"This was our first session, so we spent the first 30 minutes talking about her goals for pre-calculus, what material has been covered in class so far, and how the class is structured (homework?, quizzes/exams?, block schedule?, etc.). She has an exam Friday on Chapter 8-Matrices. Her teacher provided the students with a summary of the topics covered by the exam, and a sample of practice problems from the review chapter of the textbook. She has the odd answers in the back of her book, so we focused on those questions. The student was unsure what the next topic to be covered would be, but speculated it may be probability. We had about 30 minutes left in our session to assess her diagnostic ACT test. She took the full timed exam back in October (without the Writing section) and received a 27. Her goal is to achieve a 31 or 32. However, after seeing the break down in topical areas highlighted for improvement by ACT, I am confident she can achieve a 33. Her Reading and English scores are not of concern, and her math score reflected material that her coursework had not covered (for example, she was asked a matrix question, and has just now covered that material in class). The science section is where she struggled the most on the October ACT. We discussed how the science section is generally structured, and used one of the practice quiz online sample sets to illustrate the style of question she can expect (she got a 9/12). One area of concern is that the student has not/will not have taken a physics class prior to her ACT date in April. I will try to incorporate some physics into our study material so she has exposure to basic principles in Newtonian kinematics and electricity. Timing does not sound like it is an issue for her, but the more she practices under stress the better her results."