Simply put, our approach works. Because we know that the foundations of success are desire and determination, we start with student-defined goals to create the foundation for success.
The support we provide is not an intervention, but more of a recognition. College students with executive skills weakness, anxiety, depression, or learning differences have already achieved some degree of success in order to make it to college. We uncover and build on those successes to increase engagement and achievement on campus and in life.
While the specifics of support are unique to each student, our primary areas of focus are:
Through dialogue in an informal, trust-based, resonant relationship, we acknowledge, nurture, capitalize on a student’s strengths. Because our concentration is individual goals and talents, students gain agency and begin to build self-reliance.
Individual goals form the outline of what success will look like for each student. Once goals are identified, we break them down into accessible steps. Then we start to identify areas of skill building and the amount and type of support a student requires in order to achieve their goals. Determining the right amount of support takes frank and direct conversation about student needs and tolerance for assistance.
Our students benefit from regular and frequent contact with our professional team each week in both structured and unstructured ways. Our team is full-time, fully accessible, and completely dedicated. Our students benefit from low student-to-staff ratios.
When the time is right, we slowly withdraw supports as our students and families achieve independence and success. We also assist with the transition to independent collateral services once the student does not need our comprehensive approach. Ultimately, our students demonstrate increased resiliency over time and display the self-advocacy and self-reflective skills required for college and beyond.
Here’s what support looks like:
Well in advance of each semester, we:
- Begin establishing resonant relationships with students and parents
- Draw out the student’s vision of the future
- Identify student strengths and opportunities for development
- Target the most important and immediate areas that will get in the way
- Implement an individualized and structured curriculum consistent with student goals
- Ensure all inbound logistics are attended to so the student starts strong
Our weekly student schedules often involve:
- Multiple individual meetings with our Collegiate Life Coordinators
- On-campus activities support
- Assessment and academic progress monitoring with our Team
- Frequent individualized life-skills instruction with our Student Skills Coaches
- Specific academic skills support or subject-area tutoring by our Learning Specialists
- Frequent prompting for daily routines
- Anything else our students need or suggest
Our students learn:
- How to take advantage of on- and off-campus supports and opportunities
- How to create reliable and repeatable routines
- How build their own communities and social networks
- How to not get behind academically
- How to make College FUN!
Our parents get:
- Help re-defining their role with their young adult now that they are in college
- Enough information so they can let go, while honoring student confidentiality
- Weekly updates with midterm and post semester consultation
- Monthly individualized parent coaching, so they have a support system as well
The Individuals with Disabilities Education Act (IDEA), the law that provides students with IEPs, no longer applies to students once they graduate from high school.
Colleges vary greatly in their disability determinations and are often far more restrictive than high schools in granting accommodations.National Center for Learning Disabilities