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Scaling Student Success Through the Narinesingh Traffic Light Model™:
A Multi-Tiered Systems Approach for Higher Education and K–12 Settings
Terrence Narinesingh, Ph.D.
Independent Researcher
September 5, 2023
© 2023 Terrence Narinesingh, Ph.D. All rights reserved.
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Abstract
The Narinesingh Traffic Light Model™ (NTLM™) is a three-tiered system of support designed
to improve student success, retention, and engagement in both higher education and K–12
institutions. Drawing on principles of Multi-Tiered Systems of Support (MTSS), predictive
analytics, and personalized coaching, the model provides institutions with a proactive structure to
identify, intervene, and support students at varying levels of risk. This article outlines the three
intervention tiers—universal, targeted, and individualized—and presents strategic applications
validated through implementation in both alternative education and university settings. The
framework aligns with institutional accreditation standards and federal expectations for equity-
driven student support (Tinto, 2012; Tierney, 2009; Narinesingh, 2020).
Keywords: student retention, NTLM™, MTSS, higher education, instructional
leadership, accessibility, faculty engagement, institutional effectiveness, early warning systems
Introduction
Student retention and success remain critical indicators of institutional effectiveness, especially
as institutions confront growing equity gaps and accountability pressures. As campuses adopt
data-informed frameworks to address student persistence, there is increasing demand for
adaptable, inclusive, and proactive models that move beyond reactive interventions. The
Narinesingh Traffic Light Model™ (NTLM™) offers such a model—a color-coded, multi-tiered
framework for promoting early intervention, personalized support, and system-wide
transformation. Drawing on MTSS and RTI principles (Sugai & Simonsen, 2012) and grounded
in educational leadership research (Narinesingh, 2020), NTLM™ equips institutions with a
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blueprint for scalable student success. This model also builds upon Narinesingh’s (2023) work on
institutional evaluation systems that center data-informed planning, equity, and shared
accountability.
Model Overview
Tier 1: Institutional Student Success & Engagement (Green Zone)
Tier 1 represents universal supports received by all students through institution-wide structures.
These strategies are designed to promote a sense of belonging and provide early access to critical
services that enhance academic engagement. Such strategies include First-Year Experience
(FYE) programs, predictive analytics and early alert systems to detect at-risk behaviors, financial
literacy education, faculty training focused on equity and student engagement, and
comprehensive career services paired with peer mentoring programs. These interventions foster
early academic and social acclimation, particularly for historically underrepresented student
populations (Kuh et al., 2005; Narinesingh, 2020).
Tier 2: Early Academic & Persistence Interventions (Yellow Zone)
Tier 2 interventions are designed for students who exhibit early signs of disengagement,
academic difficulty, or financial instability. At this stage, institutions implement targeted supports
that can include academic coaching, tutoring and supplemental instruction, structured mentoring
relationships, mental health outreach, and tailored course advising and modifications. These mid-
level interventions are grounded in a just-in-time support philosophy, aiming to correct students’
trajectories before they reach critical risk levels. Drawing parallels with formative instructional
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coaching, Tier 2 interventions reinforce persistence and academic resilience by closing learning
gaps and connecting students to targeted resources (Narinesingh, 2020).
Tier 3: Personalized Retention & Success Coaching (Red Zone)
Tier 3 offers highly personalized support for students at serious risk of attrition due to academic,
financial, or personal crises. These supports typically involve one-on-one success coaching that
incorporates intensive advising, academic planning, and personalized learning accommodations.
Additionally, Tier 3 encompasses wraparound services such as crisis mental health intervention,
emergency financial aid, housing and food insecurity assistance, and ongoing case management.
These interventions are particularly effective for first-generation college students, students with
disabilities, and those experiencing trauma or systemic barriers to success (Museus, 2014;
Narinesingh, 2020).
Figure 1 illustrates a structured, three-tier support system—Green (universal), Yellow (targeted),
and Red (individualized)—applicable in both K–12 and higher education. The model enables
early identification, equity-driven intervention, and measurable improvement in student
outcomes.
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Figure 1. The Narinesingh Traffic Light Model™: A Multi-Tiered System of Support for Student
Success, Retention, and Engagement.
Practice-Based Validation
The NTLM™ has been implemented and validated in both K–12 and higher education
environments. In an alternative school in Palm Beach County, Dr. Narinesingh implemented a
tiered behavioral and engagement framework modeled after NTLM™. The school adopted
schoolwide behavioral expectations and incentive systems at Tier 1, developed peer mentoring
and behavioral coaching programs for Tier 2, and created intensive case management procedures
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and restorative justice practices for Tier 3. These efforts contributed to measurable improvements
in student behavior and safety. At Barry University, NTLM™ was adopted within faculty
development and student advising frameworks. Faculty were trained to detect early indicators of
student disengagement and to place students within NTLM™ tiers based on data from academic
performance, attendance, and engagement metrics. Students then received tier-appropriate
interventions ranging from classroom support to one-on-one coaching. A faculty training session
capturing this model in practice is documented in a publicly accessible video (Narinesingh,
2016), reinforcing the model’s applicability in higher education.
Faculty Buy-In and Institutional Challenges
While NTLM™ is grounded in research and aligned with evidence-based practices, successful
implementation depends on active faculty participation and institutional commitment. Faculty
resistance to change, administrative silos, and lack of time or incentives often hinder model
adoption. Narinesingh (2020) emphasized that systemic instructional improvement requires
faculty investment in data-driven and student-centered teaching approaches. Furthermore,
Narinesingh (2023) underscores that the alignment of faculty incentives with institutional
success metrics is a key driver of sustainable outcomes. Institutions can address implementation
barriers by offering professional development, stipends, course release time, and recognition
within tenure and promotion processes to incentivize participation in student success initiatives.
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Accreditation Alignment and Policy Implications
The NTLM™ aligns closely with the expectations of regional accreditation bodies such as the
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the Higher
Learning Commission (HLC), and the Middle States Commission on Higher Education
(MSCHE). These organizations prioritize institutional effectiveness, student retention, and
degree completion in their evaluation processes. For example, HLC’s Criterion 4—focused on
teaching and learning evaluation—requires institutions to demonstrate sustained commitment to
student success through structured support systems. Similarly, SACSCOC emphasizes evidence-
based strategies for serving at-risk student populations. By embedding NTLM™ into
institutional retention strategies and using it as documentation in accreditation self-studies and
reports, universities can strengthen their compliance posture while enhancing equity and access.
Implementation Implications
The Narinesingh Traffic Light Model™ provides a practical, scalable solution for institutions
seeking to design or refine student support infrastructures. It promotes the early identification of
risk factors, facilitates data-informed intervention planning, and simplifies institutional
communication about support structures. The color-coded framework allows faculty, staff, and
administrators to clearly and consistently understand referral pathways and intervention tiers,
fostering a culture of shared accountability. When implemented systematically and paired with
student data dashboards, NTLM™ can lead to measurable gains in retention, graduation rates,
and equity in academic outcomes (Reason, 2009).
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Conclusion
The Narinesingh Traffic Light Model™ offers a research-informed, visually intuitive, and
practice-ready framework for student success, retention, and engagement. By integrating
universal access, targeted interventions, and personalized coaching into one seamless model,
NTLM™ equips educational institutions with the tools to address diverse student needs in a
structured and sustainable manner. As institutions strive to meet accreditation mandates and close
equity gaps, NTLM™ provides a replicable roadmap for proactive, inclusive, and systemic
student support across both K–12 and higher education sectors.
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