Skill Link Life Domain Matrix – A Tool for AEAC Navigators
The Life Domain Matrix is a tool for navigators developed by Skill Up Washington and customized
with permission for the use of the AEAC. AEAC navigators will work with adult learners in Basic
Education programs to identify and address barriers that make it difficult for adult learners to
persist through program completion. Data shows that those learners who do complete gain skills
and knowledge needed to reach goals on pathways through postsecondary education and into
family wage jobs.
AEAC members and their organizations will use results of this assessment to link adult learners with
support and resources linked to organizations represented on the Council. Members may also
identify additional resources with in other agencies and local communities. Pre- and postassessments will provide insight about the supports that demonstrate the greatest potential to
increase learner success.
Navigators can use all the life domains included in this tool or select those most appropriate for
individual learners, choosing at least seven. If there is a need to focus in an area that is not included
in the current matrix, please contact SBCTC staff for other available options.
The ten life domains in this document focus common areas of skills and need that leverage success
for the target populations:
1)
Setting and Reaching Goals
2)
Workplace History and Skills
3)
Educational Resources
4)
Housing
5)
Financial Management
6)
Support Systems
7)
Transportation
8)
Childcare
9)
Physical health
10) Mental health
Revised 10/20/15
Page 1
Skill Link Life Domain Matrix Reporting
Orientation to the Tool
Navigator’s Initials____________________________________________________________
Adult Learner_________________________________________________________________
Record the learner’s first name and last Initial - Add the name of the college/CBO provider
Date_________________________________________________________________________
When possible, meet with the student at or near enrollment and once near the end of each quarter
If a student measures below the “prevention line”
INTRODUCTIONS
 You might describe yourself and the job/role that brings you to the AEAC. Invite the learner to
introduce him or herself. You could ask why s/he enrolled in basic education.

If it’s helpful, can also talk about your role as a member of an advisory council that the governor
appoints from state agencies, businesses, labor unions, and includes community leaders. The roles
of the council are in state law – an expression of how important Basic Education students are to
our state. The AEAC advises and makes policies about basic education programs at colleges and
CBOs and is charged with supporting the adult learners that go to these programs. When basic
education programs and adult learners succeed, individuals – families, the workforce and economy
all benefit.

Describe the purpose of the conversation you are about to have use and the notes you are going to
take. You might explain that you will be gathering information in ten key areas that are the most
important to the success of adult learners achievement their educational goals. The Council will use
the information to identify supports that will help learners complete basic education programs and
make progress on pathways to living wage jobs.

Explain that you will use the same process to talk about and gather information in ten areas. You
will: describe an area that is important to success in learners’ lives and has an impact on, like
transportation, and ask if in that area, the learner is:

Doing very well independently. In that case, you will check a box labeled “thriving”

Doing well enough to keep learning, but is not where they want be – you will check a
box labeled “stable”

