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Using SDTP

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Using SDTP

No Cost to Use

Educators, university faculty and students, parents and others teaching the Student-Directed Transition Planning lessons (SDTP) for non-profit endeavors may do so without charge. If use of the lessons will produce a monetary profit, please contact zarrowcenter@ou.edu to begin the process of obtaining a usage license with the University of Oklahoma.

Modify as Needed

Those using SDTP for not-for-profit purposes may modify the presentation files, activities, and Teacher's Guides to better meet the needs of their students. Please send your modified versions and suggestions to improve the SDTP lessons to zarrowcenter@ou.edu so that they may be considered for posting for others to use.

Self-Directed IEP Instructional Program

Numerous research studies (see Martin, Van Dycke, et al., 2006) have demonstrated the impact of the Self-Directed IEP (Martin, Marshall, Maxson, & Jerman, 1996) instructional package to increase student participation in their IEP meeting discussions. As expected, Self-Directed IEP alone did not impact student and family involvement in transition discussions because the Self-Directed IEP did not systematically teach transition knowledge or IEP transition meeting discussion behaviors. Teaching both the Self-Directed IEP and the SDTP lessons may increase student and family participation during the entire IEP meeting.

Time Required for Teaching the SDTP Lessons

We estimate that it will take approximately 15 hours to teach the SDTP lessons. You may schedule the lessons in any manner that best meets your needs. Some teachers use the SDTP lessons for 45 minutes a day until finished, others use the SDTP lessons once or twice a week, some may want to teach the SDTP in a before or after school format. The more time between lessons, the more time needed for review. Lessons may be taught as part of existing curricula, or as a stand-alone course. Please give us feedback on how you teach the lessons, how long it took, and any suggestions for change. Send your comments to zarrowcenter@ou.edu.

Instructional Sequence

Regardless of the format for teaching the lessons, we suggest the lessons be taught in a designated order. We recommend that students complete the first two lessons (Awareness and Terms/Concepts) consecutively. Educators can choose to teach the next three lessons (Vision for Employment, Vision for Postsecondary Education, and Vision for Adult Living) in whatever order that best matches the students' educational needs. The Course of Study and Connecting Services lessons must be completed prior to building the Student Summary of Performance.

Before opting out of teaching any SDTP Vision lessons, educators should look at the NSTTAC Indicator 13 checklist used to evaluate IDEA 2004 transition compliance (http://www.nsttac.org). The U.S. Department of Education Office of Special Education Programs supervised the development of this transition compliance checklist tool. To be in compliance with IDEA 2004 transition requirements, the IEP document needs to include an employment and an education/training goal. Completing the SDTP lessons and infusing the results into students' IEP will facilitate compliance with the Indicator 13 Checklist.

Teaching the SDTP Lessons

Prior to teaching each lesson, download the presentation file and the Teacher's Guide. Glance over the Teacher Guide to look at the scope of the lesson and needed material. The Teacher's Guide includes sequential screen shots of each presentation slide to provide the teacher ample instructional information. We recommend that educators follow the Teacher's Guide step-by-step the first couple times teaching the lessons. After that, we encourage teachers to modify the lessons to better meet the needs of their students. The open format of the PowerPoint and Microsoft Word files allow and encourage easy modifications.

Student's Participation in the SDTP Lessons

We recommend that each student keep completed SDTP materials together for easy reference and review by family members, educators, and support staff, and to serve as a primary transition reference portfolio. We suggest using one three-ring binder per student with dividers for each lesson.

Completing Student and Family Activities On-Line

Most of the student and family activities will be able to be completed on-line. Students will be able to download and print completed activities to share with their teachers and family members.

Saving On-Line Student and Family Activities

The files will be saved for up to 30 days in password-protected files that will not include any student identifying information. After 30 calendar days the saved files will be automatically removed from the SDTP server. So, be sure to download and print.



References

Martin, J. E., Marshall, L. H., Maxson, L. M., & Jerman, P. L. (1996). The Self-Directed IEP. Longmont, CO: Sopris West, Inc.

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.