Transition Assessment And Goal Generator (TAGG)- Project Overview

A Project To Develop a New Transition Assessment

Funded by a grant from the U.S. Dept. of Education, Institute of Education Sciences, National Center for Special Education Research (7/2010 - 6/2014)

Numerous research studies have identified student behaviors and skills associated with post-high school success, which we will use to develop the Transition Assessment Goal Generator (TAGG). The TAGG will provide IEP teams a means to meet IDEA 2004’s requirement that transition assessments be used to identify annual transition goals. The TAGG will identify behaviors that students need to learn to increase their likelihood of postschool success. This project will develop the TAGG and undertake studies to determine the construct validity, reliability, concurrent validity, and the ability to predict positive school and postschool outcomes. The finished TAGG will have professional, student, and parent versions that will identify prioritized behaviors that IEP teams may use to establish annual transition goals. When these goals are attained, we believe students' likelihood for postschool success will be increased.

This study will be broken into five phases of data collection. During Phase I, 840 participants, including special educators, their students with mild to moderate disabilities, and family members of the students, will complete the TAGG. Confirmatory factor analytic (CFA) techniques will be used to establish construct validity of the three TAGG versions. During Phase II, 840 participants will complete revised versions of the TAGG, using the same procedures as Phase I, and we will again undertake CFA, and will also examine the similarity of these factor structures to the AIR Self-Determination Assessment. During Phase III, IV, and V, approximately 4,250 national participants will complete the three TAGG versions to (a) establish the internal consistency reliability of scores via Cronbach’s alpha, (b) determine the inter-rater agreement of scores across the three TAGG versions, (c) assess the extent to which the factors of the TAGG predict school and postschool outcomes, and (d) eliminate factors that do not contribute to predictive validity. Starting with Phase III, students will be followed through high school and one year after graduation.

Research Method. Data Analysis. During Phases I and II, CFA procedures will be used to determine items that contribute to the factors assessed using the TAGG. Correlations will be analyzed between the factors of the TAGG and the AIR Self-Determination Assessment. During Phases III, IV, and V correlation coefficients will be investigated to determine the degree of test-retest reliability and inter-rater agreement. Multivariate regression analyses will be used to assess predictive validity. Hierarchical linear modeling will also be used to conduct cluster evaluation.

Forgot Your Password?

If you do not have a User Name assigned to you, please contact Amber McConnell, TAGG Project Coordinator, at ambermcc@ou.edu or call 405/325-8951 and indicate your interest in participating in the TAGG Development Study. You will be emailed a link to view a short video outlining the tasks required of you, your students with mild to moderate disabilities, and their family members.

Project Staff

Principle Investigator: James Martin, Ph.D.
Co-Principle Investigator: Maeghan Hennessey, Ph.D.
Assessment and Statistical Consultant: Robert Terry, Ph.D.
Project Coordinator: Amber McConnell, Ph.D.
Graduate Research Assistants: Jennifer Burnes, Jodie Martin, & Lori Metcalf
Managerial Associate: Linda Gill
Administrative Assistant: Donna Willis