"Today was my first meeting with the student to help her prepare for the upper level exam, which she originally planned to take Jan. 18. First, her mother explained to me what their goals were (stanines in the 6-level or above) and why she is taking the exam (as part of the admission process for three prep schools they are considering for high school). Next, I worked individually with her, using the prep book to provide an overview of the test structure and components, including sequencing, question types, lack of guessing penalty, and the unscored nature of the essay. We also looked at sample problems from each of the different question types and sections to get a feel for the sum total experience. We discussed the essay in depth, including the fact that she will only have 30 minutes to both plan and write the essay. She had already written a template/practice essay, which seemed very strong--she is a good writer who can think on her feet. Finally, we discussed the importance of building vocabulary for the two verbal sections of the test and practiced making effective flashcards. We also went through a vocab list and checked off all the words she already knew, which seemed to build her confidence. She was also instructed to make flashcards for one column per day of words she didn't already know (there are 12 columns) and to complete a practice section of the reading comprehension section if time permitted. I also discussed with her mother the possibility of moving the test date to a later date in order to spread out tutoring and practice sessions and decrease the level of intensity of prepping, as she attends a magnet school and is involved in myriad activities. Her mother agreed to look into the matter and discuss with the student before making a decision. She reported that the session had made her feel less stressed about the test and that she could see herself doing well on it with practice."