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Using a Multi-Tiered System of Support: A Proposed Model for Incoming Students at a HBCU

Using a Multi-Tiered System of Support: A Proposed Model for Incoming Students at a HBCU
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Author(s): Kimberly M. Daniel (Bowie State University, USA), Cheryl H. Blackman (Bowie State University, USA), Katrina S. Kardiasmenos (Bowie State University, USA) and Ometha O. Lewis-Jack (Bowie State University, USA)
Copyright: 2016
Pages: 16
Source title: Setting a New Agenda for Student Engagement and Retention in Historically Black Colleges and Universities
Source Author(s)/Editor(s): Charles B. W. Prince (Howard University, USA) and Rochelle L. Ford (Syracuse University, USA)
DOI: 10.4018/978-1-5225-0308-8.ch004

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Abstract

In the K-12 setting, multi-tiered models have emerged over the past 10 years to address academic and behavioral student issues. Various models (e.g., Response to Intervention or Positive Behavioral Supports) have been developed using a multi-tiered framework in an effort to be proactive and reduce special education referrals. Key components in this framework include teacher training, universal screenings, early intervention, on-going assessment, and use of evidenced-based practice. A review of the recent literature did not yield any studies related to the application of a multi-tiered model at the post-secondary level. This chapter describes the design of a multi-tiered support model for use at the college level. This proposed model utilizes a peer tutoring/mentoring program and other college support services. It is designed to coordinate campus services and provide various levels of support for incoming students at Bowie State University, especially those with pre-existing learning, behavioral and mental health issues.

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