding what is or is not a serious risk in the plan. The SC/PA facilitates conversations about risk and makes the final determination about serious risks to include in the ISP. They may be using information from the ONA as part of this decision-making process, but it is one piece of information among others. The SC/PA will then include all known, serious risks in the ISP Risk Management Plan.

These are areas where the SC/PA uses their judgment and creativity:

  • How to have choice advising conversations. One approach does not work for everyone. The SC/PA pays attention to what works best for the person, what helps their voice be heard, and helps them be at the centered of planning.
  • How to gather information about potential risk. Does the SC/PA understand the person’s perspective in their life? How are they thinking about what might be just a support need and how to know if something rises to the level of a serious risk? From whom are they getting additional information?
  • How information is being documented in the ISP. This includes using language that works for the person and is easily understood. They make decisions about how much detail to include, especially about things like support needs. They avoid copying and pasting information directly from the ONA.

The following are NOT the responsibility of the SC/PA:

  • Make decisions on behalf of a person. SC/PAs might be supporting someone to make decisions, but deciding for a person is not their role. It’s a person’s plan and a person’s choices- including how the person wants to receive support.
  • Ask an ONA Assessor to complete an ONA in a certain way. This includes what selections to make and what comments to write. An ONA Assessor is trained and certified on completing the ONA. What is included in the ONA is their core responsibility.

Supporting a Good Life

SC/PAs and ONA Assessors have very different roles. Both work together to support the person towards the life they want. Next month, we will explore best practices for ONA Assessors and SC/PAs.

We invite you to explore additional resources related to the ONA and Oregon ISP. As always, reach out to our team with questions or to discuss this topic in more depth.

ONA & ISP: Working Together to Support a Person’s Good Life

Four hands together as a team

By Jennifer Buss | The Arc Oregon

The Oregon Needs Assessment (ONA) and the Oregon Individual Support Plan (ISP) are two separate processes. They work together, but each has its own purpose and focus. This month, we will explore the purpose of both the ONA and the ISP and how they work together.

Oregon Needs Assessment (ONA)

The Oregon Needs Assessment, or ONA, is a tool that helps to understand what a person needs support with. It asks questions about support needs. The ONA happens once a year or when the person’s needs change. ONAs are led by a certified ONA assessor. They know which questions to ask and who to bring into the conversation. Service Coordinators and Personal Agents (SC/PAs) lead annual ONAs when there are no changes to the person’s support needs.

To learn more about the Oregon Needs Assessment, visit the Oregon Office of Developmental Disabilities (ODDS) ONA webpage.

Oregon Individual Support Plan (ISP)

The Oregon Individual Support Plan, or ISP, is plan that focuses on how the person wants to live a good life. This includes what is important to the person, their dreams and goals, and what support they want.

The person and what they want guides the process of planning. The person also chooses who they want to plan with. This could include friends, family, significant others, and supporters. The Services Coordinator or Personal Agent (SC/PA) helps to guide the planning process. They write the person’s ISP using information about what the person wants, their goals, and the support they would like along the way.

To learn more about the Oregon ISP, visit the Oregon ISP website or the ODDS ISP webpage.

ONA & ISP: What’s the connection?

The ONA is a tool that helps to assess need. It helps to point out areas in a person’s life where they may need support. The ONA does not tell us how a person wants to be supported, if they want support. It just tells us where support may be needed.

For Example: Molly’s ONA shows that she may need support with grocery shopping.

This information is important when planning. While the focus of the ISP the person’s good life, the SC/PA will not forget what a person may want or need to be supported with while getting closer to the life that person wants to live. This means that all areas of support are considered.

For Example: Molly’s ONA shows that she may need support with grocery shopping.

Remember, support can look like many different things. Having a need identified in the ONA does not mean that there must be a paid person to address it. It does not even mean that a person must accept support in that area. The question of how support needs are met is a key part of planning that takes place during the person’s ISP development.

This is a very important role of the SC/PA. Sharing information about a person’s many options for getting support and understanding a person’s choice is sometimes referred to as choice advising. Choice advising is a responsibility of the SC/PA and is discussed during the development of the person’s ISP.

For Example: Molly and her Personal Agent explore resources and options available for support with grocery shopping when Molly lives on her own:

  • Molly’s PSW could go to the grocery store with her each week
  • Jan, Molly’s sister, could help Molly put the list together and video call with her as she goes through the grocery store
  • Molly could set reminders on her phone to order groceries through an online delivery service. She could reach out to her PSW if she gets stuck or has questions.
  • One local grocery store offers shopping assistance to shoppers with disabilities on Saturday mornings.

Molly’s ISP will reflect her choice and how she wants to get support with grocery shopping.

The Oregon ISP planning process considers all areas a person may need support with. That is why we would expect to see all needs identified by the Oregon Needs Assessment (ONA) addressed in the ISP- even if a person’s choice is to decline support in one area.

While these support needs would be included in the ISP, we would not expect to see language from the ONA “copy and pasted” in the ISP itself. The plan belongs to the person. Language in the ISP should be easy to understand. It should not use systems language or jargon. For more information, check out our pipeline article on this subject.

Stay Tuned

Next month, we will explore how the role of the ONA assessor looks different from that of the SC/PA. We will provide examples of the SC/PA and ONA assessor’s responsibilities. As always, reach out to our team with questions or to discuss this topic in more depth.

Advocate Spotlight: Joshua Russell

One person interviewed by another

Interview by Jennie Heidrick | The Arc Oregon

Joshua is a straight shooter and “hard-nosed” advocate from NE Portland who has served on many committees in his time. It’s important to Joshua that people know that you can’t approach every person with a disability in the same way. He prefers straight talk, but also acknowledges that straight talk doesn’t work for everyone.

Joshua has helped bring about change in many ways including helping to usher in policy and law changes to improve services in Oregon. It’s important to him to advocate for people who can’t advocate for themselves, and to give a voice to the voiceless. He feels strongly for those who don’t have a solid support system in place, and that is why he does so much advocacy work. 

