gear-up grant

Missouri State UniversitySpringfield Area Partnership GEAR UP Proposal

Table of Contents

Introduction..........................................................................................................................2

(1) Need for Project.........................................................................................................5

(2) Quality of Project Services......................................................................................10

(3.) Quality of Project Personnel....................................................................................24

(4.) Quality of Management Plan...................................................................................26

(5.) Quality of Project Evaluation..................................................................................32

(6.) THE ADEQUACY OF RESOURCES....................................................................36


INTRODUCTION

The mission of the Springfield Area Partnership GEAR-UP (SAP GEAR-UP) is to

address the academic issues and lack of educational attainment of low-income middle and

secondary students in the Springfield area. This proposal is our plan to coordinate resources and

expertise to achieve that mission. SAP GEAR-UP is requesting $$$$$ of GEAR-UP funds to

serve 360 students in grades 7-12 from 2015-2021.

Missouri State University (MSU) will have fiscal responsibility for the administration of

the program. MSU is the second largest university in the state, with approximately 21,000

students enrolled. MSU is located in Springfield, MO, known as the “Queen City” of the Ozarks

and birthplace of Route 66. Springfield is the largest city in SW Missouri with 160,000 people.

The Central, Hillcrest, and Parkview neighborhoods, all located in the Springfield Public

Schools R-XII School District (SPS) contain more poor, less educated, and unemployed residents

than the city as a whole, as is exemplified by the fact that the total students eligible for free and

reduced lunches are nearly three times higher than the other two high schools in the Springfield

Public School District (2250 of target school students versus 785 of non-target school students).

As described below, income levels and educational attainment levels are far worse in the

neighborhoods served by the three target schools than for the city as a whole, the state and the

nation. In addition, these factors generally suggest that the families in the target neighborhoods

are generally separated from the mainstream of social, cultural, technical, and educational life by

poverty, inadequate education, and lack of other opportunities. These economic, educational and

employment barriers all provide a basis for the SAP GEAR-UP.


Identification of Partners

Partner 1 – Target middle and high Schools: Table 1 shows the targeted area schools;

identifying their enrollment, amount of students eligible for the Free & Reduced Price Lunch

Program, in addition to the schools performance on the ACT for the 2012-2013 academic year.

The targeted schools have high rates of students being eligible for the Free & Reduced Price

Lunch Program, as well as low ACT scores, compounding the distress in the area and making

these schools a perfect fit for SAP GEAR-UP program. All of the SAP GEAR-UP middle school

students will matriculate to the SAP GEAR-UP high schools with respect to their location.

Table 1: Prospective Middle Schools for Springfield Area Partnership Gear Up

SchoolStudent

Enrollment

Eligible for Free or Reduced Price Lunch Program with

percent

Composite ACTDifference from District Average

Jarrett Middle School

495361 Students

72.9%

Composite 14.7Mathematics 14.9

English 13.5

(-1.2)(-1.1)(-1.3)

Pipkin Middle School

589466 Students

79.1%


English 13.6

(-0.7)(-0.6)(-1.2)

Reed Middle School

554448 Students

80.8%


English 13.6

(-1.1)(-1.2)(-1.2)

Westport (Study) Middle

School400

352 Students88.0%


English 12.4

(-2.3)(-2.2)(-2.4)

SPS Middle School Average

51002922 Students

57.3%


English 14.8

Source: Missouri Student Information Systems reporting, MO DESE;

Table 2: Prospective High Schools for Springfield Area Partnership GEAR UP

School Student EnrollmentEligible for Free or

Reduced Price Lunch Program with percent

Average ACT Score Graduating Class of 2013

Difference from District Average

Central High

School*1691

921 Students54.5%

Composite 24.5 Mathematics 24.1

English 24.5

(+2.9)(+2.7)(+2.3)

Hillcrest High School

936565 Students

60.4%

Composite 19.8 Mathematics 18.7English 19.3

(-1.8)(-2.7)(-2.9)


Parkview High School

1,306764Students

58.5%

Composite 21.3 Mathematics 20.4 English 20.8

(-0.3)(-1.0)(-1.4)

SPS High School

Average6831

3035 Students44.4%

Composite 21.6Mathematics 21.4English 22.2

Source: Missouri Student Information Systems reporting, MO DESE; Springfield Public Schools: ACT Results for 2013 Graduates, Department of Quality Improvement and Accountability/ August 2013

* Central High School has remarkably higher test scores, most notably due to the high school participating in the International Baccalaureate program, which recruits more academically prepared students in the area. Due to other demographics, which indicate need within that district, SAP GEAR UP will offer services and opportunities to their students.

