Transitioning to College
Our coaching process begins with and in-depth evaluation of each student's strengths, weaknesses, interests, and goals, to customize a program that will work best for them. We provide purposeful education around goal-setting, planning, organization, task initiation, avoiding distraction, time-management, motivation, and accountability. Schedules and hours vary based on the schedule and needs of each student, but include either weekly or biweekly meetings for the duration of the coaching program. The three tiers of coaching, described below, capture the general flow of how a coaching relationship works for college students. 

College Transition: First ~6 weeks

Even for students who do not suffer from executive dysfunction, figuring out how to navigate the labyrinthine online systems of today's colleges and universities is a daunting task. For students with ADHD or other conditions that affect their executive function, it can be incredibly difficult to orient themselves to the overly complicated Learning Management Systems (LMS's) used in higher education. Students often have to use 3 or more different systems to access all of their course materials and assignments, and no two professors at the same university use these systems in the same way. This poses a very real challenge to students with executive dysfunction!

In the first few weeks of college, we work with students in weekly meetings to identify and map out how they need to navigate online LMS systems in order to stay on top of assignments and extracurricular commitments. During this time, students will help build their own organizational tools and learn habits of mind that they can continue to rely upon as they take ownership of their own learning! While we work with all students on whichever facets of executive function they need, a major focus in the early days of college is on ORGANIZATION. 

First Semester Coaching

Students who continue with their coach for a full semester will be able to utilize the same organizational and accountability systems to dive deeper into academic, career, and extracurricular goals. A longer coaching relationship may also be ideal for students who need more time to master crucial executive function skills, or who simply struggle with more areas of executive functioning.

Full Year Coaching

Students who continue for a full year can focus on career-focused goal-setting and guidance in the second semester, working with their coaches on tasks such as resume-building, utilizing networking sites such as LinkedIn and Handshake, and applying for summer internships and jobs. All of this work continues to be done within the organizational and accountability frameworks that are built in the first semester, while students are encouraged to take on more and more of the responsibility for holding themselves accountable. Ideally, meetings in the second semester will become less frequent as students become more self-sufficient and confident!

Accommodation Support

High school accommodations through IEPs and 504 plans are different from the accommodations that are offered in college. Furthermore, navigating the process of applying for college accommodations can be somewhat tricky, especially at larger schools without coordinated learning support services. 

For students and families who need help pursuing learning accommodations at the college level, we begin the process by first gathering information about the student's learning disability and high school accommodations. We then discuss relevant college accommodations, and guide students through their university's request for accommodations procedures. This service includes unlimited emails, calls, and Zoom meetings until the process is complete!