When he isn’t busy working on committees and advocating, Joshua is quite the MMA enthusiast and self-proclaimed tech nerd. He also enjoys doing creative writing as well. 

Q: What is important to you about your life right now?  

A: “Well, I just moved to my own place, so I’m getting everything set up. Financial literacy has been on my mind lately so I can be successful living on my own in the future.” 

 

Q: What is something you’ve done that you’re proud of?

A: “I was on the committee who fought for people to be given community living options outside of group and foster homes. I am really proud of being on that committee and getting to work with politicians. It’s probably one of the most important things I’ve done in my advocacy. Now people hear all the options every year during their ISP.”

 

Q: What dreams or goals do you have for the future?  

A: “Moving into my own basement apartment or my own housing. That’s my goal for the next 3-5 years. Then I hope to get people receiving services a proper menu of the services they can receive. I know that it can be helpful, a headache for providers, but it would be beneficial to me so I could see a menu of what is available. As an advocate I hope to see that done in a proper fashion because it would be helpful for less experienced [Personal Agents] as well.”

 

Q: Do you think planning is important?

A: Yes, I do think planning is important, but over planning can also happen which isn’t good. One of my main goals with [the ISP] is to not bite off more than we can chew. When you over plan things can slip through the cracks and not get done properly.” 

 

Q: When you’re planning with someone- what is the most important thing that person can do?

A: “Well, they have to see their perspective then react according to the person’s perspective. Each advocate is going to be different in how they approach things, and their needs are going to be different. They need to view you as the representative. I think that is the best advice I can give someone in the planning stage.”

 

Q: When you’ve planned in the past- what worked well?

A: “I think people appreciate my realism when I’m planning, and my realistic nature about what works and doesn’t work. Some people may not appreciate it, but in terms of advocacy planning, I bring my ‘call it like it is’ approach.”

 

Q: What do you like about your SC/PA/Case Manager? What do they do well?

A: “I just got a new one, but I can speak about my previous experience. I think case managers and PA’s do a good job of getting people together for social outings in their community. They are good at getting advocacy groups together. My PA was really good about that.”

 

Q: What advice would you give to SC/PA/Case Managers around the state?

A: “Learn how to network with your lead PA or case manager over you and learn how to network with your higher ups. Sometimes people will come to you with a problem that is hard to solve, so you need to work with your higher ups so you can problem solve. Learn how to network with your fellow employees and higher ups and solve problems together, such as housing.” 

 

Q: What do you like about your provider? What do they do well?

A: “I think I moved to a very flexible group home. They are very accommodating and help me with problems and I think they have hired good staff. I had a lot of trepidation moving into a group home due to my advocacy work, but here we are.”

 

Q: What advice would you give to providers around the state?

A: “I can speak to group homes and adult foster homes. I would have assistive technology, typing devices, and internet to be on point if they are taking in a resident with a wheelchair. They would need a wheel-in shower. Don’t talk to every resident the same way. Give them a healthy amount of respect in how you talk to them, be flexible, be open to advice and to employment providers. If you are dealing with someone in a wheelchair, you’ll have to get really creative in terms of support.”

 

Q: What do you like about getting support from your family/friend? What do they do well?

A: “I am highly blessed in that area. I have a pastor who advocates for me, a mom who advocates for me. I make sure I give and take a bit. They tend to pound the table harder for me than I do myself and that is a blessing for me. I tend to say I can give that up, let’s just give that up for the sake of not being demanding. I have a really great group of advocates that will fight for me tooth and nail and my heart goes out to people who don’t have that because I don’t know what I would do. I couldn’t do this by myself, it’s too much work so it’s helpful to have their perspective.”

 

Q: What advice would you give to families and friends who support people around the state?

A: “Just keep pushing. Keep chugging along, feeding the engine because it’s going to get really taxing and you’re going to come across a lot of roadblocks. Just keep trying and realize that sometimes it takes the right PA, person, worker, advocate to keep pushing. Keep fighting for yourself, your loved one and try your best. That’s the best advice I can give to family and friends.”

 

Q: What is something important you’ve learned as a self-advocate?

A: “I’ve learned how much language matters in this state. I’ve learned that they put way too much pressure on community support. The state, brokerages, providers put too much pressure on you and your supports to get stuff done. I’ve learned how much language matters to get stuff done. I feel like a lawyer, it takes the right word until the door gets opened. That’s what I’ve learned during my years of advocacy. They put too much pressure on the individual and you have to know the right lingo to get things done. I feel bad for the people that can’t learn the lingo, it’s not their fault, and they should be better served.”

 

Q: What advice would you give to other self-advocates across the state?  

A: “Learn the lingo, don’t be afraid to push back, you’re not being too overbearing. Don’t be afraid to ask to switch case managers if you need to, and just persevere!”

Advocate Spotlight: Fengxian Balthazaar (Yuàn Fèngxiān 院 凤仙)

One person interviewed by another

Interview by Jennie Heidrick | The Arc Oregon

Fengxian lives in Portland and graduated from Portland State’s Career and Community Studies program in 2020. Born in China and then adopted, Fengxian identifies as transracial and is excited to visit her birth country later this year. Fengxian is actively involved in her community working at Safeway, dog sitting and walking, as well as helping with the family business. 

As a passionate Self-Advocate Fengxian is a member of Self Advocates Taking Action who meet once a month to review bills and new laws. Fengxian wants to help bring change as well as improve services for people who experience disabilities. Fengxian is a very happy and social person who enjoys being with friends and family, providers, and fellow advocates.

Fengxian is an athlete involved in many sports- swimming, bowling, skiing, track and field, basketball- and loves to compete at Special Olympics. Fengxian is looking forward to taking a trip to Washington DC with Special Olympics to talk with congress, advocate, and be a positive influence about inclusive healthcare. 

Q: What is important to you about your life right now?