Partner 2 – Community Partnership of the Ozarks: The mission of the Community

Partnership of the Ozarks (CPO) is to facilitate and promote the building of resilient children,

healthy families, and strong neighborhoods & communities through collaboration, programming,

and resource development. The services provided from this organization are crucial to the target

area, and their familiarity within the region will allow for optimal outreach.

Partner 3 – Boy’s and Girl’s Club: the Boys & Girls Clubs of Springfield’(B&GC)

mission is to enhance the quality of life for youth as participating members of a richly diverse

society. Basing its program on member and community involvement and a recognized role as a

spokesman for youth, the B&GC is aware of the influences of the total environment. The large

amount of potential SAP GEAR-UP students who already participate in many B&GC activities,

allows this partnership familiarity, consistency and positive reinforcement.

(1) NEED FOR PROJECT

A. The magnitude or severity of the problem to be addressed by the proposed project

The income level of families in the target area is low. Demographic information from the

U.S. Census Bureau reveals that the economic conditions in the target area are worse than the

city of Springfield, the state, and the nation, which is demonstrated by the fact that the median


family income in the target area (18.8%) is lower than in the city (15.9%) and nearly twice as

low as the state and nation averages (10% and 10.2%, respectively). (See Table 3.)

Table 3: Family Income Level

Target Area City State Nation

Median Family Income in Dollars $34,688 $38,114 $46,044 $55,832

Percent of Families Below Poverty Level (150% or lower)

18.8% 15.9% 10.0% 10.2%

Source: City of Springfield, MO, Data, 2011; U.S. Census, 2010

Educational attainment level of adults in the target area is low. As shown in Table 4,

84.2% of adults aged 25 or older who live in the target area have NOT obtained a bachelor’s

degree or higher, as compared to 76.9% of residents of Springfield, 78.3% of Missouri residents,

and 75.5% of the nation-wide population. Looking at these percentages, it is easy to ascertain

that persons living in the target school area are seriously deficient in education, which then tends

to indicate issues related to low economic status.

Table 4: Educational Attainment Level of Persons Aged 25 & Over

Grade Level Completed % of Target Area % of City % of State % of Country

Below 12th Grade & No Diploma

23.1 17.2 18.6 19.6

HS Diploma or GED 33.4 30.4 32.7 28.6

Some College, No Degree

23.5 24.7 21.9 21

Associate Degree 4.2 4.6 5.1 6.3

Bachelor’s degree or higher

15.8 23.1 21.6 27.2

% of Persons w/o4-Year Degree

84.2 76.9 78.3 75.5

Source: City of Springfield, MO, data, 2011; U.S. Census, 2010

Few of these young people are encouraged to look beyond the ways of living and

working of their parents. Students report receiving very little family encouragement to pursue

education beyond high school, or even to complete high school, as reported by students who


attend the targets schools (Missouri State University TRIO Upward Bound Participant Survey,

2011).

According to evidence supported by a recent evaluation of the Family Achievement

Academy sponsored by the Springfield Community Center, a large percentage of these low-

income students often begin working during high school to provide financial support to their

parents, siblings, and in many cases their own children. Students are told that getting a job, even

if it is at McDonald’s, is more important that staying in school. “I have to work whenever I’m

not at school so that I can help pay my mom’s bills. She’s even told me that I could skip school

to work,” reported Ricky B., a student who attends one of the target schools. As a result, these

young people simply do not have the educational opportunity nor receive the parental

encouragement to escape from minimum wage jobs after high school. They become enmeshed

in a cycle of poverty with little or no hope for breaking it. Breaking out of this subculture is a

strong barrier to success for these families. This can usually lead to isolation and a yearning for

the old structure. The family fear of being left behind is an additional pressure on this student

also.

Target high school dropout rates are high. The dropout rates ranges from the target

schools range from 2.8% at Central high, to 3.4% at Parkview, to 4.6% at Hillcrest. The target

schools average dropout rate bolsters the district rate to 2.6%, considering the other schools have

lower rates of 1.6% and 1.2 %. Chart 1 shows the number of students who have dropped out in

the Springfield Public School District for the 2012-2013 school year. The amount of students

that dropped out from the target area high school nearly doubles that of the others in the district.

They also account for more than 76% the of the total drop outs in the school district that year.


