The Transition Assessment and Goal Generator (TAGG) measures eight areas of behaviors associated with education and employment beyond high school. The scales below depict each of the eight areas of behavior and this student's performance in those areas compared to other youth with disabilities.
Strengths and Limitations
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Disability Awareness
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Persistence
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Interacting with Others
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Goal Setting and Attainment
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Employment
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Student Involvement in the IEP
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Support Community
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Combined Overall Score
| Well Below Average | Below Average | Average | Above Average | Well Above Average |
Areas of greatest strengths represent constructs with the highest scaled scores.
Areas of relative strengths represent constructs with comparatively high scores.
Areas of greatest need represent constructs with the lowest scaled scores.
Areas of relative need represent constructs with comparatively low scores.
'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, 's overall results are above average (based on professional score). 's scores indicate greatest strengths in the areas of Goal Setting and Attainment. '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.
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.
Common Core Standard for Professionals
CCSS.ELA-Literacy.SL.9-10.1 CCSS.ELA-Literacy.SL.9-10.1a CCSS.ELA-Literacy.SL.9-10.1c CCSS.ELA-Literacy.SL.9-10.1d CCSS.ELA-Literacy.SL.9-10.2 CCSS.ELA-Literacy.SL.9-10.4 CCSS.ELA-Literacy.SL.9-10.6 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.1a CCSS.ELA-Literacy.SL.11-12.1c CCSS.ELA-Literacy.SL.11-12.1d CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.4 CCSS.ELA-Literacy.SL.11-12.6 CCSS.ELA-Literacy.L.11-12.1 CCSS.ELA-Literacy.L.11-12.3
CCSS.ELA-Literacy.SL.9-10.1 CCSS.ELA-Literacy.SL.9-10.1a CCSS.ELA-Literacy.SL.9-10.1c CCSS.ELA-Literacy.SL.9-10.2 CCSS.ELA-Literacy.SL.9-10.4 CCSS.ELA-Literacy.SL.9-10.5 CCSS.ELA-Literacy.SL.9-10.6 CCSS.ELA-Literacy.L.9-10.1 CCSS.ELA-Literacy.L.9-10.3 CCSS.ELA-Literacy.SL.11-12.1 CCSS.ELA-Literacy.SL.11-12.1a CCSS.ELA-Literacy.SL.11-12.1c CCSS.ELA-Literacy.SL.11-12.2 CCSS.ELA-Literacy.SL.11-12.4 CCSS.ELA-Literacy.SL.11-12.5 CCSS.ELA-Literacy.SL.11-12.6 CCSS.ELA-Literacy.L.11-12.1 CCSS.ELA-Literacy.L.11-12.3