Jim Martin, Ph'D'

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Using the Student-Directed Transition Planning
Lessons to Build the Student-Directed Summary of
Performance

• Jim Martin, Ph.D.
• University of Oklahoma
• Zarrow Center
• 405-325-8951
• Email jemartin_at_ou.edu
• Web http//education.ou.edu/zarrow/

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Agenda

• Purpose of Special Education
• Student-Directed Summary of Performance to Frame
  Transition Assessment and IEP Transition Page
  Construction
• Building the SD-SOP using the Student-Directed
  Transition Planning Lessons

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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

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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 for students to
  become involved in these discussions.

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Martin, J. E., Van Dycke, J. L., Greene, B. A.,
Gardner, J. E., Christensen, W. R., Woods, L. L.,
Lovett, D. L. (2006). Direct observation of
teacher-directed IEP meetings Establishing the
need for student IEP meeting instruction.
Exceptional Children, 72, 187-200.
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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 exit school.

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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_Templat
  e.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)

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The Sections of the SD-SOP

• As Adopted by Oklahoma

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My Summary of Performance

• My Postschool Goals for One Year After High
  School
• My Perceptions of My Disability
• The Schools Perspective on My Disability
• School Produced Summary of My Academic and
  Functional Performance

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Summary of Performance

• 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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Summary of Performance

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

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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.

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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.

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SD-SOP Examples

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

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Teaching Students To Develop Their Own SD-SOP

• Student-Directed Transition Planning
• Lessons and Materials

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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

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Self-Determination Concepts
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http//education.ou.edu/zarrow/
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Further Education Strengths

• Pat and his teacher combined information from the
  three sections into a summary statement.
• Pat again looked for similarities, and shortened
  some phrases.
• He wrote his strengths into a summary statement.

My family, teachers And I agree that I Will start
out at our Community college. Im learning
what accommodations work best for me.
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How Will This Work at Your School?

• Who needs to be involved to develop and implement
  a transition education process?
• What needs to occur for students to have
  opportunities to engage in the process?
• What needs to happen to allow time for educators
  to facilitate the process?
• What needs to happen for families to be involved
  in the process?
• 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.
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SDTP Research

• Phase 1
• Does SD-TP increase student knowledge?
• Does SD-TP increase student and family
  self-efficacy in the transition planning process?
• Phase 2
• Does combining the SD-TP and the Self-Directed
  IEP increase student and family participation in
  transition planning discussions at IEP meetings
  compared to either intervention alone?

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Phase 1 Study - Method

• Setting Participants
• 3 secondary schools
• 35 students
• 5 teachers
• Random assignment into control intervention
  groups
• True/False Multiple Choice Pre and Post-Tests
• Student and Family Pre and Post Self-Efficacy
  Measures

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Phase 1 Study - Results
ANCOVA was conducted to evaluate if there was a
knowledge gain as a result of the lessons. The
scores on the Pre-Test were significantly related
to the scores on the Post-Test, F(1, 32) 18.36,
p lt .01.
There was a significant difference between
intervention and control groups on the Post-Test
after controlling for the effect of the Pre-Test,
F(1, 32) 4.58, p .04. Effect Size Partial
Eta Squared .125 (approaching large effect
using .01 small, .06 medium, .10 to .14
large)
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Pre/Post Test Mean Scores
While the difference in the scores on the
pre-test was not statistically significant, this
gap may indicate a difference in the groups
despite the random assignment.
There was a noticeable statistically significant
effect on the Post-Test, with a corresponding
moderate to large effect size.
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Student Self-Efficacy

• Post-test comparison shows significant increase
  for students in the intervention group with
  moderate effect size
• Significant increases for students in the
  intervention group on 7 of 10 self-efficacy
  statements
• Student Intervention group mean scores increased
  on all statements
• Mean scores for students in the Control group
  stayed about the same pre to post

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Intervention Group Self-Efficacy Results
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Phase 2-Research Question

• Will participation in both the Student-Directed
  Transition Planning (SDTP) lessons and the
  Self-Directed IEP lessons help students,
  families, and the IEP team learn how to actively
  participate in the transition planning process,
  compared to those who participate in either the
  Self-Directed IEP or the SDTP lessons alone?

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Collaborative Effort
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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., DOttavio, 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.

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For More Information Contact
Jim Martin University of Oklahoma Zarrow Center
for Learning Enrichment Carpenter Hall Room
111 Norman, OK 73019 Phone [phone] E-mail
jemartin_at_ou.edu Web http//education.ou.edu/zarro
w/