A: “Have a job at Safeway… Getting ready to go to Washington DC, going to Japan, Shanghai and China this summer. Traveling with sisters and no parents this trip!”

 

Q: What is something you’ve done that you’re proud of?

A: “I went to the 2022 USA Olympic games in Florida- Special Olympics. Competed and brought home a silver medal in swimming. Both parents traveled with the delegation.” 

 

Q: What dreams or goals do you have for the future?

A: “[Have a] job that I like and am passionate about, get married and go on a honeymoon, what other people have… Working to end the marriage penalty. This can take some time.”

 

Q: Do you think planning is important? Why?

A: “You are the leader of your life, many people back in the day didn’t have decision opportunities because they were living in Fairview. I make my choices, but I have support from my family.” 

 

Q: When you’re planning with someone- what is the most important thing that person can do?

A: “During my ISP meetings, my mom sits next to me and she will rephrase it, communicates struggles on my behalf.”

 

Q: When you’ve planned in the past- what worked well? 

A: “Listening and validating my concerns or opinions.”  

 

Q: What do you like about your SC/PA/Case Manager? What do they do well?

A: “They get back to me in a timely manner, schedule things, review the ISP and ONA in an accessible way. My mom sits next to me, with iPad in front and if there is a question or phrase, she will rephrase.”

 

Q: What advice would you give to SC/PA/Case Managers around the state?

A: “Get back to clients and take their concerns seriously because it is their life, don’t think it is funny, crisis happens- not funny.”

 

Q: What do you like about your provider? What do they do well?

A: “They are on time, do stuff and go out in the community.”

 

Q: What advice would you give to providers around the state?

A: “Don’t hire people who are no call, no show.” 

 

Q: What do you like about getting support from your family/friend? What do they do well?

A: “Good relationship with family and two sisters. I support my sisters and they support me.” 

 

Q: What advice would you give to families and friends who support people around the state?

A: “Be there as a listening ear, be there for them if they lost someone/family, traumatic event, don’t go to institutions, ensure choice in where people live. Independent living with natural supports from community. Listen to where the person wants to live.”

  

Q: What is something important you’ve learned as a self-advocate?

A: “My story is a powerful one and my experience may be different than other people’s experiences.”

Advocate Spotlight: DJ Lamar

One person interviewed by another

Interview by Jennie Heidrick | The Arc Oregon

DJ Lamar lives in Southeast Portland, where he has been DJ’ing for almost 29 years. DJ Lamar is passionate about meeting people and sharing his music with them. He is also a board member of The Arc Portland Metro. 

In his free time, DJ Lamar serves his community through his work with Club Impact, where he volunteers his time as a Bingo caller and shares his music. He likes to regularly eat out at different restaurants, but Applebee’s and Sherri’s are his favorite.

DJ Lamar met with the Oregon ISP project team to share a little bit about his life and recommendations that he has for professionals and others across the state. 

Want to learn more about DJ Lamar and the work he does? Check out his business’s Facebook page to learn about upcoming events or request his DJ Services. 

Photo of DJ Lamar

Q: What is something you’ve done that you’re proud of?  

A: “Oh, good question—I am proud of myself getting out there and doing the things that I like to do. The biggest thing is sharing music and meeting people and all that good stuff, and you know, I just like to do it… Every time I go DJ at different places, they are always happy to see me. At the conference my DJ station was the only one lit up at the UCP family conference. My 70’s and 80’s music was standing out, people enjoyed it!”

 

Q: What dreams or goals do you have for the future?  

A: “I’ve passed all of my goals and now it’s just finishing it up. Next year, when I reach 30 years of DJ’ing I’m throwing a huge party! I would like to continue on The Arc Board.”

 

Q: Do you think planning is important?

A: “Good question. It’s easy if you plan early, a couple months out before any event, including my ISP meeting. That’s why they have planning committees for events.”

 

Q: When you’re planning with someone- what is the most important thing that person can do?

A: “Talk about what we are going to do and what the layout is going to be like. Where it is going to be at, the location. All the things that’s needed.”

 

Q: When you’ve planned in the past- what worked well?

A: “Good question, the timing, on my time.”

 

Q: What advice would you give to SC/PA/Case Managers around the state?

A: “I’d want them to do their best.”

 

Q: What about for providers?

A: “Be on time!”

 

Q: Any advice for families and friends who support people around the state?

A: “Take your time.”

 

Q: What is something important you’ve learned as a self-advocate?

A: “I’ve learned helping out, talking with [other self-advocates] and sharing with them, if it’s needed.” 

 

Q: What advice would you give to other self-advocates across the state?  

A: “All I got to say is please take your time, don’t rush it, if you rush it you might mess up.”

Making Changes to your ISP

People in conversation, sitting at a table

By Nicholas Kaasa | The Arc Oregon

You can change your ISP at any time

The Individual Support Plan (ISP) is a living, breathing document. This means that it can and should change with you. After all, life is change! We all have new experiences that help us understand what we want or do not want in our lives. We all grow, learn, and change over time. Even our needs can change over time. Life can also be unexpected, and things may come up that cause us to change our plans. 

Because of this, no one can accurately plan out the next year of their life. Planning must happen annually but it’s also ongoing. We adjust and shift our plans as needed. That is why it is important that the ISP shift and change when needed throughout the plan year.

Changes can be big or small. If a small update is needed, such as adjusting one of your Desired Outcomes (or the “goals” in your plan), you may just need to make a quick call or send a quick email to your Services Coordinator or Personal Agent (SC/PA). If a larger change is needed, such as changing the way you are supported from day to day, you should still start by reaching out to your Services Coordinator or Personal Agent (SC/PA). They can help to bring your planning team back together to make this change with you. Once the team has had a chance to meet and discuss if everyone involved can support the needed changes the SC/PA will complete a change form

The ISP planning process is one that takes change into account. Your plan can be changed at any time! The change form helps us document when these changes happen. 

Tips for Advocates

If you have an ISP, the suggestions below are for you!

