Administration Guidelines

Suggested Procedures

  • Explain to the student/client the purpose of the Delta Screener;
  • Tell the student that his/her answers will help you to understand his/her needs;
  • Make sure that the student knows the results are confidential and that the privacy of the information will be respected;
  • Encourage the student to feel free to add comments or explanations to any of his/her answers;
  • Explain to the student that you will have to take notes during the interview;
  • Make sure the student understands the questions;
  • Provide ample time for responses;
  • When the student answers "yes", ask for the specific information;
  • Use "tell me more" statements as needed.

Guidelines for Completing the Delta Screener

We suggest that the Delta Screener be used as part of an interview process rather than the student working on their own as the interview format provides an opportunity for a more complete investigation of areas of concern.


Post Secondary Academic Status

The purpose of this area is to discuss the adult student's current learning problems. Often the student's explanation of their difficulties can give some indication of a possible source of their learning problems. You may be able to identify some learning strengths and weaknesses from the pattern of grades earned within the student's academic record. Adult students who have no history of school difficulty previous to post-secondary settings may be experiencing some transition problems that are not the result of a learning disability. The unexpected occurrence of difficulties at the post-secondary secondary level may be a result of such factors as: motivation, maturity, changing expectations, difficulty managing workload, inappropriate program choice, etc. Alternatively, students who previously experienced academic success may have been provided with extensive home support, which is no longer available.


Previous Academic History

The goal here is to develop a clear picture from the adult's point of view as to his school experience: likes and dislikes about school, plus strengths and weaknesses in subjects. Are the strengths or weaknesses in language-based subjects or in the practical subjects such as auto mechanics, woodworking, or welding?

Encourage the student to give details in his answers, especially to those answers that indicate some problem or difficulty. If discussing high school, try to determine if he was in an academic program, leading to college or university, one leading to further technical training, or to the workforce. Often the program gives some indication of the student's abilities, at least as seen by the school system.