The Individuals with Disabilities Education Act (IDEA) requires schools to conduct age-appropriate transition assessments for students with IEPs beginning at age 16 (or younger when appropriate). These assessments help identify each student's strengths, preferences, interests, and needs as they relate to postsecondary education, employment, and independent living.

The Transition Assessment and Rubric System (TARS) was designed to do far more than simply satisfy this legal requirement. It provides a comprehensive, research-based framework that helps educators collect meaningful transition data and use it to develop high-quality, legally compliant transition plans.

Unlike traditional transition assessments, TARS offers several unique advantages:

1) Age-Appropriate Assessments: Four developmentally appropriate assessment levels ensure that students are evaluated using content that matches their grade level and stage of transition planning.
2) Research-Based Design: Every assessment measures skills identified through peer-reviewed research as strong predictors of successful postsecondary outcomes, including self-determination, career development, and independent living.
3) Meaningful Interpretation: Built-in scoring rubrics help educators interpret assessment results, identify student strengths and areas of need, and develop accurate Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements.
4) Direct Connection to the IEP: When areas of need are identified, TARS provides access to an aligned goal bank, making it easy for IEP teams to develop measurable annual transition goals that are directly supported by assessment results.

By connecting assessment, interpretation, present levels, and goal development within one integrated system, TARS transforms transition assessment from a compliance activity into a practical planning tool that helps prepare students for successful adult lives.