  • Have you looked at your ISP? You have a right to your plan!
  • If there’s anything in your plan that you don’t understand, your Service Coordinator or Personal Agent can help make sure everything makes sense. You have a right to understand your plan!
  • Is there anything that you want to add? Things can be added to your ISP at any time! This includes new ideas, goals, and support.
  • Is there anything that is not working well in your plan? Your ISP can change at any time! Let your Services Coordinator or Personal Agent know if things are not working well for you.

Tips for Teams

If you are a provider, family, or friend supporting someone in the planning process, the suggestions below are for you!

  • Have proactive conversations. How will you connect with the team about a needed change? Who will fill out the change form? How will you make sure everyone knows and understands their role in supporting the person? Remember, the hardest time to try to figure out HOW to make a change is during the change itself.
  • Pay attention to the person’s perspective. What are they telling you about how the plan is or is not working for them. Remember, not everyone communicates using words. Pay attention to all the ways someone communicates their perspective.
  • For most types of changes, anyone on the planning team can get the conversation started. Review page #48 of the ISP instruction manual for detailed information about different types of changes, who can make different changes, and which changes require approval or notification only.
  • Want to learn more? Watch the ISP change form webinar!

Tips for Services Coordinators/Personal Agents

If you facilitate the ISP planning process, the tips below are for you!

  • Does the person know their ISP can change at any time? If you are planning with a child, does the family know the plan can be updated at any time? Notice, the question is not “did you mention it” or “or did you tell them.” There is a lot of information that is shared during planning conversations and meetings.
  • Talk about making changes throughout the plan year. Be concrete- how can the person or family reach out to you if they are wanting to make a change? What are examples of changes that a person or family might want to make during the plan year?
  • While it may take some work to update the ISP, it is a sign of a healthy and active plan. Consider your own life- what if you had to plan out the entire next year of your life at one time? How would you feel? What thoughts come up? 

Remember: The plan should follow the person and their life, not the other way around.

Dignity of Risk

The same woman in the same place as the first picture, now looking at the camera and smiling with a spoon in her mouth.

Think about the last time you took a risk. How did it turn out for you? What did you learn by taking that risk?
Life is full of risk, and taking these risks is an important way we learn and grow. If you’ve ever moved, gone on a first date, or started a new job then you’ve taken a risk!
Everyone has the right to take risks in life that are meaningful to them- no matter your disability status, support needs, or where you live.

What is Dignity of Risk?

Dignity of risk means that you have the right to live the life you choose, even if your choices involve some risk. Risk is an important and healthy part of life. We all learn by taking risks. Taking risks allows us to have new experiences and opportunities. Imagine how different your life would look if you never took a risk!

Taking risks is often necessary to help us live lives that are meaningful to us. We all have the right to make decisions and take risks that lead us closer to that good life. If you are an advocate or supporter, understanding and supporting a person’s right to take the risks that are meaningful to them is essential. This involves respecting and supporting a person’s perspectives and choices. This can include: 

  • Sharing information that helps a person make a meaningful choice in a way that works for them.  
  • Supporting someone to consider possible outcomes of their choices, both positive and negative.
  • Collaborating with the person to identify support that works for them as they take risks (i.e. how can we address health and safety while the person takes risks that are meaningful to them) 

Consider the following example

A young Asian woman sitting at a counter in a cafe. She's looking out of a window and has a coffee next to her.

Alexandria is a young woman who is passionate about music, connecting with people her age, and coffee. She lives in a 24-hour group home setting and experiences seizures. She recently told her provider that she no longer wants them to come with her to the open mic night at her local café. She stated that “having you there makes me stand out like a sore thumb”. Her provider is initially very concerned, as they are used to giving her continuous support, as she may have a seizure throughout the day. The thought of Alexandria in the community alone is initially terrifying to the provider. 

Questions to ponder

What risk is Alexandria wanting to take? Why might this risk be important to her? What positive things could happen by taking this risk? 

What health and safety considerations are there? How might Alexandria take the risk that is meaningful to her while still addressing health and safety? 

How can we support Alexandria to think about her options?

Important TO & Important FOR

We each have our own definition of what makes us feel happy, content, fulfilled, and comforted. These are the things that are important TO us.

We also have things that keep us healthy and safe. These are the things that are important FOR us. This includes our mental health, wellbeing, emotional safety, and feeling safe. 

Dignity of Risk does not mean ignoring what is important FOR ourselves or others. It does not mean overlooking serious health and safety concerns because a person ‘made a choice’. On the other hand, there will always be some level of risk in life. Eliminating all risk in a person’s life should never be the goal. 

Instead, we want to consider how health and safety can be addressed in a way that works for the person and their life- all while they make the decisions and take the risks that are important to them. 

Consider the following example

The same woman in the same place as the first picture, now looking at the camera and smiling with a spoon in her mouth.

After connecting with Alexandria, we’ve learned a bit more about her perspective. Alexandria has been feeling isolated lately and wants to make more friends. There are a few people she sees at the open mic night who she wants to get to know better. When she has struck up conversations in the past, people tend to speak to her supports, rather than her. It is important to Alexandria to attend the event by herself- she is very clear with supporters on this point.

At the same time, it is important for Alexandria to get the support she needs in case she has a seizure. This support is outlined in her seizure protocol. In the past, well-meaning community members have called 911. If paramedics arrive, this can be a very frustrating and isolating experience for Alexandria.

  • Ideas for balanced support (Alexandria would still choose what works for her, but these ideas may be the starting point of a planning conversation):
  • Supporters check in with Alexandria before the open mic. There are typically some signs if Alexandria is more prone to seizures on a given day (example: lack of sleep the night before, or experiencing an aura)
  • Alexandria adds her provider to speed dial, and calls her provider if she begins to experience an aura
  • Alexandria sits in the front of the coffee shop near the exit, and providers wait in the car. If she has a seizure, providers could then intervene.