Chart 1: Dropout Rates

Parkview High48 Students

26%

Hillcrest High49 Students 27%

Central HS, 44 Students

24%

Glendale High 20 Students 11%

Kickapoo High22 Students

12%

Number of Dropouts for Springfield Public School District 2012-2013

Source: Missouri Student Information System (MOSIS) data collection/reporting, Missouri Department of Elementary and Secondary Education

College-going rates in target high schools are low. Comparisons of college-going rates

for the three target high schools with other high schools in the state indicate a high need for the

SAP GEAR UP project. The data shows that students in the targeted schools, versus schools

statewide and throughout the country are less likely to enter a two- or four-year college. The

average percentage of students from the target high schools who enrolled in 2 and 4-year

postsecondary institutions after high school graduation was 54.1% as compared to 64% statewide

and 67% nationally. (See Table 6).

Table 6: Postsecondary Enrollment Rates

Students fromTarget Area School

State Nation

Enrollment in a Program of Postsecondary Education

54.1% 64.1% 67.0%

Sources: NCES, 2010; Springfield Public Schools Annual Reports, 2010; U.S. Census, 2010

It is critical that more talented youths be encouraged, persuaded, and counseled into

continuing their education at the postsecondary level, rather than dismissing the likelihood of this


happening due to family influence, lack of funds, and lack of understanding of the value of

college.

S tudents/counselors ratios in the target high schools are high. The school counselors are

responsible for creating a framework to guide students during their high school years. Counselors

provide a blueprint for students’ postsecondary education and/or careers after graduation and

then use the information to assist students in understanding their educational and career options.

The American School Counselor Association (ASCA) states that 1/100 is the desired counselor-

to-student ratio. As shown in Chart 2, none of the target schools meet this criterion.

Chart 2: Student to Counselor Ratio

Central Hillcrest Parkview Target Area Average

407

284

382357

100 100 100 100

Target School ASCA Ideal

Sources: Target School Survey 2010; MO Dept of Elementary and Secondary Ed 2010; ASCA website 2011 12

Unfortunately, when the student/counselor ratio exceeds a workable level, it becomes

highly unlikely that students will receive sufficient time, information, or technical support for the

creation of a personalized blueprint for the future. A student in the target schools is more

dependent on other influences, e.g. those of their parents and peers, and as a consequence it is

less likely that low-income, potential first generation students will pursue or even consider

pursuing postsecondary education. The SAP GEAR UP project fills the gaps in services such as


course selection, academic advising, ACT/SAT preparation, college planning workshops,

financial aid workshops, and applying for college admissions.

B. The extent to which specific gaps or weaknesses in service, infrastructure, or

opportunities have been identified and will be addressed by the proposed project, including

the nature and magnitude of those gaps or weaknesses

Although the Ozarks region has programs designed to coordinate and enhance social

development, few programs work with the targeted school or have educational interventions.

There is a necessity for more programs that focus on increasing the number and proportion of

high-need students who are academically prepared for, enroll in, and graduate from a

postsecondary institution. Table 7 summarizes the services and opportunities available to address

the needs of the SAP GEAR-UP students. The table also illustrates the gaps and weaknesses in

service.

Table 7 – Survey of Services Available - 7th and 12th GradesSurvey of Services

for Students Available at No

Cost

Junior High High SchoolsSAP GEAR-UP ProgramJarrett Pipkin Reed Westport Central Hillcrest Parkview

Financial aid information

S S S S O O O A

College visits/ advising

S S S S O S S A

College application process

S S S S O S S A

Tutoring O O O O O O O A

Test-taking skills S S S S O O O A

Class selection O O O O A A A A

Study skills O S S S O O O A

Career development

O S S S S N S A

Mentoring S S S S O O O A

Parent programs S S S S O S S A

[Key: A = Always; O = Occasionally; S = Seldom; N= Never]


(2.) QUALITY OF PROJECT SERVICES

Strategies for ensuring equal access and treatment for participants who are members of

groups traditionally underrepresented based on race, color, national origin, gender, age or

disability

SAP GEAR UP will aggressively recruit persons of color for tutors, mentors and

professional/support positions to reflect nontraditional and underrepresented populations

including persons who are bilingual and persons with disabilities. While less than 5% of the

target population (Hispanic American) has limited English-speaking skills, brochures and other

publications will be developed and distributed in Spanish as needed. University female faculty

who are underrepresented in various disciplines (e.g., mathematics, science) and other

underrepresented groups will be recruited to serve as faculty role models during the academic

year and summer sessions. Students will be exposed to nontraditional careers via job shadowing

experiences and/or through exposure to various career fairs and tours. SAP GEAR UP staff and

partners will participate in training regarding practices to assist students with disabilities.

