Transition Assessment and Goal Generator (TAGG) Profile

Area of Greatest Strength

Areas of greatest strengths represent constructs with the highest scaled scores.

Areas of Relative Strength

Areas of relative strengths represent constructs with comparatively high scores.

Area of Greatest Need

Areas of greatest need represent constructs with the lowest scaled scores.

Areas of Relative Need

Areas of relative need represent constructs with comparatively low scores.

Present Levels of Performance

Jessica DiTrapani's abilities and experiences were assessed using the TAGG, a norm-referenced assessment with research-based items known to be associated with post-school employment and education. Compared to similar students, Jessica DiTrapani's overall results are above average (based on professional score). Jessica DiTrapani's scores indicate greatest strengths in the areas of Goal Setting and Attainment. Jessica DiTrapani's relative strengths include Persistence, Interacting With Others, and Disability Awareness. TAGG scores indicate the greatest needs in the areas of Student Involvement in the IEP compared to similar students and relative needs in the areas of Strengths and Limitations, Employment, and Support Community.

TAGG Goals

Common Core Standard

Student Involvement in the IEP (Based on Professional Responses)

After receiving instruction on how to actively participate in their IEP meeting, the student will tell the IEP team their post-secondary goals and annual transition goals with 100% accuracy as noted on a teacher-made checklist at the next IEP meeting.

After instruction on how to actively participate in their IEP meeting, the student will create an audio and/or visual presentation to present their post-secondary goals to the IEP team at the next annual meeting with 100% accuracy as noted on a teacher-made rubric.