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 specia
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?
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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

into a summary lessons each

night after
Summary well ahead
of time so
statement. doing my
My family, teachers
that he is
successful
home-
 Pat again looked for work. The
kids like
And I agree that I
Will start out at our
teaching
at Sunday
similarities, and my lessons. Community college.
I’m learning what
school.

shortened some phrases. accommodations work

best for me.
 He wrote his strengths Teacher
Input Pat works very hard to do well in
into a summary 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 specia
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 (Uncompressed) decompressor
are needed to see 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