Conclusion

While we may deeply understand the importance of taking risks in our own life, learning to support someone else’s Dignity of Risk is a different skill. It can put us out of our comfort zone, especially if we have concerns about a person’s health and safety.

However, supporting Dignity of Risk is a core component of person-centered support. Making meaningful decisions and taking risks are what make life good for each of us. 

Fortunately, there are many resources to help support Dignity of Risk. We invite you to explore the resources below! 

Taking risks is often necessary to help us live lives that are meaningful to us. We all have the right to make decisions and take risks that lead us closer to that good life. If you are an advocate or supporter, understanding and supporting a person’s right to take the risks that are meaningful to them is essential. This involves respecting and supporting a person’s perspectives and choices. This can include: 

  • Sharing information that helps a person make a meaningful choice in a way that works for them.  
  • Supporting someone to consider possible outcomes of their choices, both positive and negative.
  • Collaborating with the person to identify support that works for them as they take risks (i.e. how can we address health and safety while the person takes risks that are meaningful to them) 

Resources

About the Authors

Lindsay Dutton joined the Arc Oregon team as an OTAC Trainer in August of 2022. She brings with her 7 years of experience working within the field of disabilities. Most of that time was spent working at a Foster Home providing direct care, and then as a Personal Agent at a Brokerage providing person centered case management. Lindsay is a Charting the LifeCourse Ambassador.

Jennifer Buss

Jennifer Buss, M.S.W., joined the OTAC training team in September 2018. Jennifer is a former Services Coordinator and Direct Support Professional, with experience in person-centered planning and advocacy. Her passions include person-centered practices, service equity, and systems-level advocacy. Jennifer is a Charting the LifeCourse Ambassador and Person Centered Thinking trainer candidate.

Charting the LifeCourse™ 201

This recorded workshop will provide hands-on experience with the Charting the LifeCourse framework and tools. Charting the LifeCourse is an approach to planning with people that is equitable, person-centered and strength based.

Be sure to pause the video and complete the workshop activities, which are posted below. This workshop shares information for Services Coordinators and Personal Agents to:

  • Expand facilitation skills for planning conversations about a person’s good life
  • Explore life domains that allow us to think about our lives, what experiences we want to have, and our own good life within the context of family and community

Important TO, Important FOR, and the Balance

A man standing in front of a scale. On one arm of the scale are things representing work and on the other are things representing family and home.

This month, we’ll cover a topic that is foundational for person-centered planning and supports. Whether you plan with and support others or if you advocate for your own plan and supports, these concepts can really help to express what matters. We’re talking about ‘Important TO’, ‘Important FOR’, and finding the balance between.

Important TO

What part of your morning routine helps the day to go more smoothly? Who can always bring a smile to your face? What helps you feel better when you’ve had a hard day? 

Our ‘important TO’s can be a lot of different things, but ultimately, these are the things that make us feel happy, content, comforted, satisfied, and fulfilled. Put simply- these are the things that make life good from our own perspective.

Importantly, only I can say what is important TO me. Only you can say what is important TO you. Important TO is our own truth, it’s who we are and what we value. Consider the followig examples:

  • Marlyn adores her dog Ruffus. He helps her feel calm and gets her walking and outside each day
  • Li is vegan and is part of an online community that share recipes, ideas, and vegan friendly restaurants.
  • Julia has a vision for ending world hunger. It gives her a sense of purpose as she volunteers at a local food pantry.
  • Mahalia is on the school board. Being a community leader is important to her.
  • Francis visits the coast every month. They love to see the seasons change and they look forward to each trip.
  • Kristopher goes to the gym after work each day. This helps him unwind and enjoy his evening.
  • Lyda likes to have plans on the weekend. Even if she’s just visiting a friend, having structure to her weekend helps her relax.
  • Ruben is proud of his baseball card collection and shows it to everyone who visits his home.

Each person has things that are important to them- regardless of how they communicate this information with others. If you are planning with or supporting someone who does not use words to communicate- how does that person share about what is important to them? Do you have a sense of what brings them happiness, comfort, and fulfillment? How do you know—in other words, how did they share this with you?

Important FOR

Has anyone ever told you that “you should” do something? Has a professional, such as a doctor, dentist, or home contractor, given you advice they strongly encourage you to follow? 

Our ‘important FOR’s are all about health and safety. Health can include a lot of different things, such as treating medical conditions, preventing illness, and supporting wellness. A reminder that health includes mental health! Safety is concerned with wellbeing- including physical and emotional safety.

Important FOR can also include what others see as important for us to be valued members of our communities- recognizing that each person defines for themselves which communities they belong to. For instance, your boss might say it’s important for you to clock in on time and get all your work done. The barista at your favorite coffee shop might say it’s important for you to wait in line, instead of cutting to the front.

Unlike ‘important to’, ‘important FOR’ can come from others’ perspectives, not just our own. Consider the following:

  • It is important for Daniel to live in a neighborhood with crosswalks that alert him audibly as they change, so that he can cross with only his cane.
  • It is important for Dev to feel safe at home. For him this means that no one raises their voice, including staff and roommates.
  • Lula speaks with her therapist each week and checks in with her psychiatrist every two months.
  • Justine gets his flu shot each fall.
  • When Paula got an ear infection last month, they went to the doctor and got antibiotics.
  • Viktor will take a “mental health day” when he begins to feel overwhelmed at work.

Balance Between

Eloise values taking a shower by herself. She likes to be independent. Eloise thinks warm showers are relaxing and help her de-stress. Eloise is also at risk of falling, especially when she’s taking a shower. Support is needed to help prevent falls.

The following images may help to illustrate what “out of balance” and “in balance” could look like for Eloise: 

A scale with "Important TO" heavier than "Important FOR"
Out of Balance Support

Eloise doesn’t want anyone in the bathroom with her while showering. Supporters have concluded that they can’t support her in the shower.

  • Only Important TO is addressed, without consideration for health and safety
  • “Happy and Unsafe”
A scale with "Important FOR" heavier than "Important TO"
Out of Balance Support

Supporters stay in the bathroom with Eloise when she’s showering, no matter what she wants. If Eloise yells at them to leave, they stay with her and make sure she doesn’t fall.

