• Use a self-assessment tool to understand Tom's take on his strengths and weaknesses. Does he recognize his strengths and weaknesses and has he ever been given the opportunity for self-reflection?
  • What areas does he see weaknesses in, if any?
  • What are his strengths?
• Discuss level of commitment and what is involved - Tom may want a quick fix and needs to understand his full situation.
• Use an informal screening tool to help assess your observations and results of Tom's self-assessment (e.g. Destination Literacy, ALDS).

Information gathered through intake process

Interview

• Academic history:

  • Tom moved twice during elementary school.
  • He remembers not doing well in spelling tests when he wasn't given the opportunity to study the words.
  • Tom doesn't recall any special testing, but he remembers a Grade 4 or 5 teacher telling him that he performed at a Grade 2 level in a spelling test - the results were just brushed off.
  • His teachers always said he kept messy notes and he was often told that he was rated lower on tests due to his spelling and writing, even though he knew the facts.
  • Tom became frustrated as he moved into higher grades because he knew the facts for the tests - "why did it matter if his spelling and writing wasn't perfect, especially if it wasn't an English class?"
  • Tom hated doing written reports and essays - often he would just copy material from a book.
  • He preferred to do multiple-choice tests or oral reports.
  • Tom didn't miss any grades during elementary school, but he found Grade 9 really hard - he thought the teachers were too picky and he couldn't keep up with his written assignments. Tom also said there was a lot of reading and it was hard to remember all of the information.