5/4/17 Tackling Transition Needs with the Keiser University Multidisciplinary Center’s Independent Living Skills Assessment Rita Ellis, MEd, NBCT Cheyney Cushing, BA Instructional Specialist School Liaison Sign In 1
5/4/17 Please allow me to introduce myself… Objectives By the end of this training, I will… understand the importance of conducting transition • assessments to guide transition planning for students with significant needs. know how to utilize the KUILSA to conduct a formative • transition assessment. administer (observe administration of) at least one section of • the KUILSA, time permitting. 2
5/4/17 KUILSA Background For students who have multiple and complex communication and • cognitive disabilities Student centered and Picture based • Adapted (10/2015) from: • Washington State, Department of Social & Health Services Children's Administration ~ Division of Children and Family Services Life Skills Inventory - Independent Living Skills Assessment Tool DSHS 10-267 (12/2000) • Modeled after response modes for ULS/FSAA Transition Assessments Identifies Student Age - Strengths & Appropriate Transition Needs Assist in Present Writing Levels of Measurable Performance Post - in a Variety of Secondary Areas Goals 3
5/4/17 KUILSA Transition Assessment Post- Independent Community Secondary Living Skills Skills Skills Components • Administration Manual • Assessment Manual • Student Response Workbook • Other Required Materials: • Prescription Bottle • Post-It Notes 4
5/4/17 Administration Manual Assessment Manual 14 Skill Areas: • Transportation • Money Management & • Educational Planning Consumer Awareness • Job Seeking Skills • Food Management • Job Maintenance Skills • Personal Appearance & • Emergency & Safety Skills Hygiene • Knowledge of Community • Health Resources • Housekeeping • Interpersonal Skills • Housing • Legal Skills 5
5/4/17 Student Responses Verbalizing Pointing/Touching Sign Language Use of a Switch Looking/Gazing Scaffolding Student Answers Correctly on First Attempt • No Scaffolding Needed Student Answers Incorrectly on First Attempt • Cover up Incorrect Choice • Leaving Two Remaining Options Student Answers Incorrectly on Second Attempt • Cover up Second Incorrect Choice • Leaving Only the Correct Answer 6
5/4/17 Redirection ü Repeat directions, questions, response items ü Nonverbal refocusing ü Physical Cuing Reinforcement Should not indicate if choices are right or wrong. 7
5/4/17 Material Placement • Assessment Manual • Assessment Administrator • Accommodations Augmentative and Alternative Communication (AAC) • Typical Daily Communication • Primary Mode of Communication • Preparation by Administrator 8
5/4/17 Adjustments, Supports, & Accommodations Presentation Mode KUILSA Response Scheduling Mode Flexible Setting Adjustments, Supports, & Accommodations When in doubt... 9
5/4/17 Accommodations: All Students • One-Sided Booklets* • Instructional Aids • Magnifier • Flexible Session Time • AAC/AT Device • Flexible Setting • Material Placement • Frequent Breaks Accommodations: Assistive Technology 10
5/4/17 Accommodations: Students with Limited Physical Ability and/or Mobility • Hand-over-Hand • Physical Support • Extended Wait Times • Stabilization Accommodations: Students with Visual Impairments Magnifier Large Print Light Box Real Objects Assessment Image Read Description 11
5/4/17 Accommodations: Students with Hearing Impairments • Interpreter • Fingerspell • ASL/Manual Sign • Total Communication Accommodations: English Language Learners Who? What? Assessment Administrator Word/Phrases ESOL Teacher Clarifying Questions Heritage Language Teacher Reading Questions/Answers in Student’s Heritage Language Interpreter 12
5/4/17 In true survivor fashion, we are now going to play a game. Listen up, because there will be prizes! 1. Teams Assignments – Blue, Pink, Purple, Yellow. 2. Pick the one person who paid the most attention during the presentation. This person will need to run up and write down the correct answer to a question in order to get their team’s packet. 3. Once you have answered the question correctly, grab your packet and run it back to your team and begin working on your puzzle 4. When you think you have figured out your puzzle, call one of us over and we will check it 5. If you are the first team to complete your puzzle correctly, then you are the winner and you can each pick something from the basket Scoring Procedure 3, 2, 1… Score P8 13
5/4/17 What score did I get? What score did I get? 14
5/4/17 What score did I get? What score did I get? 15
5/4/17 Student Response Workbook Student Response Workbook Demographics 16
5/4/17 Student Response Workbook Fields that populate Fields that do not populate automatically automatically Student Assessment (after entry on Demographics Page) (must be entered manually) Student Name Date of Assessment Scoring Forms 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 Student Response KUMDC Independent Living Skills Category A - Money Management and Consumer Awareness Assessment Student Name: Grade: Sammy Student 12 Date of Birth: School: 21 Collier High Date of Assessment: Teacher/Case Manager: 2.17.16 Terry Teacher Primary Exceptionality: Assessor: InD Name of Assessor Responses: Coins and Currency Need vs. Want 21. Food 1. Dime 2 1 22. Transportation 2. Penny 1 3 3. Nickel 3 23. Clothing 3 10 4. Quarter 3 24. Housing 3 12 5. Dollar 1 6. Ten 2 Sale Prices 7. Hundred 3 25. Tshirts 2 26. Dress 8. Five 1 3 27. Sneakers 9. Twenty 2 21 3 10. Fifty 3 30 28. Shirt 2 29. Pants 2 15 30. Converse Transactions 3 18 11. Video Game (P) 2 Purchases 12. Video Game (C) 1 Saving Money 31. Coupon 13. CD (P) 1 7 1 2 14. CD (C) 3 15 32. Sale 1 6 15. Video (P) 2 16. Video (C) 2 Category A Total 17. Game System (P) 1 Change 65 18. Game System (C) 1 96 19. Sneakers (P) 1 10 20. Sneakers (C) 3 15 17
5/4/17 Practice Student Summary Reports Fields that do not populate Fields that populate automatically automatically Student Assessment (from Demographics and Assessment Scoring Pages) (must be entered manually) Student Name Notes/Recommendations Grade Reports Date of Birth School Teacher Primary Exceptionality Assessment Administrator (Assessor) Graph Assessment Section Dates Category , Section, and Overall Scores 18
5/4/17 Student Summary Reports - Page 1 Keiser University Multidisciplinary Center Independent Life Skills Assessment (KUILSA) Student Summary Report Student Name: Grade: Sammy Student 12 Date of Birth: School: 21 High School Date of Assessment: Teacher/Case Manager: See Dates Below Terry Teacher Primary Exceptionality: Assessment Administrator: InD Andi Assessor KUILSA Scoring Guide: Independent Level Correct Response - 3 points 1st Level Scaffolding Correct Response - 2 points 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). 100.00% 90.00% 92.59% A ### 70 96 80.00% Money Management 89.17% 84.62% 84.00% 83.33% B 79.33% ### 119 150 80.25% 79.49% 70.00% Food Management Score (Percent) 75.00% 74.36% 72.92% C ### 65 81 68.75% 60.00% Personal Appearance 66.67% 61.11% 50.00% D ### 107 120 Health 40.00% E ### 63 75 Housekeeping 30.00% F ### 22 36 Housing 20.00% G Transportation ### 62 78 10.00% H Educational Planning ### 30 36 0.00% 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 ### 33 48 Legal Skills KUILSA Sub Section Student Summary Reports 19
5/4/17 Student Summary Reports ILS Scoring Guide: Independent Level Correct Response - 3 points 1st Level Scaffolding Correct Response - 2 points 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). Student Summary Reports 20
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