Is able to stay in school, but would be more successful with help - you will check a
different box
At all of these levels, additional supports might be helpful, but would not be required. You may want to
spend some time with the learner talking about steps to increase their skills, resources or supports.
Revised 10/20/15
Page 2
Why Use the Life Domain Matrix?
The Life Domain Matrix:
 Tracks the needs and progress of students in key functional areas that;
 Hold promise to Increate connections to services for adult learners and navigators;
 Promote stability and progress on educational and career pathways;
 Serve as communication tools for adult learners and referral partners;
 Inform the basis for cross-agency strategies to strengthen services;
 Address student barriers, and support progress on education and career pathways to livingwage jobs;
 Offer adult learners an opportunity to celebrate progress and see how their work in one area
influences progress in others, and
 Provide data on needs that can be used as the foundation for increasing flexible support
funds and developing new strategies and partnerships.
How do You Use the Matrix?
Use the matrix to meet with a learner at or near enrollment, once during each quarter as you can,
and as each quarter ends. Complete the matrix form in order to capture need/ progress in each
domain and contribute to the project learning and evaluation of the project.
As you and a student reflect on each area, consider three key questions:
1. If a student measures below the “prevention line,” what are the available resources and
interventions?
2. Are there gaps in resources to promote progress in key domains?
3. What role can the AEAC play in addressing those gaps?
The scale used in each area or domain follows the same standards:
An adult learner who reflects a 1 or 2 rating is considered in crisis or vulnerable, signaling that they
may be in more immediate need of services.
Those who receive higher ratings are generally identified as safe, stable or even thriving. They may
also benefit from learning about additional resources to leverage increased success.
Revised 10/20/15
Page 3
AEAC Life Domain Matrix
Fall, 2015
# 1 – Setting and Reaching Goals
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Always or almost always able to set goals and be resourceful
to reach them
Stable (4)
Frequently able to set goals and be resourceful to meet them
Safe (3)
Usually able to set goals and be resourceful to meet them
Prevention Line
Vulnerable (2)
Understands how to but seldom sets goals or is not
resourceful and able to reach them
In-Crisis (1)
Has not learned how to set goals and be resourceful
Recommendations
Comments
# 2 -Work History and Skills
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Work history of a year or longer; demonstrated significant
marketable skills
Stable (4)
Work history of six months to a year; demonstrated some
marketable skills
Safe (3)
Limited but consistent work history; possesses some
marketable skills
Prevention Line
Vulnerable (2)
Limited and/or inconsistent work history; limited
marketable skills
In-Crisis (1)
No work history and/or negative work history; no
marketable job skills
Recommendations
Comments
Revised 10/20/15
Page 4
# 3 – Educational Resources
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Always or almost always able to independently pursue
tuition assistance or other college resources
Stable (4)
Usually able to find resources to pursue tuition
assistance/other college resource options
Safe (3)
Knows where to turn for tuition assistance or other college
resources; needs help to pursue resources
Prevention Line
Vulnerable (2)
Has very limited knowledge of tuition assistance or other
college resources. Can identify areas of assistance but
needs help to follow through
In-Crisis (1)
Has no knowledge of college resources
Recommendations
Comments
# 4 - Housing
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Unsubsidized housing
Stable (4)
Subsidized housing
Safe (3)
Transitional or time-limited housing
Prevention Line
Vulnerable (2)
Emergency shelter, sub-standard housing and/or “couch
surfing”
In-Crisis (1)
Homeless
Recommendations
Comments
Revised 10/20/15
Page 5
# 5 - Financial Management Skills
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Sticks to a budget; has access to checking and savings
accounts
Stable (4)
Uses budgeting skills; has access to checking and savings
accounts
Safe (3)
Knowledge of budgeting skills; has access to checking account
Prevention Line
Vulnerable (2)
No or limited budgeting skills; reliant on predatory banking
institutions
In-Crisis (1)
No budgeting skills or knowledge; no access to banking
institutions
Recommendations
Comments
# 6 - Support System
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Is able to give support as well as receive support; always
has support
Stable (4)
Has a healthy support system most of the time
Safe (3)
Has a healthy support system only in times of crisis
Prevention Line
Vulnerable (2)
Has a healthy, but unreliable support system but is
unreliable OR has a support system that is unhealthy and
limited
In-Crisis (1)
Does not have a support system
Recommendations
Comments
Revised 10/20/15
Page 6
# 7 -Transportation
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Always / almost always meets needs using public
transportation, a car, or a regular ride
Stable (4)
Has most transportation needs met using public
transportation, a car, or a regular ride
Safe (3)
Has some transportation needs met using public
transportation, a car, or a regular ride
Prevention Line
Vulnerable (2)
Rarely can meet transportation needs using public
transportation, a car, or regular ride
In-Crisis (1)
Does not meet transportation needs and does not have
access to public transportation, a car or a regular ride
Recommendations
Comments
# 8 - Childcare
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Resources to choose a licensed provider, dependable friend or
family member that provides safe settings with adequate
supervision
Stable (4)
Some resources for limited choices among licensed providers,
dependable friends or family that provides safe settings with
adequate supervision
Safe (3)
Limited resources to make narrow choices among licensed
providers, dependable friends or family m who provide safe
settings with adequate supervision
Prevention Line
Vulnerable (2)
Lack resources, but qualifies for subsidized child- care that
provides safe settings with adequate supervision. Insufficient
resources and barriers to stable and safe setting with
adequate supervision.
In-Crisis (1)
Children left unattended
Recommendations
Comments
Revised 10/20/15
Page 7
# 9 - Physical Health
Dimensions/Benchmarks
Scale Elements
Thriving (5)
No chronic illness and maintains preventative medical and
dental care practices. Good health insurance with low copays/enrolled in Medicare.
Stable (4)
No chronic illness or stable illness and maintains good
preventative medical and dental health care practices.
Some form of private health insurance or health insurance
through Medicaid.
Safe (3)
Chronic illness generally well managed and is attempting to
make and keep routine medical and dental appointments.
Subsidized medical coupons, insurance or Medicare or
Medicaid.
Prevention Line
Vulnerable (2)
Chronic medical conditions which are potentially lifethreatening, with inconsistent follow up care.
In-Crisis (1)
Inconsistent use of and/or limited access to health care. No
health insurance or access to health care. Untreated
chronic medical, life- conditions with inconsistent follow up
care.
In-Crisis (1)
No resources/ knowledge of resources.
Recommendations
Comments
# 10 - Mental Health
Dimensions/Benchmarks
Scale Elements
Thriving (5)
Function effectively in school, work, social settings
Stable (4)
Few problems in school, work, or social settings
Safe (3)
Mild to occasional problems in common settings
Prevention Line
Vulnerable (2)
Has difficulty caring for self or others; significant problems
with school, work, or social settings
In-Crisis (1)
Cannot care for self or family; at clear risk of harm to self or
others
Revised 10/20/15
Page 8
Recommendations
Comments
Next Steps to Success
Revised 10/20/15
Page 9