A. The extent to which the project services are likely to increase the percentage of

students taking rigorous courses that reflect challenging academic standards and

reduce the need for remedial education at the postsecondary level; to increase the

percentage of secondary school completion; to increase students’ knowledge of and

access to financial assistance for postsecondary education; increase the percent of

students enrolling and succeeding in postsecondary education; and appropriate to

the need of the intended recipients or beneficiaries of those services.

Data gathered on the students will allow SAP GEAR UP to track students’ academic

progression and provide them with academically progressive (college-preparatory) advisement.


Along with ensuring that they will have goals of pursuing a quality education, SAP GEAR UP

will provide the much needed academic exploration, support and guidance. The following

objectives will ensure that students will not only get “catch-up” with their peers, but surpass

them, in many ways which include:

Objective #1: Ensuring that 70% of SAP GEARUP students pass Pre-Algebra by the end of 8th grade

Relationship to Need:-Target area schools have low academic achievement-In 2012-2013, 69% of Reed Academy students, 83.6% of Study students, 74.4% of Jarrett students, and 66.3% of Pipkin students scored basic or below in 8th grade Math competencies, higher than SPS average of 62.1%Source: MO Dept. of Elem. Secondary Ed., Embargoed Release,7/22/1

Services: Gather baseline data describing

students’ academic performance Tutoring, academic advising,

mentoring, summer program Test preparation workshops and

study skills workshops

Impact: 70% of students will be prepared for Algebra I in high school and will not need remedial coursework.Objective #2: Ensuring that 70% of SAP GEARUP students pass Algebra I by the end of

9th gradeRelationship to Need:-Target area schools have low academic achievement-In 2012-2013, 64.3% of Hillcrest students, 64.4% of Parkview students, and 44.9% of Central students scored basic or below in Algebra I competencies, drastically higher than the SPS average of 39.1%Source: MO Dept. of Elem. Secondary Ed., Embargoed Release,7/22/1




study skills workshops

Impact: 70% of students will be prepared to take college-track high school mathematic courses and will not need remedial coursework.Objective #3: Ensuring that 70% of SAP GEARUP students take at least two years of

mathematics beyond Algebra I by the 12th gradeRelationship to Need:-Target area schools have low academic achievement-In 2012-2013, the target area schools average ACT Math composite scores are: Central 24.1, Hillcrest 18.7, and 20.7Source: NCES, 2010; Springfield Public Schools Annual Reports




study skills workshopsImpact: 70% of students will be prepared to take college-track high school mathematic courses and will not need remedial coursework.


Objective #4: 90% of SAP GEARUP students will graduate from high school in 4 years

Relationship to Need:-Target area schools have low academic achievement and high dropout rates- The average amount of students that dropped out from the target area high school doubles that of the others in the district

Services: Gather baseline data describing students’

academic performance Tutoring, academic advising, mentoring,

summer program Test preparation workshops and study

skills workshops

Impact: 90% of students will have a GED or High School Diploma

Objective #5: 65% of SAP GEARUP students will be enrolled in college

Relationship to Need:-Target area schools have low upward mobility-54.1% of students from the targeted area schools enroll in a program of postsecondary education

Services: Follow-up meetings 21st Century Scholar certificates Advanced College search College prep and financial aid workshops/academic advising Enrichment activities, incentive activities and follow-up

activities Tutoring, academic advising, mentoring, summer program Test preparation workshops and study skills workshops

Impact: 65% of students will be enrolled in postsecondary education courses

Objective #6: Ensure that 75% percent of SAP GEAR UP students place in college-level Math and English without need for remedial courses

Relationship to Need:-Target area schools have large amounts of low-income students, which are most prone to remediation frustrations-In 2012-2013, the target area schools average ACT Math composite scores are: 24.1 Central, 18.7 Hillcrest, and 20.7 at Parkview

Services: Follow-up meetings 21st Century Scholar certificates Advanced College search College prep and financial aid

workshops/academic advising Enrichment activities, incentive activities and

follow-up activities

Impact: 75% of students will not need college-level remediation, wasting scarce resources

Objective #7: 70% of SAP GEARUP students will be enrolled in college

Relationship to Need:-Target area schools have low upward mobility-54.1% of students from the targeted area schools enroll in a program of postsecondary education

