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

1. 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@ou.edu

2. 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

3. The Purpose of Special Education What is the purpose of Special Education?

4. 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.

5. 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?

6. 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.

7. Transition Big Idea #3 To enable students to attain postsecondary goals, involve students in identifying andmaking linkages to postsecondary supportsand programs before exiting the school system.

8. 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

9. 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.

10. How Much Do Students Participate?

11. 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.

12. 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.

13. 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.

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

15. 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.

16. 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)

17. 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.

18. The Sections of the SD-SOP As Adopted by Oklahoma

19. 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

20. 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.

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

22. 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.

23. 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.

24. Incorporating the SD-SOP Student-Directed Transition Planning lesson Build the SD-SOP

25. More SD-SOP Examples • Irving I.S.D. (near Dallas, TX) • What is YOUR school doing?

26. Teaching Students How to Become Involved in Their Transition Education and Planning Student-Directed Transition Planning Lessons and Materials

27. Collaborative Effort

29. 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., 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.

30. For More Information Contact: 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