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@ou.edu
Agenda
 Purpose of Special Education
 Transition Big Ideas
 Student-Directed Summary of Performance
  to Frame Transition Assessment and IEP
  Transition Page Construction
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.
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  are neede d to se e this picture.
 Transition Big Idea #1


Where will the student
live?
Where will the student             QuickTime™ and a
work?                     TIFF (Uncompressed) decompressor
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Where will the student
receive job training?
Where will the student
receive education after
high school?
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.
  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.
Seven Transition Steps
1.   Students become involved in IEP Planning Process
2.   Students complete a three-part transition
     assessment process.
3.   Students write present level of academic
     achievement and functional performance
4.   Students develop course of study
5.   Students develop postschool linkages
6.   Students work on attaining IEP and personal goals
7.   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.
How Much Do Students
           Percent of Intervals Discussed Transition



    Participate?    Students
                      10%




 Support Staff
    20%


                                                       Special Ed
                                                         50%




         Family
          8%


                  Admin
                   8% General Ed
                         4%
                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

 Albuquerque Public School
 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
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
        www.ou.edu/zarrow/pilot




http://education.ou.edu/zarrow/
SDTP Lessons
Transition Planning
    Further Education Strengths
                                          Student            Family
 Pat and his teacher                     Input              Input
  combined information
                                                             Pat is creative, and
  from the three sections     I work on and plan
                            my Sunday school                       prepares lessons
                                                                      well ahead
  into a summary            lessons each
                            night after
                                                  Summary
                                                                            of time so
  statement.                doing my
                                           My family, teachers
                                                                            that he is
                                                                             successful
                            home-
                                           And I agree that I               teaching
 Pat again looked for      work. The
                                           Will start out at our            at Sunday
                            kids like
  similarities, and         my lessons.    Community college.
                                           I’m learning what
                                                                            school.

  shortened some phrases.                  accommodations work
                                           best for me.
 He wrote his strengths         Teacher
  into a summary                 Input Pat works              very hard to do well in
                                          math. Pat is taking a more active role
                                          In his IEP, and is learning what
  statement.                              accommodations work best for him.
                                          We’ll arrange a visit to the
                                               community college.
          How Will This
        Work at Your School?
1.   Who needs to be involved to develop and
     implement a transition education process?
2.   What needs to occur for students to have
     opportunities to engage in the process?
3.   What needs to happen to allow time for educators
     to facilitate the process?
4.   What needs to happen for families to be involved in
     the process?
5.   When will these happen in your school?
         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.
          QuickTime™ and a
TIFF (Un compressed) decompressor
  are neede d to se e this picture.
Collaborative Effort
   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.
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: 405-325-8951
E-mail: jemartin@ou.edu
        juanportley@ou.edu