About the Assessment
The Comprehensive Assessment for Learning and Independence (CALI) – Functional Skills for Independence is a tool that was developed by the New Brunswick Department of Education and Early Childhood Development in collaboration with the Lovaas Institute Midwest. It was designed to evaluate strengths and needs to help guide programming decisions in the area of functional skills.
Learn about the different characteristics of the CALI – Functional Skills for Independence below:
Assessment Components
Several documents are required to complete the assessment: the Administration Guide, a Scoring Protocol, the Functional Skills for Independence Screener, and the Summary of Results. Hover over each component to learn more, and click to access the documents.
Administration Guide: The Administration Guide is essential to the assessment process. You will find important information in the first section (Introduction). Contact a representative from your school district to obtain a copy.
Scoring Protocol: You will need the appropriate scoring protocol to collect your data during the assessment. The scoring protocols can be found in the Resource sections of the main menu.
Functional Skills for Independence Screener: The Screener is the very first step of the assessment process. The Screener is the very first step of the assessment process.
Summary of Results: Once the assessment is completed, you will be able to present the results to the learner's team using the Summary of Results. Once the assessment is completed, you will be able to present the results to the learner's team using the Summary of Results.
Assessment Domains
The CALI – Functional Skills for Independence focuses on the functional skills that will enable the learner to fully participate and thrive in society as an adult. More than 1,100 skills have been classified into ten different domains. Click each domain for a description.
For each of the ten domains, general and specific outcomes are defined to facilitate the creation of a personalized program, based on the learner's needs and the family's context, values, and expectations.
Specific and General Outcomes
Learn about the different characteristics of the CALI – Functional Skills for Independence below:
Designed for learners from 0 to 21 years old
This tool assesses learners from 0 to 21 years of age. The skills presented are general and it is possible to adapt the material and the context according to the age of the learner.
This tool assesses learners from 0 to 21 years of age. The skills presented are general and it is possible to adapt the material and the context according to the age of the learner.
Designed for learners with different types of strengths and challenges
The tool can be used to assess all learners who present challenges related to functional skills, regardless of their level. For example, you could use it to assess a learner who demonstrates great strengths in school subjects but presents great challenges with daily tasks or social interactions.
The tool can be used to assess all learners who present challenges related to functional skills, regardless of their level. For example, you could use it to assess a learner who demonstrates great strengths in school subjects but presents great challenges with daily tasks or social interactions.
Non-standardized
The assessment is not standardized, so you can adapt it to your needs and those of the learner as long as you follow the six steps of the process.
The assessment is not standardized, so you can adapt it to your needs and those of the learner as long as you follow the six steps of the process.
Not associated with a particular diagnosis
You can assess all learners, whether they have been diagnosed or not.
You can assess all learners, whether they have been diagnosed or not.
Assessment Components
Several documents are required to complete the assessment: the Administration Guide, a Scoring Protocol, the Functional Skills for Independence Screener, and the Summary of Results. Hover over each component to learn more, and click to access the documents.
Administration Guide: The Administration Guide is essential to the assessment process. You will find important information in the first section (Introduction). Contact a representative from your school district to obtain a copy.
Scoring Protocol: You will need the appropriate scoring protocol to collect your data during the assessment. The scoring protocols can be found in the Resource sections of the main menu.
Functional Skills for Independence Screener: The Screener is the very first step of the assessment process. The Screener is the very first step of the assessment process.
Summary of Results: Once the assessment is completed, you will be able to present the results to the learner's team using the Summary of Results. Once the assessment is completed, you will be able to present the results to the learner's team using the Summary of Results.
Assessment Domains
The CALI – Functional Skills for Independence focuses on the functional skills that will enable the learner to fully participate and thrive in society as an adult. More than 1,100 skills have been classified into ten different domains. Click each domain for a description.
Fundamental Skills
Fundamental skills are prerequisite core skills that facilitate learning and independence. For some learners, it may be important to evaluate and address these fundamental competencies before teaching other skills or concepts.
Language and Communication Skills
Communication is necessary to interact with others and one’s environment. It occurs through language, but it also includes nonverbal cues, gestures, and symbols. For communication to occur, one person has to express an idea and another person has to receive and understand what was expressed.
Motor Skills
Motor skills are actions that involve using muscles. Gross motor skills are larger movements involving the arms, legs, feet, or the entire body. Fine motor skills are smaller movements involving the fingers and hands.
Daily Living Skills
Daily living skills are associated with self-care, helping others and participating in family and community life.
Social Interaction Skills
Social interaction skills are behaviours that enable a person to interact positively with others and learn how to deal with negative interactions.
Functional Academic Skills
The purpose of functional academics is to increase the learner’s independence in daily living, social, recreational, and work skills.
Community Skills
Community skills are associated with traveling and functioning within the community. These skills promote safety and facilitate long-term independence.
Recreation and Leisure Skills
The skills emphasized in this domain are intended to support the engagement of learners in a variety of recreational and leisure activities. The focus is providing the learner with opportunities to meet and interact with others in the community and engage in activities that improve self-concept and emotional well-being.
Sexual Health and Well-Being
The focus of this domain is ensuring that learners have the information and skills they need to live safe and healthy lives. The skills outlined are intended to promote personal safety and appropriate boundaries.
Self-Determination
Self-determined behaviour refers to one’s ability to make conscious choices or decisions that cause things to happen in their life without compulsion.
For each of the ten domains, general and specific outcomes are defined to facilitate the creation of a personalized program, based on the learner's needs and the family's context, values, and expectations.
Specific and General Outcomes
