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Casey Life Skills Assessment

The Casey Life Skills Assessment (CLSA) is a free, on-line youth –centered tool that assesses life skills youth need for their well-being, confidence and safety as they navigate high school, postsecondary education, employment, and other life milestones. The Casey Life Skills Assessment web site address is The assessment takes 30-40 minutes to complete and can be done on any computer with internet access.

Eligibility Requirements:
  • The life skills assessment is required to be completed, per DCFS Policy, at age 14, age 16, and six months prior to case closure.
  • DCFS Policy regarding life skills assessment/classes can be found in Procedures 302, Appendix M.
Casey Life Skills provides additional assessments to help caseworkers attend to life skills relevant to youth with particular characteristics or circumstances. Use of the supplemental assessments is not mandatory, but should be considered when they could be beneficial for the youth's service plan.
  • Healthy Pregnancy
  • Parenting Infants
  • Parenting Young Children
  • Youth Assessment Level I (elementary ages)
  • Youth Assessment Level II (middle school ages)
  • Gay, Lesbian, Bisexual, Transgender and Questioning Youth
  • Homeless Youth
  • American Indian
  • Education: Upper Elementary School
  • Education: Middle or Junior High School
  • Education: High School
  • Education: Postsecondary or Training
  • Educational Support

Resources Provided to Youth:
  • The assessment gives the youth input on the evaluation of his or her skills in: daily living, self care, relationships and communication, housing and money management, work and study, career and education planning, looking forward, and permanency.
  • The caseworker and/or caregiver gains resources that make it possible for him or her to better assist the youth. These include:
    • A life skills assessment that is standardized, participatory for the youth, and easy to complete.
    • Automated, easy to read, reports of the assessments results to be used in a conversation with the youth, and preferably the caregiver, to determine which behaviors, knowledge or skills are most important to the youth and choosing what learning goals should be worked on first.
    • The new goals and activities can be incorporated into the youth's service plan, that they now have "buy in" to.