TAGG-MS Field Test
Who can participate?
What will educators be asked to do?
Compensation for your time
To participate contact
Please email csanford@ou.edu or call (415) 340-2971 (when prompted for your name say TAGG middle school)
Funding
This research is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant #R324A210143 to the University of Oklahoma Zarrow Center. The opinions expressed are those of the authors and do not represent views of the institute or the U.S. Department of Education.
For more information Contact: Isela Plasencia isela.plasencia-1@ou.edu or call (405) 325-9851.
Funding Source: U.S. Department of Education, Institute for Education Sciences
The Transition Assessment and Goal Generator-Middle School (TAGG-MS) is a web-based transition assessment specifically designed for middle school students with a disability (estimated ages ranging from 11 to 15 years across grades 6, 7, and 8) who ultimately desire to be competitively employed and/or attend further education following high school.
TAGG-MS addresses the need for valid and reliable research-based assessments for students who begin transition planning earlier than the federally required age. New constructs and items unique to this group of students will be identified. Similar to TAGG-HS and TAGG-A, TAGG-MS assesses skills and experiences related to high school transition readiness and postschool success.
TAGG-MS will consist of three versions: professional, student, and family.
An exhaustive review of current literature is currently being conducted, and TAGG-MS will be constructed and validated in the near future. Upon its release, TAGG-MS will be available on the TAGG website.
Funding Source: U.S. Department of Education, Office of Special Education Programs
The goal of this project is to recruit, train, support, and prepare the leaders of Institutes of Higher Education (IHE) to prepare educators and to conduct research in transition knowledge and skills, evidence-based transition practices, and to improve post-school outcomes of individuals with disabilities, more specifically high-need disabilities.
This grant leverages faculty experience in transition, current graduate-level transition content, and university, state, and national partnerships to prepare future IHE leaders to address the gap in transition-focused educator preparation and research. The partnership between Texas A&M University and The University of Oklahoma allow for shared expertise and research resources across the Universities, collaborative experiences for scholars related to transition with state partners and supports and opportunities for local partners.
Funding Source: U.S. Department of Education, Office of Special Education Programs
The goal of this project is to recruit, train, support, and prepare the leaders of Institutes of Higher Education (IHE) to prepare educators and to conduct research in transition knowledge and skills, evidence-based transition practices, and effective participation on interdisciplinary teams.
This grant leverages faculty experience in transition, current graduate-level transition content, and university, state, and national partnerships to prepare future IHE leaders to address the gap in transition-focused educator preparation and research. The partnership between the Universities of Arkansas and Oklahoma allow for shared expertise and research resources across the Universities, collaborative experiences for scholars related to transition with state partners and supports and opportunities for local partners.
Funding Source: U.S. Department of Education, Office of Special Education Programs
The goal of this project is to recruit, train, support, and prepare secondary special education teachers and social work students who want to learn more about secondary transition practices. This project will increase the quality and quantity of transition education knowledgeable personnel to address the shortage of secondary special education professionals in Oklahoma and surrounding states and ensure students with disabilities will receive enhanced transition education, planning, and aligned adult services.
