Whether or not a student is diagnosed with a learning difference or entering a two or four year college program, College Success & Retention Coaching can make the difference between a bright, motivated student staying in college and meeting their goals, or dropping out. It can build self-esteem and independence, and can also save families thousands of dollars in lost tuition when students are unable to complete the classes they start. The simple act of using a coach can make a significant difference for a motivated student who simply needs some additional support.

Working 1-1 in individually designed sessions, a coach helps students understand and access the services that they need at the college level. Students learn to organize their time, communicate effectively with professors, and take advantage of the many supports available to them.

• Help students stay on track, working towards their post secondary goals
• Save families thousands of dollars by avoiding college drop out
• Help students select and complete appropriate transferable classes
• Ensure that students are organized and communicate with professors
• Facilitate communication with available college support services
• Provide parents and students with regular status updates on progress
• Give students weekly action items to help them reach their goals
• Build self-esteem and independence
• Encourage parents to act as consultants rather than managers of their student's academic/post secondary careers

Here are just two real examples of students who have benefited from College Success and Retention Coaching.

Jenna always did well in high school, earning almost all As in spite of her significant math learning difference. She sometimes struggled with anxiety and depression, but kept it under control and avoided asking for outside help. She was thrilled when she was accepted at her first choice UC school. When she arrived for the first quarter of classes, she signed up for a full course load.

During her first week on campus, she decided to rush a sorority and that began to occupy her time - along with her new boyfriend. Right away, her grades began to suffer, especially in her math class, where she was unaccustomed to being taught by a TA. She became more and more anxious but thought she could handle it on her own. She didn't ask for the accommodations she could have been granted through the on-campus DSPS office, nor did she attend regular free math tutoring and study sessions. She didn't tell her mother about her difficulties and by the end of the first quarter failed two of her four classes, math and history. She failed her math class because she couldn't perform on the tests as a result of her learning difference, and she failed her history class because she'd missed so many classes in order to complete her math assignments. She thought her financial aid package would be compromised. She felt so disappointed in herself.

Jenna began working with Rebecca Field Consulting and enrolled during her second quarter in a reduced course load. She did this only after making sure that she could maintain her financial aid package. She retook the math class, and chose two other classes within her intended major. Before classes began and with the help of Rebecca Field Consulting, she set up her math accommodations, found a tutor through the DSPS office on campus, and developed the habit of doing homework in the library rather than in her room. By the end of the quarter, Jenna earned an A.B and a C (in the math class - a huge triumph). Though she hadn't yet earned the straight As she had in high school, she was thrilled with her progress and will continue working with Rebecca Field Consulting to further develop her time management and self-advocacy skills. She is also excited about setting realistic and achievable long and short term goals. 

Michael and his family are thrilled! He's been accepted at his first choice college out of state! Though Michael struggled during high school, he gained admission to a college program known for its support for LD students. His parents even paid additional tuition for the supplemental support services offered. Michael and his family are nervous, but ready.

Michael heads off to college in August. He wants to start fresh, wants a clean slate. He doesn't want to be identified any more as a student with LD, so he doesn't use the additional services that his parents paid for. He quickly begins to fall behind. He doesn't tell anybody because he is unhappy and embarrassed about his situation. Soon, he fails his classes and is put on academic probation. He is disheartened and his self-esteem takes a serious blow. By the end of the next quarter, he is asked to leave. He returns home feeling terrible about himself and wondering if he is just "stupid".

Michael earned no transferable college credits and his parents lost their tuition money as well as the money for the extra support program. Everybody feels sad, angry, frustrated, and at a loss about what to do.

Michael enrolls at his local Community College and begins working with Rebecca Field Consulting. During his very first semester he passes three classes and earns more transferable credits than he had during the previous year. He chooses a major and begins working with his coach towards earning his degree. He develops a weekly schedule and is now considering adding a part-time job into his life. He and his family are finally feeling good about his progress.

Questions? Please contact us:

[email protected]

(510) 816-7755