Transition Assessment and Goal Generator at a Glance

screen shot of TAGG with charts

TAGG development supported by a grant from the U. S. Department of Education, Institute of Education Sciences, National Center for Special Education Research and funds provided by the OU Zarrow Center.

The TAGG is a new on-line transition assessment for secondary-aged youth with disabilities, their families, and professionals. TAGG items derive from research identified student behaviors associated with post high school employment and education. The TAGG provides a norm-based graphic profile, present level of performance statement, lists of strengths and needs, and suggested IEP annual transition goals. Numerous studies demonstrated that the TAGG produces valid and reliable results.

Purpose of the TAGG

To identify students’ strengths and needs and produce annual transition goals referenced to common core standards IEP teams may use for transition planning.

Intended Users

Secondary-aged students with mild to moderate disabilities who plan to attend postsecondary education and/or become competitively employed, their parents or guardians, and related special education professionals.

Development of the TAGG

TAGG versions include 34 items across 8 constructs identified from transition education research associated with post high school employment and further education of former students with mild to moderate disabilities. Developed following the Standards for Educational and Psychological Testing (1999) endorsed by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education.

TAGG Constructs

  • Strengths and Limits
  • Disability Awareness
  • Persistence
  • Interacting with Others
  • Goal Setting and Attainment
  • Employment
  • Student Involvement in IEP
  • Support Community

Languages

Now: English, English audio, and ASL video clips provided by PEPNET2.
Coming soon: Spanish and Spanish audio, Mandarin, and Bulgarian.

Format

TAGG is an online transition assessment with an option to print a paper version. Results must be entered into the online version for scoring.

Availability

Multiple Versions and Reading Level
Three versions: TAGG-P (Professional), TAGG-S (Student), and TAGG-F (Family). Reading grade levels for the TAGG versions are TAGG-S 4.8, TAGG-F 5.7, and TAGG-P 10.4. Completing two or more versions allows the IEP team to note differences in student behavior in school as well as the home or other settings. Additionally, including the student version as part of the transition assessment promotes the student voice and increases student engagement in the transition planning process.

Validity Evidence

  • Content. Items based on research that identified nonacademic student behaviors.
  • Structure. Factor structure established, then verified across three years of independent samples.
  • Stability. Test-retest found strong correlations of .80, .70, and .70 for the TAGG-P, F, and S, respectively.
  • Internal Consistency. Cronbach’s coefficient alpha for the three versions ranged from .89 to .95.
  • Agreement Across Versions. Medium correlations across the three versions.
  • Bias. No overall difference by Social-Economic factors. The TAGG-P does not differ by gender, but the TAGG-F and S have differences with a few constructs by gender. No relation between TAGG scores, GPA, and percent of time in general education classes. TAGG scores do vary by additional education.

Cost

Cost: $3.00 per set of TAGG-P, TAGG-F, and TAGG-S.

Purchasing Methods

We accept credit cards and Purchase Orders. To purchase using a credit card, please click “Obtain the TAGG” to be directed to the secure TouchNet payment site. To purchase the TAGG using a PO, email the TAGG order form and your PO to TAGG@ou.edu. Purchase Orders will take approximately 2 weeks to process.

DO NOT EMAIL CREDIT CARD INFORMATION.