Student Directed SOP

8/8/2019 Student Directed SOP

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The Student-DirectedSummary of Performance (SD-SOP)

Jim Martin, Ph.D.

University of Oklahoma

Zarrow Center

Carpenter Hall840 Asp Ave.

Norman, OK 73072

405-325-8951

[email protected]


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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 EducationWhat 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 meetstudents unique needs and to

prepare them for further

education,employment, and

independent living.QuickTime and a

TI

( ncompressed) decompressorare needed to see this picture.


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Transition Big Idea #1

Where will the student live?

Where will the student work?

Where will the studentreceive job training?

Where will the studentreceive education after highschool?

Qui

i

! i

i

ure.


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Design the high schoolyears to ensure that

students have opportunitiesand gain the skills neededto achieve postsecondaryeducation, employment,

and living goals.



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To enable students toattainpostsecondarygoals, involve

students in identifyingand making linkagesto postsecondarysupports and

programsbeforeexiting the schoolsystem.



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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 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


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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 forstudents to become involved in thesediscussions.


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Percent of Intervals Discussed Transition

Special Ed

50%

General Ed

4%

Admin

8%

Family

8%

Support Staff

20%

Students

10%

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 IEPis 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, andbeliefs that enable a person to engage ingoal directed, self-regulated, autonomousbehavior. An understanding of ones

strengths and limitations together with abelief in oneself as capable and effectiveare 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 attaingoals

Self-Evaluation

Adjustment Self-Efficacy

Martin, J. E., & Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition

program.Intervention in SchoolandClinic, 30(3), 147-156.


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Why Develop a Student-DirectedSummary 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 exitschool.


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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_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 specialeducation 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 thestudents perception of their disability and itsimpact on their life, learning, and work.

Provides students comprehensive document oncethey leave school to facilitate their plan.

Timeline As stated in the OK-SOP directions, begin using

the prior to students freshman year IEP meetingand then annually.

We recommend using the SOP prior to 8th grade IEPmeeting.


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My Summary of Performance

My Postschool Goals for One Year AfterHigh School

My Perceptions of My Disability The Schools Perspective on My

Disability

School Produced Summary ofMy

Academic and Functional Performance


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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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Section 2

Students describe their disabilities, how

their disability affects their performance,

and useful high school supports andaccommodations.


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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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Section 4

School staff will complete and review

annually with the IEP team to determine

goals, and if additional assessments will beneeded 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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Teaching Students How to Become

Involved in Their TransitionEducation and Planning

Student-Directed Transition Planning

Lessons and Materials


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Student-Directed TransitionPlanning Purpose: To increase student involvement in

transition planning discussions

U.S. Department of Education grant todevelop lessons and research theireffectiveness

Infuse best practices for reaching the largest

number of students including those who areculturally 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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Further Education Strengths

Pat and his teachercombined informationfrom the three sectionsinto a summarystatement.

Pat again looked forsimilarities, andshortened some phrases.

He wrote his strengthsinto a summarystatement.

amily

nput

tudent

nput

TeacherInput

Summary

Pat is creative, andprepares lessons

well aheadof time sothat he issuccessfulteachingat Sunday

school.

I work on and planmySunday schoollessons each

night afterdoing myhome-work. Thekids likemy lessons.

Pat works very hard to do well inmath. Pat is taking amore active roleIn his IEP, and is learning whataccommodations work best forhim.Well arrange a visit to the

community college.

My family, teachersAnd I agree that IWill start out at ourCommunity college.

Im learning whataccommodations work

best forme.


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HowWill 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 haveopportunities 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?


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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.

QuickTime and aTI

" "( # ncompressed) decompressor

are needed to see this picture.


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Collaborative Effort


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ReferencesField, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). Self-

determination for persons with disabilities: A position statement of thedivision on career development and transition. Career Development forExceptional 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-D

irected IEP as an evidenced-basedpractice.ExceptionalChildren, 72, 299-316.

Martin, J. E., & Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program.Intervention in SchoolandClinic,30(3), 147-156.

Martin, J. E., Marshall, L. H., Maxson, L., & Jerman, P. (1997). Self-DirectedIEP. Longmont, CO: Sopris West.

Martin, J. E., Van Dycke, J., DOttavio, M., & Nickerson, K. (2007). Thestudent-directed summary of performance: Increasing student and familyinvolvement in the transition planning process. Career Development forExceptional Individuals, 30(1), 13-26.

Van Dycke, J. L. (2005).Determining the impact of Self-Directed IEPinstruction on secondary IEP documents. UnpublishedDissertation.


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Jim M in ndJuan Po l y

University of OklahomaZarrow CenterforLearning Enrichment

CarpenterHall Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: [email protected]

[email protected]

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Student Directed SOP