Multi-Action Planning System – Christ the Teacher Catholic Schools

The Multi-Action Planning System (MAPS) is a goal setting/planning tool that is used to set targeted outcomes and instructional plans for students who require functional programming. Given that students with developmental disabilities do not meet milestones at the same pace as their peers, goals for development and purposeful instruction to meet these goals needs to occur in lieu of traditional curricula.

A MAPS meeting should include the classroom teacher, SSST, principal, school counsellor, administrator, and the coordinator. The documentation form is available in the “O Drive” labeled student services.

The steps to the MAPS process are:

Step 1. Appoint a facilitator

The facilitator must know and understand the MAPS process. It is not necessary that the facilitator know the student.
The facilitator’s role is to ask the MAPS questions, keep the meeting moving smoothly and ensure that all attending the meeting have the opportunity to speak. The facilitator’s role is to serve as a neutral person.

Step 2. Appoint a recorder

The recorder need not know the MAPS process well. In fact, the recorder may be a person who is learning the process. It is not necessary that the recorder know the student.
The recorder’s role is to record on the chart paper the thoughts of the people present at the meeting. A separate sheet is used for each question. The recorder may summarize points, but must be vigilant not to record in a manner that changes the meaning of comments from the participants.

Step 3. Arrange for a comfortable meeting place

The planning meeting should take place in a comfortable place, free from interruptions. It can take place at school, in the parent’s home or elsewhere.
Participants should be told the time limit for the meeting. Usually the initial MAPS process takes 1 ½ to 2 hours to complete.

Step 4. Begin the meeting

The facilitator begins by introducing the participants at the meeting and clarifying their relationship with the student.
The facilitator outlines what will happen during the meeting, what the outcome(s) will be and the follow-up process.
In outlining the process, the facilitator explains that everyone’s ideas are valued. Non-judgemental acceptance of all ideas is a critical factor in the MAPS process.
The facilitator asks parent(s) to give a brief history of the student.

Step 5. Ask “What is your dream for the future?”

or “What are your hopes for (the student) for the future?”

This question is called the dream question and it is vital that it be asked first. It sets the tone for the whole planning process, as it forces the group to look forward to next year or to the time when the student is no longer in school. The responses to the question help to set expectations and goals for the future and help the planning team to realize that today is a step in the process; not a final picture.

Step 6. Ask “What are your concerns for the future?”

Even though the question can be phrased in other ways (e.g. “What don’t you want to happen in the future?”), it is referred to as the nightmare question. It is important for the question to be asked, as it gets out the underlying fears of the students, teachers, and parents. Many teachers who have not had the experience of being responsible for a student with a significant intellectual or multiple disability need to hear the fears of the parents and the student expressed. This is often the only way to direct the teacher’s and other professional’s thinking away from the problems at hand and toward planning that will ensure that the nightmares do not become the reality. By voicing their fears aloud, parents often are made aware that they, too, must look forward in order to present congregation and segregation from being the only alternative for their children. Responses to the question allow all present to see what could happen if intervention is not functional, organized, and cumulative.

Step 7. Ask “Who is (the student)?

A snapshot of the student is presented. Each person at the meeting gets an opportunity to say whatever comes to mind about the student as a person. This is not a time for a description of any particular handicap; rather, it is a time for sharing insights and information about the personality and character of the student, a time for describing particular things the student likes to do, or for describing the student’s reactions to certain places, events or objects. The facilitator asks that responses be given in one or two words. There are two basic rules: no labeling and no jargon.

This question is a very important stage. It is at this stage that participants develop a global picture of the student they see for only a portion of the day in a particular setting. The responses to the question paint a visual picture of the student.

Responses often reveal that the human characteristics of the student have been lost in the labeling process. Getting a whole picture of the person is often very revealing and very rewarding for all those present.

Step 8. Ask “What are (the student’s) strengths, gifts and talents?”

During this time, the participants describe those characteristics about the student that stand out in their minds. Particular gifts and talents are listed along with personality and character traits that are considered to be positive. It is important to have this information for the purposes of planning. The strengths that the student has can be used to address needs. Strengths may differ across situations and settings and the responses may therefore provide a basis for analysis and for cross-environmental planning.

Step 9. Ask “What does (the student) need and what do we require to meet these needs?”

The student’s needs are described by using the strengths the student has and thinking about the needs that spring from them. For expel, if the student can read then opportunities to read, materials, and a good reading program are needed. Also, if reading is a strength, how can it be used to build other necessary skills?

Keeping in mind the dream, the list of strengths and needs generate the ideas for actual programming goals and helps to generate a list of those people and services that will be accessed in order to carry out the plan. Needs are now based on the strengths and vision of the student and are not based solely on the perceived academic, physical or mental deficits that the student exhibits. It is a good idea to rate the needs of the student in order of priority so that major needs get enough attention and minor needs are not over-emphasized.

Step 10. Ask “What is the plan of action? What must we do to avoid future concerns and make the dream come true?”

Through this type of planning it can be seen how the needs of the student can be addressed, where they will be addressed, and who will be responsible for them. To assist in the programming processes the strength and needs can be categorized according to the areas of development and other considerations.

Step 11. Summarize the meeting.

The facilitator reviews the charts with participants, ensuring that strengths and needs are reflected in the student’s day.

The facilitator also described the process for the next phase of programming. The teachers and specialists will meet to develop objectives that address the goals set at the MAPS meeting, then the individualized program will be written and sent to all participants by a specified date.