In order to provide the highest level of academic support to student-athletes, a structured plan would enable
  each student-athlete to develop, grow, and ultimately succeed in the dynamic university setting.  Essential to the
  success of this academic support management plan is a level of flexibility in which the type of academic support
  can meet the needs of a diverse student-athlete population through differentiated instruction.

  The Screening Process

       Perhaps the first key aspect of a successful academic support management plan involves actively identifying
  potential at-risk students and current, known at-risk student-athletes.  Through a thorough screening of the
  incoming freshman student-athlete population in cooperation with the Admissions Department and the coaching
  staffs of each team, student-athletes who can be categorized at-risk for potential difficulty succeeding at the
  university in comparison to the general student population will be identified.  This determination will be based on
  past performance in high school, degree of difficulty of high school curriculum, SAT scores, etc.   The same
  process will be conducted for student-athletes entering their sophomore, junior, and senior classes with the
  assistance of the coaching staffs of each team, the NCAA compliance officer, the Registrar, the Admissions
  Department, and previous academic support records.

      Once these student-athletes with the potential to be at-risk for potential difficulty are identified, it is essential
  to evaluate the type of support each student-athlete needs in order to accommodate for individual differences.
  Several types of pre-assessment tools can help accomplish this task.  For example, a pre-test which evaluates
  study skills, test-taking skills, and time management skills will be administered.  A personal evaluation and
  assessment form will be administered to each at-risk student-athlete in order to determine the student-athletes
  perceptions of themselves as learners.

  Individualized Academic Support Planning

       These elements will be discussed at in person conferences/meeting, which coaching staff members will be
  encouraged to participate in and parents informed of upon recommendation of the coaching staffs, in order to
  create an individualized academic support plan.  This plan will be put into writing and require the signatures of all
  involved parties.

      An academic support plan would typically require students to regularly report test, quiz, paper, etc., scores in
  order to track student performance through an online format.  Furthermore, students will be asked to self-monitor
  and report any specific problem areas if necessary.  Students displaying difficulty in a particular class would be
  referred for tutoring and/or study halls.  Furthermore, a typical academic support plan would involve referrals for
  individualized enrichment programming such as a time management seminar as determined during the initial
  screening process.  Follow up conferences would be held in order to reevaluate the individualized academic
  support plan and assess whether the student is self-sufficient, may need to continue existing support, or increase
  the level of academic support.

      During this process, referrals to university support services will be made following discussion with coaching
  staffs, athletic department administrative staffs, professors, and other university officials as necessary.  These
  referrals may be made to a variety of different university resources in order to address special tutoring needs
  and  conduct learning disability testing.  Furthermore, referrals may be made to the counseling department,
  sports medicine, and career services center.

  Other Academic Support Services

      Several other services in the area of academic support need to be provided for student-athletes to grow and
  develop in the university setting.  A general academic performance monitoring system and eligibility assessment
  system would be necessary in order to ensure that every student-athlete’s needs are addressed.  In cooperation
  with coaching staffs and academic advisors, on-going registration and scheduling counseling would provide further
  support to the whole student-athlete population.  Furthermore, enrichment programs for all student-athletes, such
  as a career services orientation during the first semester of student-athletes’ junior year, would be beneficial.
  Referrals to university support services, based on the agreement of all parities involved, would be provided.
  Lastly, the continued development and eventual implementation of a department leadership development
  program would assist student-athletes to reach their full potentials.

      Continuance of university traditions of recognizing student-athletes for outstanding performance is essential.
  An enhanced award program in order to recognize student-athletes involving a student-athletes spring award
  banquet could help foster a stronger relationship between faculty and the athletic department.  Students reaching
  a base cumulative GPA of 3.0 would receive this award and be required to choose a professor who excels in their
  role.  The student-athlete invite the professor to the function as the student-athlete's guest.   During the course of
  the banquet, guest speakers such as the athletic director, provost, and president of the university would be asked
  to speak.  The student-athletes would also be asked to introduce their faculty member and lunch would be served.
  through this type of function, the essential academic-athletic relationship would be improved.