Information
The Screener was used to select a priority domain to assess. The next step is to identify an appropriate developmental profile for the learner. The CALI – Functional Skills for Independence contains more than 1,100 skills in 10 different domains. Certain skills apply to all ages, but others may concern specific age groups. This third step in the assessment process involves selecting a developmental profile in order to assess the skills that are relevant and meaningful to the learner.Learning Objective
Consider the learner’s age, strengths and challenges, family values, and life and career goals in order to select an appropriate developmental profile.
Three Developmental Profiles
The assessment is structured on the basis of a colour code that identifies three developmental profiles. Each level includes the skills that would typically be developed by a learner in that age group:
Note: The categorization of skills was done by the team responsible for designing the assessment. It is not an exhaustive list, but rather a tool to help assessors focus on the skills that are generally more appropriate for a particular age group.
You will find the blue, orange, and green squares in the CALI Administration Guide for each domain. The coloured squares are used to identify the different skills associated with each developmental profile. Here is an example from the Community Safety section.
The blue square indicates that the skill is in the Level 1 developmental profile and is appropriate for a child aged 0 to 8. The orange square refers to the skills in the Level 2 developmental profile, which are appropriate for a child aged 9 to 12. The green square refers to the skills in the Level 3 developmental profile, which are appropriate for a young person aged 13 to 21.
Choosing a Developmental Profile
In addition to the learner’s age, other factors are used to select a profile. Click each factor below to learn more.
Strengths and challenges
Learner’s Strengths and Challenges in the Selected Domain
Depending on their strengths and challenges in the selected domain, some learners may benefit from an assessment of the skills in a developmental profile suited to a different age group. For instance, for a 7-year-old who is a very strong reader, we could assess alphabetic compilation skills even though this section is not included in the Level 1 developmental profile. For a 14-year-old with significant calculation challenges, we could assess addition and subtraction skills even though this section is not included in the Level 3 developmental profile.
Depending on their strengths and challenges in the selected domain, some learners may benefit from an assessment of the skills in a developmental profile suited to a different age group. For instance, for a 7-year-old who is a very strong reader, we could assess alphabetic compilation skills even though this section is not included in the Level 1 developmental profile. For a 14-year-old with significant calculation challenges, we could assess addition and subtraction skills even though this section is not included in the Level 3 developmental profile.
Family values
Family Values
Certain skills in a developmental profile may not reflect a family’s values. For example, the Eating and Drinking Skills section should not be completed for a learner whose family’s cultural values do not reflect these skills.
Certain skills in a developmental profile may not reflect a family’s values. For example, the Eating and Drinking Skills section should not be completed for a learner whose family’s cultural values do not reflect these skills.
Learner goals
Learner’s Life and Career Goals
It is sometimes a good idea to assess specific skills in learners who have clear personal or career goals, regardless of their age. For instance, it is important to assess the Matching Skills section in the Fundamental Skills domain for a 15-year-old who needs these skills for their first workplace internship even though this section is not included in the Level 3 developmental profile.
It is sometimes a good idea to assess specific skills in learners who have clear personal or career goals, regardless of their age. For instance, it is important to assess the Matching Skills section in the Fundamental Skills domain for a 15-year-old who needs these skills for their first workplace internship even though this section is not included in the Level 3 developmental profile.
It is possible that several developmental profiles meet the learner’s needs. For example, choosing Level 1 as the developmental profile for a 10-year-old with significant language and communication challenges will help to provide a more accurate picture of their skills. For another example, certain Level 3 skills may be assessed for a 12-year-old if they reflect the learner’s family values.
In summary, the decision must take all of the learner’s needs into account. Be aware as well that the team can always make adjustments during the assessment process. The CALI – Functional Skills for Independence is not a standardized assessment and can be adapted to any situation.
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