Services: Follow-up meetings 21st Century Scholar certificates Advanced College search College prep and financial aid workshops/academic advising Enrichment activities, incentive activities and follow-up

activities Tutoring, academic advising, mentoring, summer program

Impact: 70% of students will be enrolled in postsecondary education coursesObjective #8: 75% of SAP GEAR UP students will complete the Free Application for


Federal Student AidRelationship to Need:-Low-income students often do not know about the finances available to them- In 2010, only 68% of the 12th grade class from the targeted schools completed the FAFSA

Services: Advanced College search College prep and financial aid

workshops/academic advising Enrichment activities, incentive

activities and follow-up activities

Impact: 75% of students will not need college-level remediation, wasting scarce resources

Objective #9: 70% of SAP GEAR UP students will be on track for graduation at the end of each grade

Relationship to Need:Target area schools have low academic achievement and high dropout rates- The average amount of students that dropped out from the target area high school doubles that of the others in the district

Services: Enrichment activities, incentive

activities and follow-up activities Tutoring, academic advising,

mentoring, summer program Test preparation workshops and study

skills workshopsImpact: 70% of students will on track for graduation and are expected to graduate with a diploma or a GEDObjective #10: 70% of SAP GEAR UP students will be on track to apply for college as

measured by completion of the ACT or SAT by the end of the 11th yearRelationship to Need:-Low-income students often do not know the necessities of a standardized test such as the ACT- In 2013, 54% of the graduating class from the targeted schools took the ACT, compared to the others in the district at 75.25%

Services: Advanced College search College prep and financial aid workshops/academic

advising Enrichment activities, incentive activities and follow-up

activities Tutoring, academic advising, mentoring, summer

program Test preparation workshops and study skills workshops

Impact: 70% of students will have completed a college readiness examination (ACT or SAT)Objective #11: Increase by 12% each year the number of parents who attend at least one

parent/teacher conference and one other SAP GEAR-UP activityRelationship to Need:- The area has an average counselor to student ratio of 357:1, making the choice of college more reliant on parents

Services: Parent meetings with students, SAP GEAR-UP staff and

teachers Parent resources and incentives Parent contracts at beginning of each year describing

parental commitment Parent Action Team/Advisory Board

Impact: Increase in parental involvement in school activities by 12% annually, which generates more parental commitment/support to academic success—a crucial aspect when determining educational success


A. The extent to which the services to be provided by the proposed project involve the

collaboration of appropriate partners for maximizing the effectiveness of project

services

SAP GEAR-UP will provide services and activities in three major areas: 1) direct

services to students, 2) direct services to parents and 3) professional development for teachers.

The following description of the activities and services in each of these areas reflects up-to-date

knowledge from research and effective practice used to guide the design of the project.

The transition from middle school to high school is a pivotal time in the lives of youth.

Not only is it a coming-of-age ritual for many, but also a student's level of success in 9th grade

often predicts her likelihood to finish high school (Allensworth & Easton, 2007), it is extremely

important that the educational interventions be instituted with students early on – certainly no

later than the beginning middle school years. This project will recommend that these educational

interventions should continue through the students’ high school years. They believed that

students who were exposed at an early age and over a longer period of time to these interventions

were more likely to think of themselves as academically able and prepared for college.

Academic Support - We will collect baseline data describing students’ academic

performance including test scores, grades and demographic information. We will also assess

students’ awareness of college, financial aid and career interest. This information will be used to

develop Individual Education Plans (IEP) and program activities. Throughout middle and high

school, SAP GEAR-UP students at the partner schools will be encouraged to take the most

challenging classes and to continue to build academic skills and knowledge of college

opportunities. Poverty is an even greater predictor of dropping out: 9% of low income students

drop out each year (Chapman et al., 2010). In part, because low-income, first generation students


are at great risk because they tend to have weaker reading, writing, math and critical thinking

skills than their more affluent counterparts (Terenzini et al, 1995). SAP GEAR-UP will operate

on the premise that one of the inherent problems of the college search process for low-income,

first-generation students is that they begin their interest in a college education and the college

search too late. Often, these students do not take required academic courses, especially math

selections beyond algebra and geometry until their junior and senior years of high school.

After-School Program - An important component of SAP GEAR-UP is the After-School

Program. The program will increase the students’ understanding of academic course content and

help students develop study skills. Middle school students who do not demonstrate proficiency

in core courses, based on MAP scores and grade reports, will stay after school two days per week

(either a Monday/Wednesday or a Tuesday/Thursday format) for a multi-faceted set of activities

designed to actively involve them in learning, acquiring or enhancing academic skills such as

reading and writing in a congenial atmosphere with like-minded peers. SAP GEAR-UP teachers

and tutors from MSU and the community will work with students at each school.

