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5/4/17 Tackling Transition Needs with the Keiser University Multidisciplinary Centers Independent Living Skills Assessment Rita Ellis, MEd, NBCT Cheyney Cushing, BA Instructional Specialist School Liaison Sign In 1 5/4/17 Please allow
Age - Appropriate Identifies Student Strengths & Transition Needs Present Levels of Performance in a Variety of Areas Assist in Writing Measurable Post - Secondary Goals
Student Answers Correctly on First Attempt
Student Answers Incorrectly on First Attempt
Student Answers Incorrectly on Second Attempt
Presentation Mode Scheduling Flexible Setting
Response Mode
Large Print Real Objects Image Description Assessment Read Light Box Magnifier
In true survivor fashion, we are now going to play a game. Listen up, because there will be prizes!
person will need to run up and write down the correct answer to a question in order to get their team’s packet.
your team and begin working on your puzzle
check it
and you can each pick something from the basket
P8
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(after entry on Demographics Page)
Fields that do not populate automatically
(must be entered manually)
Student Name Date of Assessment Grade Individual Student Response Scores Date of Birth (3, 2, 1, or 0) School/District Primary Exceptionality Teacher Assessment Administrator (Assessor) Category Totals Section Totals Overall Totals
96
21 Collier High 2.17.16 Terry Teacher InD Name of Assessor Category A Total 1 Purchases Saving Money 1
15 7 2 6
65
Transactions 2 1 3 2 1
2
3 1 2 3 30 21
Sale Prices 3
1 3 3 1 2 12 10 Date of Assessment: Teacher/Case Manager: Primary Exceptionality: 3
Responses:
Coins and Currency
2 Student Name: Grade: Date of Birth: School:
KUMDC Independent Living Skills Category A - Money Management and Consumer Awareness Assessment
Sammy Student 12 3 Assessor: 1 Need vs. Want 3 2 3 2 2
18 15 3
3 Change
1
1
1 15 10
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Student Name Notes/Recommendations Grade Date of Birth School Teacher Primary Exceptionality Assessment Administrator (Assessor) Graph Assessment Section Dates Category , Section, and Overall Scores
A Money Management ### 70 96 B Food Management ### 119 150 C Personal Appearance ### 65 81 D Health ### 107 120 E Housekeeping ### 63 75 F Housing ### 22 36 G Transportation ### 62 78 H Educational Planning ### 30 36 I Job Seeking Skills ### 40 60 J Job Maintenance Skills ### 50 54 K Emergency & Safety Skills ### 45 60 L Community Resources ### 29 39 M Interpersonal Skills ### 33 39 N Legal Skills ### 33 48
Keiser University Multidisciplinary Center Independent Life Skills Assessment (KUILSA) Student Summary Report
Sammy Student 12
Primary Exceptionality: Assessment Administrator:
21 High School See Dates Below Terry Teacher
Student Name: Grade: Date of Birth: School: Date of Assessment: Teacher/Case Manager:
InD
Independent Level Correct Response - 3 points 1st Level Scaffolding Correct Response - 2 points KUILSA Scoring Guide: 2nd Level Scaffolding Correct Response - 1 point No Response/Refusal to Respond - 0 points 1st level scaffolding involves the covering/removal of an incorrect response by the student and an opportunity to make a selection from the remaining two answers. 2nd level scaffolding involves the removal of another incorrect response given by the student, leaving only one possible response (errorless).
Andi Assessor
72.92% 79.33% 80.25% 89.17% 84.00% 61.11% 79.49% 83.33% 66.67% 92.59% 75.00% 74.36% 84.62% 68.75% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%Score (Percent) KUILSA Sub Section
Independent Level Correct Response - 3 points 1st Level Scaffolding Correct Response - 2 points ILS Scoring Guide: 2nd Level Scaffolding Correct Response - 1 point No Response/Refusal to Respond - 0 points 1st level scaffolding involves the covering/removal of an incorrect response by the student and an opportunity to make a selection from the remaining two answers. 2nd level scaffolding involves the removal of another incorrect response given by the student, leaving only one possible response (errorless).
