University of Oklahoma

The purpose of this project is to develop the web-based transition assessment, Transition Assessment and Goal Generator-Middle School (TAGG-MS). Although the Individuals with Disabilities Education Act mandates that transition planning for students with disabilities begin by the age of 16 years, most states begin transition planning earlier than the federally required age. However, no existing transition assessment for middle school students with disabilities measures behaviors associated wi...

The purpose of this project is to create a new transition assessment for students with significant cognitive disabilities (SWSCD) taught to alternate achievement standards, Transition Assessment and Goal Generator-Alternate (TAGG-A). TAGG-A is based on an assessment originally developed with previous IES funding that was focused more generally on students with disabilities to plan for life after high school. Federal laws require use of transition assessments to identify the needs of secondar...

The Individuals with Disabilities Education Act of 2004 requires that schools use transition assessments to develop postschool and annual transition IEP goals for each student with an individualized education program (IEP) who is of transition age. Practitioners have been developing transition goals for students in the absence of empirically based transition assessments which could help to identify the knowledge and skills that students need to increase their likelihood of attaining postscho...

In this study, researchers will examine the relationships among students' exposure to racially diverse kindergarten through grade 12 (K-12) schooling environments and their educational, economic, civic, and social outcomes as they transition into adulthood. The research will answer four research questions: