INSTRUMENT

DESCRIPTION

RESOURCES

Ansell Casey Life
Skills Assessment (ACLSA)

Casey Life Skills (CLS) is a free tool that assesses the behaviors and competencies youth need to achieve their long-term goals. It aims to set youth on their way toward developing healthy, productive lives. Examples of the life skills CLS helps youth self-evaluate include:

► Maintaining healthy relationships
► Work and study habits
► Planning and goal-setting
► Using community resources
► Daily living activities
► Budgeting and paying bills
► Computer literacy
► Their permanent connections to caring adults

►  Student Paper Form
►   Parent Paper Form
►   Template

ACLSA II ages 10-12 (60 items)

ACLSA III ages 13-15 (87 items)

ACLSA IV ages 16+ (121 items)

Career One Stop – Interest assessment

Identify interests and compare/learn about related jobs that may be related to the student’s interests

►   Career One Stop- Interest Assessment Template
►   Career One Stop Skills Profiler Template

Center for Innovative Teaching Experience Learning Styles Instrument (C.I.T.E. Learning Styles Instrument)

An informal tool used to identify learning styles

►   The C.I.T.E. Learning Instrument
►   Template

Deaf/Hard of Hearing (DHH) –Competency Skills Checklists

Sets of informal checklists that address how a student’s deaf and/or hard of hearing impairment may impact them with employment, post-secondary education, and independent living.

►   Employment Competency Skills
►   Hearing Loss Competency Skills
►   Independent Living Competency Skills
►   Post Secondary Competency Skills

Enderle-Severson Transition Rating Scales

Transition assessment instruments for learners with mild disabilities and moderate to severe disabilities to include parent forms for gathering information about learners in non-school environments. ESTR-J and ESTR-III address the following areas: Employment, recreation and leisure, home living, community participation, and post-secondary education.

Enderle-Severson Transition Rating Form J Revised (ESTR-J-Revised) (for students with mild impairment) There is also a separate ESTR-J-Revised form for Parent*

Enderle-Severson Transition Rating-Third (ESTRIII) (for students with “more” or moderate impairment)

Enderle-Severson Transition Rating-Severe (ESTR-S) (for severe/multiply impaired students). There is also a separate ESTR-S form for Parent*

http://www.estr.net/

Contact assigned Asst. Director of Special Ed OR Coordinator 

Tools for measuring Functional Skills

Functional skills are skills that can be used every day, in different environments. Functional skills include daily living skills (e.g., cooking, cleaning ), self-help skills (bathing, brushing teeth, dressing, grooming), employment, recreation, community involvement, health, and functional academics.etc

Minnesota Career Information System (MCIS) for HS students

Resources of Minnesota specific career exploration assessment, curriculum, and tools.

http://mncis.intocareers.org/

Minnesota Internet System for Education and Employment Knowledge (ISEEK)

Minnesota's gateway to career, education, employment, and business information.

Career Cluster Survey (https://www.careerwise.mnscu.edu/careers/clusterSurvey )

Holland Interest Assessment (http://www.careerwise.mnscu.edu/careers/interestassessment.html OR http://www.ohe.state.mn.us/sPages/interestAssessmentAction.cfm)

►   Career One Stop- Interest Assessment Template
►    Career One Stop Skills Profiler Template
►    Holland Code Template

Minnesota Transition Checklist for Blind and Visually Impaired Persons

A checklist and fill-in-the-blank form completed by student and parent addressing Daily Living, Recreation and Leisure, Community Use, and Post-Secondary Training for individuals who are blind or visually impaired.

►   Minnesota Transition Checklist for Blind and Visually Impaired Persons

Northland Learning Center Informal Transition Questionnaire

An informal questionnaire used to aid in transition planning.

►   Informal Transition Questionnaire

Transition Planning (TPI-2)Inventory Second Edition

A systematic way to address critical transition planning areas and to account for individual student preferences, interests, strengths, and needs. Key information is gathered from students, parents, guardians, and school personnel through the use of rating scales and open-ended questions.

http://www.proedinc.com/customer/productView.aspx?ID=6108