D: Health 2.17.16 K: Emergency/Safety Skills 2.25.16 E: Housekeeping 2.17.16 L: Community Resources 2.25.16 C: Personal Appearance 2.17.16 J: Job Maintenance Skills 2.25.16 F: Housing 2.17.16 M: Interpersonal Skills 2.25.16 G: Transportation 2.17.16 N: Legal Skills 2.25.16 A: Money Management 2.17.16 H: Educational Planning 2.17.16 B: Food Management 2.17.16 I: Job Seeking Skills 2.17.16 Assessment Name Date Assessment Name Date
ILS.E-Housekeeping
identify items needed to wash dishes and the proper procedure for doing so. identify a light bulb and what a person changing a light bulb looks like. identify items needed to make a bed and the proper procedure for doing so identify the proper disposal means (trashcan, garbage disposal, recycle bin) for various types of waste.
56 /75
9 /15 6 /6 7 /12 34 /42 identify choices that contribute to a healthy lifestyle. identify parts of the body. identify how, where, and when to seek emergency health care. 11 /15 47 /54 35 /42 identify appropriate ways to put on and wear clothing. identify what to use to bathe and the procedures for doing so. identify commonly used hygiene products. identify what to use to brush their teeth and the procedures for doing so. 17 15 15 17 /27 /18 /15 /21
98 /120 ILS.D-Health
select the correct medication for an individual to take. 1 /3 4 /6 identify foods by nutritional value: healthy & unhealthy. identify common kitchen utensils by name and by uses. 22 /30 40 /54 46 /54
64 /81 ILS.C-Personal Appearance /96 65
identify what to do before preparing food & order an entrée, side, & a drink. 9 /12
117 /150 ILS.A-Money Management
Student can Student can identify penny, nickel, dime, quarter, $1, $5, $10, $20, $50, and $100 bills. 21 /30 /6 classify foods by nutritional categories: fruits, vegetables, grains, dairy, & proteins. Student can Student can Student can identify the necessary money needed to make simulated purchases.
ILS.B-Food Management
identify correct amount of change to be given after making a simulated purchase. differentiate a luxury from a necessity. identify which is the sale price based on price tag. identify ways to save money. 7 /15 10 /15 10 /12 15 /18 2
Overall Score
Notes/Recommendations:
KU-MDC@keiseruniversity.edu
/972 768
Student can
KUILSA.N-Legal Skills
identify who to call if victimized. 6 /9 respond to introductions and answer simple questions (i.e., responds appropriately when greeted, answers questions such as: "What is your name?", "Where do you live?", "Who do you live with?", "How old are you?", "When is your birthday?", "What school do you go to?", and "What grade are you in?"). identify at least one friend, look others in the eyes, shakes hands, makes face to face small talk, and communicates with at least one person on a weekly basis. All assessments conducted allowed the student to make selections from a variety of pictures to indicate his/her knowledge of a particular area. These assessments are not intended to imply (s)he would/could show mastery without picture supports. If you have any further questions about the assessments, the results, recommendations, and/or future goal recommendations, please feel free to contact KUMDC Staff at: 4 /9 15 /18 identify possible penalties for breaking the law. 8 /12 10 /15
33 /48
identify who to call if arrested. identify actions that are against the law.
0 - 33% 34 - 66%
29 KUILSA.M-Interpersonal Skills
identify where to purchase groceries, pet supplies, and clothing. identify where and how to access emergency food services and shelter.
/39
23 /24 identify how to obtain emergency services by phone. identify who to contact if sick/injured.
33 /39 KUILSA.L-Knowledge of Community Resources
Student can Student can 3 /6 6 /6 7 /9 4 /6 9 /12 identify how and when to call emergency crisis hotlines.
67 - 100%
Section A - Money Management & Consumer Awareness: Student's results for the Money Management & Consumer Awareness subsection indicate he was able to independently identify 2/4 common coins (nickel and quarter), identify 4/6 common currency bills (ten, hundred, five, and twenty). He was able to make simulated purchases in 1/5 opportunities and identify the correct change to receive back in a simulated purchase in 2/5
able to correctly identify identify items on sale in 1/6 opportunities. He was unable to independently identify using a coupon or buying an item on sale as ways to save money when making a purchase. Student might benefit from continued instruction and
Recommended Future Goals:
“Age-appropriate transition assessment serves as the foundation for youth with disabilities to identify measureable postsecondary goals and to determine necessary transition services to pursue such goals during the secondary school years.”
Deborah A. Neubert, PhD and Pamela J. Leconte, EdD Age-Appropriate Transition Assessment: The Position of the Division on Career Development and Transition