Submitted By: fieldsb@hartfordschools.net

Affiliate Group: LT I Upper Valley, 2010/2011

School District: Hartford, VT

Grade Level: 9-12

Intended Audience: Students

Standards Addressed:
Standards Addressed(VT):
3.16 Students will develop a plan for current and continued education and training to meet personal and career goals.
3.3 Students will demonstrate respect for self and others
3.7 Students will make informed decisions
3.10 Students perform effectively on teams to achieve goals, conduct investigations, solve problems and create solutions.

Objectives:
Objectives:

Students will understand the rationale for completing a MAP, and participate as a member of a cooperative tams to discuss a student’s history, dreams, fears, strengths, and needs and develop action plans to help students focus on what they need to do to turn dreams into reality

Schedule:
Schedule:
This lesson is complete as part of a self-advocacy curriculum.

Preparation: See below

Reinforcing activities: Students will complete their goal(s).

Teaching Suggestions:
Self-Advocacy
Curriculum

MAPS (McGill Action Planning System)
An action planning process that helps an individual to plan for his or her future.

Standards:

Activity:

1. Explain to students that the activity is to complete the MAPS on at least 1-2 students in the class.
2. Refer to the MAPS description(attached) to explain the steps involved in the process and to provide a brief rationale for each one.
3. Choose a student to the focus of a MAP. It is best to have obtained the student’s consent before this class. If the class is large, break down into groups of 6-8 students each to complete MAPS. Each group will need a teacher or staff to act as facilitator or consultant.
4. Establish ground rules.
• No put-downs
• During the “brainstorming” phase, anything goes. No “yes-buts!”
• All group members need to make at least 3 contributions to the MAP
If the focus person feels that the discussion is touching on areas that are too sensitive or personal, he/she may ask the group to move on.
5. Complete the MAPS process. The process requires a facilitator, and a recorder, and may also include a timekeeper.







MAPS: A way to Think about and Plan for the Future

MAPS: McGill Action Planning System

What you need: Markers, 5 pieces of poster board, and a team of people who want to help one person think about his/her future. One person should lead the team through the following steps and another person should record the team’s ideas about each step on a piece of poster board.

Steps used in the MAPS process:

1. History: Discuss and write about the person’s background, including school history and family history. Include people and events that stand out in the person’s history.

2. Dreams: Discuss and write about the person’s dreams for the future. Some dreams may relate to what the person wants to have happen soon and others may focus on long-term goals.
Remember: no dream is too wild or crazy! Write down whatever comes to mind.

3. Fears: Talk and write about the person’s fears in life. Fears can be difficult to talk about, but it is important to know what they are. If you know what you don’t want to have happen, it may be easier to figure out what you do want to have happen.

4. Who is_____ Talk and write about who the person is. What makes this person unique? What re the person’s strengths, skills, likes, dislikes, favorite activities and people, etc.

5. Needs: Review the first 4 pages of the MAP and list dreams/goals. Identify at least one short term goal that the student would like to achieve. . Use previous information sheets to make a plan of action that shows what needs to be done, who will do it, when the activity will take plan and how you will know it is successful.

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