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

Jim Martin, Ph.D.University of OklahomaZarrow CenterCarpenter Hall840 Asp Ave.Norman, OK 73072405-325-8951jemartin@ou.edu

Agenda Purpose of Special Education Transition Big Ideas Student-Directed Summary of Performance

to Frame Transition Assessment and IEP Transition Page Construction

Foundation for the SD-TP process

The Purpose of Special Education

What is the purpose of Special Education?

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.

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?

Design the high school years to ensure that students have opportunities and gain the skills needed to achieve postsecondary education, employment, and living goals.

Transition Big Idea #2

To enable students to attain postsecondary goals, involve students in identifying and making linkages to postsecondary supports and programs before exiting the school system.

Transition Big Idea #3

Seven Transition Steps1. Students become involved in IEP Planning Process2. Students complete a three-part transition

assessment process.3. Students write present level of academic

achievement and functional performance4. Students develop course of study5. Students develop postschool linkages6. Students work on attaining IEP and personal goals7. Students build their Summary of Performance

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.

Percent of Intervals Discussed Transition

Special Ed50%

General Ed 4%

Admin8%

Family8%

Support Staff20%

Students10%

How Much Do Students Participate?

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.

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 one’s 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.

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.

Why Develop a Student-Directed Summary of Performance (SD-SOP)?

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.

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_Template.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)

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.

The Sections of the SD-SOP

As Adopted by Oklahoma

My Summary of Performance My Postschool Goals for One Year After

High School My Perceptions of My Disability The School’s Perspective on My

Disability School Produced Summary of My

Academic and Functional Performance

Summary of Performance Section 1

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

Summary of Performance

Section 2– Students describe their disabilities, how

their disability affects their performance, and useful high school supports and accommodations.

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.

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.

Incorporating the SD-SOP

Student-Directed Transition Planning lesson Build the SD-SOP

More SD-SOP Examples

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

Teaching Students How to Become Involved in Their Transition

Education and Planning

Student-Directed Transition Planning

Lessons and Materials

Collaborative Effort

ReferencesField, 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., D’Ottavio, 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.

Jim Martin

University of Oklahoma

Zarrow Center for Learning Enrichment

Carpenter Hall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: jemartin@ou.edu

juanportley@ou.edu

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