Elizabeth Fauser

SEFB 420
Informal Assessment Summary
*Alternate name used for confidentiality purposes

Shelly was given three informal assessments and observed in a

work environment. To continue with Shellys transition plan, additional
information was needed in all four areas of transition. For education,
assessment records were needed, and still are. Due to Shellys
transfer from Texas School of the Deaf, her record file is not as
complete as it should be. Regarding employment, Shelly was given a
portion of the Its My Choice career assessment. She was given the
Casey Life Skills assessment to gain more information with respect to
her recreation and independent living. Shelly was also given portions
of the AgriLIFE Extension from Texas A&M System budgeting
assessment to assist in the independent living area of transition
The portion of budget assessment given to Shelly had her
identify her spending leaks, or where she spends money that is easily
overlooked. The areas Shelly identified she spends her money are as
follows: eating out, fast food, hair care, home parties, pets, and
vacations. She had options ranging from soft drinks to taxi cabs.
Shelly was given these options in a list format and directed to circle the
items that applied to her daily life. The next portion of the budgeting
assessment she was given had her recognize three items she needs in
her life, the cost of those items, and how and when she needs it.

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Shelly chose hair care, food, and her pet as the three items she needs.
After discussing the cost, how, and when she needs it, it is evident she
does not quite grasp budgeting and the concept of money.
Shelly took the Casey Life Skills assessment online at her school.
The results were emailed and broken down by category. Shelly
answered yes 50 percent of the time or more in the categories:
permanency, daily living, relationships and communication, work and
study life, career and education planning, and finally looking forward.
She answered less than 50 percent in two categories: self-care, and
housing and money management.

Based on her results, Shelly needs

sex education. She does not feel she can protect herself from a
sexually transmitted disease, turn down a sexual advance, how to
prevent pregnancy, or signs of an abusive relationship. She also needs
education on housing, paying bills, and other basic living
responsibilities (cars, insurance, credit, finances, etc.). She also needs
help with employment information. For example, employee benefits,
taxes, and reviewing work prior to submitting. A final notable item is
that Shelly stated she does not believe she can influence how her life
will turn out. Her teacher and parents have been notified of her
results. It is important for those involved in Shellys transition to be
aware of her feelings of uncertainty and help her gain the
determination she needs.

Elizabeth Fauser
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Shelly was given a portion of the Its My Choice career
assessment. She was asked to answer questions about her
preferences, strengths, weaknesses, and expectations for her future.
She was to define words such as: future, goal, and objective. She
struggled to define these words. She often would shrug when the
items were placed in front of her. Shelly hopes to get a job she enjoys
in the restaurant business and move out of her parents home. She
knows she need support in communication at work, however, she does
not know how she will ensure she has the help she needs. She
recognizes that she does not voice her needs and avoids confrontation
at all costs. With respect to her deafness, she would prefer a work
environment in the back of a restaurant in food preparation.
Shelly was observed at St. Josephs laundry facility for an hour.
There were three students who came with Shellys signer, Ms. Gerling.
The students folded pillowcases for the facility for about one hour. The
building was a large, factory-like building with huge industrial sized
washer and dryers. Students came in their A&M Consolidated polo
shirts, student ID, and a St. Josephs volunteer ID. They entered the
building through a side door and walked right back into the large
laundry room. Shelly was much slower at the task than her peers
were. They completed over twice as many folded pillowcases than
Shelly did. Although she was slower, Shelly was meticulous and did
her job very well. Ms. Gerling helped by pulling the pillowcases out of

Elizabeth Fauser
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the laundry bin and laying them flat for Shelly. This helped her speed
as she struggles with her gait and balance. While at the laundry
facility, Shelly was happy and smiling. She liked the routine task and
seemed to enjoy the job. If she were to continue this job after high
school, she would need to be able to sit when needed. She tires easily
and being able to sit while she folds would increase her productivity.