The Student-Directed Summary of Performance (SD-SOP)

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The Student-Directed Summary of Performance
(SD-SOP)

• Jim Martin, Ph.D.
• University of Oklahoma
• Zarrow Center
• Carpenter Hall
• 840 Asp Ave.
• Norman, OK 73072
• 405-325-8951
• jemartin_at_ou.edu

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Agenda

• Purpose of Special Education
• Transition Big Ideas
• Student-Directed Summary of Performance to Frame
  Transition Assessment and IEP Transition Page
  Construction

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The Purpose of Special Education
What is the purpose of Special Education?
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The Purpose of SPED
. . . a free appropriate public education that
emphasizes special education and related services
designed to meet students unique needs and to
prepare them for further education,employment,
and independent living.
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Transition Big Idea 1
Where will the student live? Where will the
student work? Where will the student receive job
training? Where will the student receive
education after high school?
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Transition Big Idea 2
Design the high school years to ensure that
students have opportunities and gain the skills
needed to achieve postsecondary education,
employment, and living goals.
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Transition Big Idea 3
To enable students to attain postsecondary goals,
involve students in identifying and making
linkages to postsecondary supports and programs
before exiting the school system.
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Seven Transition Steps

• Students become involved in IEP Planning Process
• Students complete a three-part transition
  assessment process.
• Students write present level of academic
  achievement and functional performance
• Students develop course of study
• Students develop postschool linkages
• Students work on attaining IEP and personal goals
• Students build their Summary of Performance

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Student Participation In Transition Discussions

• Spirit behind IDEA encourages students to become
  actively involved in discussions IEP transition
  discussions.
• We need to teach students how to become involved
  in these discussions.
• Need to provide opportunities for students to
  become involved in these discussions.

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How Much Do Students Participate?
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Student Involvement in the IEP Process

• Student involvement in the IEP teaches them
  valuable self-determination skills.
• The Self-Directed IEP is an evidenced-based
  instructional package that teaches students how
  to become involved in their IEP meetings.

Martin, J. E., Marshall, L. H., Maxson, L.,
Jerman, P. (1997). Self-Directed IEP. Longmont,
CO Sopris West.
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Self-Determination

• Field, Martin, Miller, Ward and Wehmeyer (1998)
  believe Self-Determination is
• a combination of skills, knowledge, and beliefs
  that enable a person to engage in goal directed,
  self-regulated, autonomous behavior. An
  understanding of ones strengths and limitations
  together with a belief in oneself as capable and
  effective are essential to self-determination.

Field, S., Martin, J., Miller, R., Ward, M.,
Wehmeyer, M. (1998). Self-determination for
persons with disabilities A position statement
of the division on career development and
transition. Career Development for Exceptional
Individuals, 21(2), 113-128.
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Self-Determination Concepts

• Self-Awareness
• Self-Advocacy
• Decision Making
• Use of self-management skills to attain goals
• Self-Evaluation
• Adjustment
• Self-Efficacy

Martin, J. E., Marshall, L. H. (1995).
ChoiceMaker A comprehensive self-determination
transition program. Intervention in School and
Clinic, 30(3), 147-156.
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Why Develop a Student-Directed Summary of
Performance (SD-SOP)?
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IDEA 2004 Requires the Summary of Performance

• Schools will provide students a summary of
  academic achievement and functional performance
• includes recommendation on how to assist the
  child in meeting postsecondary goals
• Must be done when students exit school.

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SOP

• Teacher-Directed SOP
• Designed for educators and agency
• Prepared by educators for use by students
• Nationally created SOP
• www.ldaamerica.org/aboutld/adults/docs/SOP_Templat
  e.doc
• Student-Directed SOP
• Designed for students, family, and agency
• Prepared by students for use by students and
  family
• OSDE Form 15 (Go to www.state.ok.us, then special
  education services, OSDE Forms, then to Form 15)

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Summary of Performance

• Purpose
• Provides the IEP team an opportunity to
  understand and discuss student and family
  post-high school goals.
• Provides the team an opportunity to explore the
  students perception of their disability and its
  impact on their life, learning, and work.
• Provides students comprehensive document once
  they leave school to facilitate their plan.
• Timeline
• As stated in the OK-SOP directions, begin using
  the prior to students freshman year IEP meeting
  and then annually.
• We recommend using the SOP prior to 8th grade IEP
  meeting.