Summer Program – Students who lack proficiency in core course areas will participate in

an intensive four-week summer camp experience including a day camp (15 days) and a five-day

residential camp. Summer students will work with MSU faculty on activities that will motivate

and stimulate their interest in learning. For the first year, the general structure of the summer

program classes will be to engage 7th grade students in a challenging, structured task for an

expanded, concentrated period of time using an active learning approach. Contents and program

structure will be based on data gathered regarding students’ previous academic performance and

awareness of college. Students in grades 9-12 will participate in workshops on the college

application process, the financial aid and scholarship process, job interview techniques, how to


select a college major and current/future career opportunities. By their junior year of high

school, students will begin to narrow their college choices and begin the process of applying for

admission and financial aid. This process will be completed in the senior year. Students will

choose a college from their options and begin to prepare to matriculate. High school students

will be admitted to Project Upward Bound and other University-sponsored pre-collegiate

programs.

The Day Camp is an intensive four-week summer camp experience that will be held on

the MSU Campus. The Day Camp activities will include courses, taught by MSU faculty, to

expose students to mathematics, science, reading, communication arts and critical thinking skills.

Day Camp courses will emphasize hands-on learning techniques and will develop students’

problem-solving skills. Students will complete a group project at the end of the Day-Camp

experience

In the first two full years (2015-2016 & 2016-2017) of the grant, 7th graders and 8th

graders students will complete their summer experience with a five-day residential summer camp

on the MSU campus. College student peer mentors will live with them to provide academic

assistance and coordinate social/cultural activities. In the third year, there would be three

concurrent sessions for 7th, 8th and 9th grade cohorts. The residential camp would meet for five

days, Monday through Friday, in late June after the three-week Day Camp experience. At the

summer closing ceremony, outstanding and most improved student performances will be

recognized. Students in both camps will complete academic courses in the morning and field

trips and/or career development activities in the afternoon. Residential campers will participate

in additional enrichment activities in the evening.


In-School Workshops/Academic Advising – In-school workshops for 7th and 8th graders

will address such topics as communication and decision-making skills; developing good study

habits and test-taking strategies; junior high adjustment issues; career choices; learning to ask for

help from tutors, counselors, teachers, etc.; and choosing classes that are in the college prep track

and career specific. The SAP GEAR-UP staff will meet with students and parents to review

courses needed to prepare for college and design IEPs to help students meet their goals.

Higher Education Awareness - The lack of role models for higher education and the lack

of guidance and advising are also serious barriers to college success for low-income, first-

generation students. To address this need, all SAP GEAR-UP students will be involved in a

comprehensive set of higher education awareness and planning activities through middle and

high school completion. The focus while students are in middle school will be on self-

assessment, building strong academic and learning skills, and learning about the broad range of

post-secondary options. As students move into and through high school, the focus will continue

to be on building strong academic and learning skills, but will turn from exploring college

options to narrowing their college choices and applying for admission and financial aid.

We will hold motivational assemblies each quarter focusing on raising students’

awareness and aspirations for college. At the beginning of each year of the grant, we will hold a

kick-off event. The first year of the grant, we will use the kick-off as an opportunity to introduce

the school community to the SAP GEAR-UP program. We will hold an end-of-the-year event

and tie it into an awards assembly. At this assembly, we will recognize students for honor roll,

perfect attendance and school support as well as for achievement in specific academic areas.

College Visits - Students will visit Missouri State University, Drury University, Tulsa

University, Missouri Southern State University and/or other college campuses throughout the


year. These visits will give students the opportunity to be in a college environment. On Higher

Education Awareness Days, students will come to MSU for a “treasure hunt” where small groups

of students will search out departments and find the answers to questions about the collegiate

experience. Each student will participate in at least one higher education awareness day prior to

graduating from the middle school.

Mentoring - President Clinton stated that “People who grew up in difficult circumstances

and yet are successful have one thing in common … at a critical junction in their early

adolescence, they had a positive relationship with a caring adult” (U. S. Department of

Education, 1998). To this end, a tiered mentoring program in which SAP GEAR-UP students

work with college students and community volunteer mentors will give students the opportunity

to become exposed to college and professional careers. Students will sign contracts with

mentors each year.