  • Only Important FOR is considered, Important TO is not addressed
    This is how the I/DD system historically approached support. This did harm to many people!
  • “Safe and Miserable”
A scale with "Important FOR" balanced with "Important TO"
Balanced Support

Eloise’s supporters make sure she has her shower chair and that grab bars set up. They clear the bathroom floor of clothes, towels, and puddles. They also leave the door cracked and stay in the living room (within hearing distance) in case Eloise asks for help. This support works well from Eloise’s perspective. 

  • The connection between important TO and FOR is addressed.  
  • Each is valued.  

Balance is a work in progress. How many of us can say we found the “perfect balance” in our own lives? Probably no one! We try, fail, learn, and try again. Our experiences, both positive and negative, shape our approach to balancing important TO and important FOR in our own lives. This is true for all people at any age, regardless of what supports they need or choose to have.

Charting the LifeCourse™ 101

This webinar provides a high-level overview of the LifeCourse™ framework and its current and future use in Oregon. Charting the LifeCourse is an approach to planning with people that is equitable, person-centered, and strength-based.

This webinar shares information for Services Coordinators and Personal Agents to:

  • Explore equitable, person-centered, and strengths-based approaches to planning with people
  • Learn what the LifeCourse™ framework is and how it can support better conversations and better plans with people

Planning a Good Life

A woman with down syndrome, wearing a purple shirt and blue pants, sitting next to a man without Down syndrome wearing jeans and a jean jacket. Both are laughing and petting small dogs.

Introducing the Good Life

What comes to mind when I ask, “What does a good life mean to you?” We all have different ideas about what a good life means to us. Sometimes, it can be difficult to visualize. Having tools available when we want to plan out our life can be helpful. Having a tool can help us organize our thoughts and might even help us consider ideas we wouldn’t have considered on our own. If you are struggling to think of what a good life looks like for you, it can also be helpful to start by considering what you don’t want. The good life should be a picture of your hopes, dreams, and anything that keeps you moving forward. Life is full of bumps in the road, but our good life (hopes, dreams) reminds us why we want to get back up and keep trying.

Eddie shares about his good life.

Kaaren shares about her good life.

ISP Planning and the Good Life

During the ISP planning process, one of the most important pieces is discovering the person’s vision of how they want to live and what may be needed to help them on their trajectory towards a good life. No matter what your role is in the ISP planning process, the heart of planning is figuring out what a person wants and doesn’t want in their life. One tool that can be helpful for visualizing and discussing this is the Life Trajectory from Charting the LifeCourse™. There are two tools available: a Trajectory for exploring and a Trajectory for planning. Both tools utilize a basic concept of considering what you want, and what you don’t want. Again, if you feel stuck, try starting with what you don’t want and build from there.

A tool for exploring ideas about trajectory for a good life. Click for a printable version.
A tool for planning a trajectory for a good life. Click for a printable version.

Tools for Exploring the Good Life

Both the trajectory for exploring and the trajectory for planning can be used in any way that works for you. The purpose is to discuss, think about, or write down what comes to mind when you think about what you want for your life. Likewise, the tool asks you to consider what you don’t want for your life. The tool is flexible, so start wherever makes sense to you.

Trajectory can be used for specific situations and topics. For instance, if you’re starting a new job- what do you want and what do you want to avoid at the new job? If you’re planning a vacation- what do you want and what do you want to avoid during your vacation? If your child is starting school? If you’re resolving a dispute at work?

Planning for a whole life can feel daunting. This can especially be true during times of crisis or when the future feels uncertain. This concept can be applied to specific topics and situations- we can even ask what we want and want to avoid for tomorrow. Often, this helps us broaden our focus and strengthen our planning skills!

Not just a tool, but an idea for everyone!

Trajectory is more than just a tool. Trajectory is an idea, a concept, and a way of thinking for everyone. Anyone, at any age, can use this idea to start visualizing and planning out what a good life means to them. Organizations can use this concept to envision what a team wants or doesn’t want for the next month, few months, or year and beyond. Teams can use this tool to consider what they like or don’t like, or what went well and what didn’t go well with a meeting, training, class, or event. The list goes on- it’s all about taking the time to consider and plan.

Trajectory reminds us that taking the time to prepare and reflect gives us all the opportunity to learn and grow. The best way to explore trajectory is to create one for yourself, your team, your family, or a loved one. Getting hands on practice with this concept is the best way to understand its usefulness. For those that are a part of an ISP planning team, I would especially encourage you to try this out at your next planning meeting. Let’s all work together to reach that good life!

About the Author

Lindsay joined the Arc Oregon team as an OTAC Trainer in August of 2022. She brings with her 7 years of experience working within the field of disabilities. Most of that time was spent working at a Foster Home providing direct care, and then as a Personal Agent at a Brokerage providing person centered case management. Lindsay is a Charting the LifeCourse Ambassador.

Let’s Talk About Plain Language

What is plain language?

Plain language is simple, straightforward language. It reflects how most people communicate in their day-to-day lives. It is both easy to understand and clear in its message.

This month, we want to focus on how plain language can be used in the ways we connect with others and in the ways we write. It is about better communication- plain language is a best practice!

To understand what plain language is, we want to contrast it with jargon. Jargon is any set of words that make sense ONLY to people working in a particular field.

A cartoon of an automechanic saying "Your bushes on the wishbone are going".

Imagine that you are getting your car repaired. The mechanic says to you “your bushes on the wishbone are going”. Would you know what they meant? Would not knowing make you feel anxious? Now imagine that they told you “There are little rubber parts called bushes that are attached to suspension parts in your vehicle which are wearing out. They are not expensive to replace.” Do you understand what the mechanic means now? How might you feel different hearing this instead?

