Evaluate students' abilities and interests

I have a pile of five advising interviews and three completed interest inventories for first-year students. Send the evaluation notes to Maria in Admissions and to my supervisor, Tom, for review and sign-off by Thursday; confirm each note links to its student's transcript and flag any student who needs a career counseling referral before registration opens.

Before I send these evaluations to Maria, make it easy for her to act: put each student's bottom-line ability and top two interests on the first line, bold any recommended referrals, and attach the inventory scores with a one-sentence explanation of what each score means for course choices.

I interviewed Daniel, who has high curiosity about environmental science but a low GPA in introductory biology; the student is insisting they want to stay in the program. I'm worried recommending a change will undermine his confidence, but not flagging it risks wasted semesters and poor performance. What is the most defensible next step I can take this week that protects Daniel's options and keeps registration on track?

Over the last three semesters I keep reacting to students who discover in week six they are misaligned with their major. It costs me time and harms their progression. Which routine should I change so I flag likely mismatches during advising intake, what screening question or quick assignment would catch them, and how do I build that into my workload without adding a separate meeting per student?