College-student homeroom mentors will provide the students with models for positive

behaviors such as studying hard and staying away from trouble, guidance on how to prepare for

college, and moral support and encouragement (U. S. Department of Education, 1998). To

provide a direct connection to college students, we will recruit MSU education majors other

undergraduate and graduate students who come from backgrounds similar to the students to

serve as homeroom mentors. The mentors will meet with their homeroom at least once a month

to share their educational experiences with the students. Other mentoring activities will be

developed with the students and the homeroom teacher that may include academic competitions

or incentive programs to encourage good attendance. The college-student homeroom mentors

will receive academic credit for mentoring and a stipend for travel..


Professional mentors will also be provided during their first year in the program.

Mentors representing a diverse group of educational and professional levels, will participate in

formal and informal GEAR-UP activities. SAP GEAR-UP students and mentors will evaluate

their experience each semester. Through the year, mentors will participate in on-going training

and debriefing sessions with SAP GEAR-UP staff and each other.

Motivational Activities, Incentives & Rewards - We will also focus services and

activities on those students who are not motivated and have disengaged. Mentors and tutors will

participate in motivational activities, incentives and rewards programs. Students who regularly

participate in SAP GEAR-UP activities or have a 3.0 (on a 4.0 scale) or better grade point

average will be recognized for their accomplishments throughout the year. Depending upon the

time of the year, recognition will come in the form of a congratulatory letter, certificate gift

and/or formal ceremony. SAP GEAR-UP students who achieve the honor roll or have a 3.0 or

better GPA will be recognized for their accomplishments at the end of each grading period. We

will also develop an Improvement & Achievement Incentive Program. The purpose of the

incentive program will be to help students make a greater commitment to academics and to

planning for the future and will focus on the most disengaged students.

In Year 3 of the project, the first cohort of SAP GEAR-UP students will go on to high

school. A SAP GEAR-UP High School Site Coordinator will work with the students during the

school year. The coordinator will continue supplemental academic advising, career and college

awareness events. Students who complete high school and the SAP GEAR-UP project will be

awarded with the 21st Century Scholars Certificate outlining the amount of financial aid students

are eligible for. They will receive these certificates from the State of Missouri and be recognized


in the media as well. Graduates will also sign a release of information allowing us to track their

college enrollment.

Career Awareness Activities and Internships – Students will participate in career

development classes during the summer and school year. Classes will involve interest

assessment, relating selected careers to college majors, career outlook information, resume

writing, mock interviews and guest speakers. During the summer, juniors and seniors will

participate in job shadowing and internships with University faculty and staff and/or local

businesses via local professionals. Internship and/or job shadowing sites will be related to

students’ identified career interests and strengths. We will also organize a career symposium for

7th and 8th graders who are interested in specific careers.

Academic Support, ACT Preparation and Advising - Students lacking proficiency in core

courses will continue to participate in after-school, in-school and summer tutorials working with

college students and teachers and in ACT-preparation classes. Juniors and seniors will prepare

for ACT by attending Missouri State University’s ACT preparatory classes. These classes will

be offered in the SAP GEAR-UP schools and/or nearby University extension sites. Courses will

be taught by target school and MSU faculty. Qualified juniors and seniors will also take dual-

enrollment courses offered by MSU. Dual enrollment courses are taught by partner school

faculty and transfer as college credit.

Scholarships/Financial Aid - GEAR-UP funds to help cover college tuition will be set

aside in a trust fund for students who complete grades 8-12 with a 3.0 or better cumulative GPA

and who participated in 75% of SAP GEAR-UP activities. MSU will match the scholarship

dollars set aside for students attending MSU. MSU’s Office of Diversity and Inclusion will

commit $15,000 ($3,000 per year for five years) for minority graduating seniors attending MSU.


Hillcrest, Central and Parkview High Schools will also award small scholarships to eligible SAP

GEAR-UP high school graduates.

Children are more successful and the schools they attend are better when their parents are

involved in their learning at home and at school. Many families, especially those at the lowest

socio-economic levels, are struggling to find ways to work together to promote student

achievement. Schools, families and community organizations need to share this responsibility.

The extent to which family structures and practices support learning and education has a

significant effect on student achievement – high expectations, having a place to study, regular

interactions about education, structured and monitored after-school activities, engagement with

adults who read, write and discuss (Epstein, Coates, Salinas, Sanders and Simon, 1997).