Now imagine someone who doesn’t work in the field of disability hearing “Your ONA is next week, so be ready to answer questions about your ADL/IADLs”. Or if the same person looks at their Individual Support Plan (ISP) and reads “Transportation- substantial/maximal assistance, persons providing support accompany person on bus/van”. How might someone feel if they do not understand what this means?

Why use plain language?

Plain language is more accessible

We all want to understand what we read and what others are communicating. By using plain language in how we write and communicate, it removes barriers to access and understanding.

Importantly, people have the right to understand the contents of their Individual Support Plan (ISP). How might jargon and “systems language” create barriers for people and families?

Plain language is often clearer and more accurate.

Consider the phrases below. Which give you more information?

Dex participated in a community integration activity
vs.
Dex went to a movie with their roommate.

Tricia had a behavior
vs.
Tricia got frustrated at the TV and threw the remote on the floor.

Owen refused support with his hygiene protocol
vs.
Owen did not want Pam (his supporter) to help him in the shower this morning

Plain language is more person-centered.

Systems-language and jargon can feel alienating. Phrases like “socially unacceptable behavior” or “susceptibility to exploitation” can feel both frightening and extremely vague.

Self-advocates and families frequently share that some language used in their Individual Support Plan (ISP) feels alienating. Plain language may help to alleviate this.

For instance, instead of the jargon “socially unacceptable behavior”, can we use plain language to describe the support that the person needs? Does the person need reminders to give strangers personal space? Do they need someone to help them get to a restroom or other private space if they need to remove uncomfortable clothing?

Plain language is more equitable.

At its core, plain language is equitable language. We use it in our everyday lives to discuss ourselves, our friends, our family, our colleagues, and many others. With plain language, there is not one set of words being used to describe a person who accesses services, and another set of words for everyone else. Plain language is for everyone.

To identify plain language, it can be helpful to ask the question “would I use these words in my own life to describe myself or those in my family”. If the answer is NO, you might be using systems language or jargon.

Practice, Practice, Practice

Remember, plain language may be simple, but breaking the habit of jargon can be very difficult. If you’re very used to using a set of words or phrases, it can be hard to try something new.

Consider the following chart. Which language do you use? Are there any terms or words you hope to replace in your work?

Instead of… Try…
Toileted/Bathed Supported person to use the restroom, take a shower
Non-compliant, refused supports
Example: John refused his community integration activity
Person did not want to XYZ, Person decided not to XYZ
Example: John did not want to go to the movies today.)
Confined to a wheelchair, wheelchair bound, non-ambulatory Uses a wheelchair
Had a behavior Was upset, raised his voice (plain language to describe what happened)
Peer Friend, Coworker
People with disabilities, “them”, individuals
Example: I support a non-verbal individual.
Person (depends on context)
Example: I support someone who uses a communication device.

Plain language is worth the effort. Be patient with yourself and others, but never stop trying to use more accessible, more accurate, more person-centered, and more equitable language- in other words, plain language!

About the Author

Jennifer Buss

Jennifer Buss, M.S.W., joined the OTAC training team in September 2018. Jennifer is a former Services Coordinator and Direct Support Professional, with experience in person-centered planning and advocacy. Her passions include person-centered practices, service equity, and systems-level advocacy. Jennifer is a Charting the LifeCourse Ambassador and Person Centered Thinking trainer candidate.

Making Decisions with Support

As people, we all need support to make decisions in our lives. What this support looks like can differ for each of us depending on the type of decision. As part of the Oregon ISP planning process, helping others be informed about their options is one of the most important roles of supporters. This article provides some basic information about supported decision-making so you can help people explore decision-making tools and supports.

In this video a self-advocate discusses the importance of Supported Decision-Making and provides a brief description of what it is. Please note that the free book mentioned at the end is specific for Texas. 

In this video a self-advocate discusses how he uses Supported Decision- Making in his life and how these tools have helped him live more independently.  

All of us use supported decision-making at some point in our lives. We ask others for help to make both small and big decisions. For example, if someone is faced with making a medical decision, such as deciding to have a surgery or not, people will often seek out advice from others who have gone through similar medical situations. That is an example of supported decision-making. Supported decision-making agreements and tools can be used as a great alternative to guardianship, and even those with a guardian can benefit from using supported decision-making tools.


Over the past several years, Oregon has made significant strides in bringing awareness, education, and movement towards recognizing supported decision-making as an alternative to guardianship. Supported decision-making tools are getting in the hands of people with intellectual and developmental disabilities, family members, and other supporters to help them make important decisions. Supported decision-making embodies a set of values that aligns with Oregon’s Office of Developmental Disabilities Services (ODDS). Although supported decision-making agreements aren’t yet legally recognized in Oregon, they are an option for people to record their wishes and desires and who they determine as a supporter to help them make decisions.

At its core, supported decision-making is about helping people, regardless of ability, make decisions in their life by using supports they already have available. These supports could include technology, community resources, family and friends, or paid supporters. With supported decision-making, the person remains in control of their life and decides what areas they want and don’t want support with.

One tool that works especially well as part of the ISP process is the Exploring Decision-Making Supports Tool from Charting the LifeCourse™. It provides someone with the opportunity to explore what decisions they may need support with. This tool explores the different areas or life domains in a person’s life that they may need support with, including:

  • Daily Life and Employment
  • Healthy Living
  • Social & Spirituality
  • Safety & Security
  • Community Living
  • Advocacy & Engagement

Within each section there are several questions related to that life domain.

You can put a checkmark next to the following options:

  • I can decide with no extra support
  • I need support with my decision
  • I need someone to decide for me

Here is an example of a question from each life domain:

  • Daily Life & Employment—Do I plan what my day will look like?
  • Healthy Living—Can I make health/medical choices for my day-to-day well-being?
  • Social & Spirituality—Do I make choices about what to do and who to spend time with?
  • Safety & Security—Do I know who to contact if I feel like I’m in danger, being exploited, or being treated unfairly? (police, attorney, trusted friend)
  • Community Living—Do I decide where I live and who I live with?
  • Advocacy & Engagement—Do I decide who I want information shared with?