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The Sections of the SD-SOP

• As Adopted by Oklahoma

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My Summary of Performance

• My Postschool Goals for One Year After High
  School
• My Perceptions of My Disability
• The Schools Perspective on My Disability
• School Produced Summary of My Academic and
  Functional Performance

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Summary of Performance

• Section 1
• Students describe their postsecondary goals to
  attain within one year of leaving high school,
  and the schools recommendations to achieve each
  goal, and suggested accommodations and supports
  to assist in achieving the goals.

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Summary of Performance

• Section 2
• Students describe their disabilities, how their
  disability affects their performance, and useful
  high school supports and accommodations.

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Summary of Performance

• Section 3 (Area of Functioning)
• Completed in the junior year of high school.
• School staff describe how the young adults
  disabilities affect their performance and useful
  accommodations and supports.

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Summary of Performance

• Section 4
• School staff will complete and review annually
  with the IEP team to determine goals, and if
  additional assessments will be needed to
  facilitate attainment of transition goals.

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Incorporating the SD-SOP

• Student-Directed Transition Planning lesson Build
  the SD-SOP

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More SD-SOP Examples

• Albuquerque Public School
• Irving I.S.D. (near Dallas, TX)
• What is YOUR school doing?

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Teaching Students How to Become Involved in Their
Transition Education and Planning

• Student-Directed Transition Planning
• Lessons and Materials

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Student-Directed Transition Planning

• Purpose To increase student involvement in
  transition planning discussions
• U.S. Department of Education grant to develop
  lessons and research their effectiveness
• Infuse best practices for reaching the largest
  number of students including those who are
  culturally and linguistically diverse

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www.ou.edu/zarrow/pilot
http//education.ou.edu/zarrow/
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SDTP Lessons
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Transition Planning
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(No Transcript)
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Further Education Strengths

• Pat and his teacher combined information from the
  three sections into a summary statement.
• Pat again looked for similarities, and shortened
  some phrases.
• He wrote his strengths into a summary statement.

My family, teachers And I agree that I Will start
out at our Community college. Im learning
what accommodations work best for me.
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(No Transcript)
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How Will This Work at Your School?

• Who needs to be involved to develop and implement
  a transition education process?
• What needs to occur for students to have
  opportunities to engage in the process?
• What needs to happen to allow time for educators
  to facilitate the process?
• What needs to happen for families to be involved
  in the process?
• When will these happen in your school?

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The Purpose of SPED
. . . a free appropriate public education that
emphasizes special education and related services
designed to meet students unique needs and to
prepare them for further education,employment,
and independent living.
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Collaborative Effort
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(No Transcript)
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References

• Field, S., Martin, J., Miller, R., Ward, M.,
  Wehmeyer, M. (1998). Self-determination for
  persons with disabilities A position statement
  of the division on career development and
  transition. Career Development for Exceptional
  Individuals, 21(2), 113-128.
• Martin, J. E., van Dycke, J. L., Christensen, W.
  R., Greene, B. A., Gardner, J. E., Lovett, D.
  L. (2006). Increasing student participation in
  IEP meetings Establishing the Self-Directed IEP
  as an evidenced-based practice. Exceptional
  Children, 72, 299-316.
• Martin, J. E., Marshall, L. H. (1995).
  ChoiceMaker A comprehensive self-determination
  transition program. Intervention in School and
  Clinic, 30(3), 147-156.
• Martin, J. E., Marshall, L. H., Maxson, L.,
  Jerman, P. (1997). Self-Directed IEP. Longmont,
  CO Sopris West.
• Martin, J. E., Van Dycke, J., DOttavio, M.,
  Nickerson, K. (2007). The student-directed
  summary of performance Increasing student and
  family involvement in the transition planning
  process. Career Development for Exceptional
  Individuals, 30(1), 13-26.
• Van Dycke, J. L. (2005). Determining the impact
  of Self-Directed IEP instruction on secondary IEP
  documents. Unpublished Dissertation.

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For More Information Contact
Jim Martin and Juan Portley University of
Oklahoma Zarrow Center for Learning
Enrichment Carpenter Hall Room 111 Norman, OK
73019 Phone [phone] E-mail
jemartin_at_ou.edu juanportley_at_ou.edu