Using this tool, the person decides what level of support they want in different situations. It finds the balance of support that a person is comfortable with while exploring many different situations that we all encounter in life and can be used during or prior to an ISP planning meeting.

Supported decision-making is an important accommodation available to someone who may need additional assistance to gather information, ask questions, evaluate options, or communicate a decision to others. In particular, it can be a great alternative to guardianship, and the tools we’ve shared explore this in further detail. Below are some additional resources if you are interested in exploring more information.

About the Authors

Lindsay joined the Arc Oregon team as an OTAC Trainer in August of 2022. She brings with her 7 years of experience working within the field of disabilities. Most of that time was spent working at a Foster Home providing direct care, and then as a Personal Agent at a Brokerage providing person centered case management. Lindsay is a Charting the LifeCourse Ambassador.

Jennie Heidrick started with the OTAC program in 2009 and has been providing training, consultation, and mentorship services for Oregon’s IDD service system. Jennie is passionate about supporting people with IDD and their families, in addition to collaborating with the teams of people throughout Oregon who are committed to the same goal of protecting people’s rights and ensuring people have access, information and tools to live their best lives. Jennie experiences a chronic pain condition, disability and is a strong advocate for others who experience chronic pain and disability as well.

A woman wearing a grey turtleneck sweater. She has long brown hair in a braid.

Supports that Lead Toward a Person’s Good Life

Let’s start by going on a visual journey. Picture a star and visualize the five points of the star. The five points of the star each represent a different type of support: personal strengths & assets, technology, community based, relationships, and eligibility specific. Now imagine for a moment that you have a dream of traveling, but you aren’t sure how to reach it. We can use the star and its five points to consider all the different ways you can get support to achieve your dream of traveling.

The Star, pictured above, comes to us from the Charting the LifeCourse framework. It provides a way to think about and plan for many different types of support that are possible. The image contains a description of each point of the star, which are also described in the article below. 

The star that I am referring to is The Star Tool from the Charting the LifeCourse framework. This tool can be helpful during the ISP planning process and can be used in many ways. It can be a great visual to see all the avenues that someone can access for support. For more information, examples, and videos of the ways The Star is used, visit the Charting the Lifecourse website.

Below we will explore how the different points of The Star can help support a dream or goal that you might have. We will continue to use the example of traveling.

This point of the star is all about the skills, strengths, and assets that you bring to the table. What knowledge or life experiences do you already have that could support making your goal become a reality? What are you good at and what do others like and admire about you? Do you already have resources that can support you with your goal? We all have skills and strengths that we bring to the table that can help us achieve our goals.

For the goal of traveling, personal strengths and assets could include:  

  • Being knowledgeable about the place you want to visit  
  • Having a good sense of direction 
  • Having luggage that you can use 
  • Being able to use GPS to get around  
  • Knowing how to use transportation services  
  • Experiencing traveling with children, if you’re bringing kids along

Next, we want to consider those important connections we have in our life from which we can draw support to achieve our goal. This could be friends, family, acquaintances, or any person that you feel close with. Anyone that you have a connection with could support you with your goal.

For the goal of traveling, relationships could include:  

  • An aunt or an uncle that does a lot of traveling 
  • A parent that could help you do research  
  • A sibling who can provide childcare while you travel  
  • A friend who works at a travel agency

This section can include any technology that supports your goal. This could be personal technology that can be used by anyone, assistive or adaptive technology, or environmental technology that helps adapt surroundings. This could include a smartphone, tablet, laptop, video game system, smart watch, adaptive equipment for cooking, a wheelchair, scooter, electric toothbrush, glasses, and the list could go on. Tech can also be low-fi options such as an adaptive spoon, light switch, or lowered countertops. Technology can be useful in countless ways.

For the goal of traveling, technology could include:

  • Using a computer to research about the place you want to visit and where you want to stay  
  • Looking up flight and transportation information using your smartphone  
  • Using physical maps to help you get around while traveling  
  • Noise canceling headphones and fidgets for adults and kids to reduce stress in new situations

In this section we want to consider places, groups, or resources that anyone can access to in the community. In general, this could include businesses, parks, membership organizations, public resources, schools, libraries, faith-based communities, or health care facilities.

For the goal of traveling, community-based supports could include:

  • Travel agencies and travel groups or clubs (Joining a travel group could also then lead to more connections and grow the support you have from relationships)
  • Using your local library to check out travel books for adults and for kids about the place you want to visit  
  • Facebook group of local travel enthusiasts  

The final point on the star is the eligibility specific supports. These are the paid supports that can work with other points on the star to support someone with their dreams and goals. This could include government paid services based on disability or diagnoses, special education, Medicaid, Social Security, and many others. Eligibility specific supports include anything you are eligible for that not everyone in the community can access. Often times paid IDD services are the first thing we think of, but it can be valuable to look at other areas of support (the other points of the Star) so we get a full picture of the supports available to help lead to a good life.

For the goal of traveling, eligibility specific supports could include:  

  • A paid provider who could help with research and planning  
  • Attending a class trip chaperoned by school staff (for school age youth) 
  • Travel groups that are specific for someone with a disability, such as TRIPS INC 
  • Having a driver’s license to drive yourself to the airport  

Conclusion

We have made our way around The Star and have identified so many different options available to us to help support our dream of traveling! The Star is just one of many tools available from LifeCourse. There are many uses for The Star from supporting a specific goal to getting a general sense of available supports in someone’s life. The star can also be used with additional LifeCourse Tools to support the ISP planning process. Check out some additional videos and links below that show people using the tools.

Additional Resources

About the Author

Lindsay joined the Arc Oregon team as an OTAC Trainer in August of 2022. She brings with her 7 years of experience working within the field of disabilities. Most of that time was spent working at a Foster Home providing direct care, and then as a Personal Agent at a Brokerage providing person centered case management. Lindsay is a Charting the LifeCourse Ambassador.