Action Team - We seek support from GEAR-UP to build a model partnership with the

families of SAP GEAR-UP students and the community. Epstein’s research suggests that an

effective way to build strong partnerships with families and community is to establish an Action

Team to coordinate the work (Epstein, et al, 1997). The Action Team will be made up of at least

one teacher from each school, one parent from each school, SAP GEAR-UP staff, a

representative of the partner organization, and the principal of each school. Other members will

be recruited as necessary. The Action Team will talk with parents to find out what kind of

information is most helpful to parents. They will identify ways to improve communication and

identify ways to involve families more in the life of the school. The Action Team will draw on

the literature to identify effective practices and strategies, monitor and evaluate implementation

of activities, share successful efforts, discuss problems and solutions and continue to function as

an advisory board when their initial assessment is completed.


College Awareness and Planning Sessions - College awareness and planning sessions

will be held for parents. All parents will sign contracts outlining expectations for involvement in

their child’s education. They will also sign their child’s IEP. We will use the Department of

Education’s publications such as Preparing Your Child for College: A Resource Guide for

Parents. Both focus on the importance of early planning for college and provide parents with

information on how to help their children begin to think about college and how they can begin to

plan for the cost of college. The focus for middle school parents will be on the wide variety of

higher education opportunities and things they can do to prepare their student. High school

parent sessions will focus on self-assessment, decision-making, narrowing choices, and the

admissions and financial aid processes.

Classes/Workshops - Parents will participate in support group and parenting skills

workshops offered by the B&GC and the CPO. They will also participate in job readiness,

computer literacy, GED preparation and literacy improvement programs sponsored by the CPO.

These agencies will initiate parent support groups in order to give parents a comfortable place to

share their direct experiences with one another so that they may better solve problems with their

students or within the school system.

Family Counseling - The Community Partnership of the Ozarks will initiate parent

support groups in order to give parents a comfortable place to share their direct experiences with

one another so that they may better solve problems with their students or within the school

system.

Resources - Parent resources will include a video and guidebook designed to help them

understand their important role in the college preparation process. The 10-12 minute video will

feature an interview of a parent about his/her aspirations and hopes for his/her student. The


video will follow the parent attending different sessions that provide information about preparing

and planning for college, different types of post-secondary options, college costs and financial

aid, a review of the data about the differences in earning power of college graduates and those

with a high school education or less and what parents can do to help their children prepare for

college.

The parent guidebook will complement the parent video and provide tips for what parents

can do to encourage their students to prepare for success in college. The guidebook will include

advice from parents “who have been there” and other information to help parents better

understand and become comfortable with the college choice process.

(3.) QUALITY OF PROJECT PERSONNEL

SAP-GEAR UP is requesting four (4) full-time staff positions and 25 part-time staff. We

will employ highly qualified administrators, teachers and professional counselors to best satisfy

the needs of the program, its participants and the defined responsibilities of each position.

A. The extent to which SAP GEAR-UP encourages applications for employment from

persons who are members of groups that have traditionally been underrepresented

based on race, color, national origin, gender, age or disability

SAP GEAR-UP will adhere to the comprehensive policies developed at MSU to

encourage applications from members of groups that have been traditionally under-represented.

Contact will be made by phone or mail with minority civic organizations, women’s resource

centers, vocational rehabilitation agencies, veterans’ groups and individuals, including religious

leaders, who can share information with their respective communities about employment

opportunities at the campus. We will also seek staff with backgrounds similar to the students to


be served. Advertisements for positions will also be placed on-line through various professional

list-serves.

B. The qualifications including relevant training and experience of the project director.

Project Director (full-time) - Qualifications: 1) Master’s degree in guidance counseling,

higher education counseling, secondary education or related field; 2) demonstrated leadership,

management, budget management skills; 3) demonstrated ability to work successfully with low-

income individuals; 4) demonstrated ability to communicate with a variety of constituents

including students, parents, faculty, staff, community agencies and businesses; and 5)

demonstrated experience with multi-racial, multi-ethnic populations.

C. The qualifications including relevant training and experience of key personnel.

Education Counselor (full-time) - Qualifications: 1) Master’s degree in guidance and

counseling, social work, education or related field; 2) previous experience working with the

under-represented populations is desirable; 3) experience in designing and implementing higher

education awareness and academic support programs; 4) excellent oral and written

communication skills; and 5) demonstrated experience with multi-racial, multi-ethnic

populations. Education Specialist (full-time) - Qualifications: 1) Master’s degree in education,

curriculum development or related field; 2) previous teaching experience; 3) previous experience

working with economically and educationally disadvantaged students is desirable; 4) excellent

oral and written communication skills; and 5) demonstrated experience with multi-racial, multi-

ethnic populations. Secretary (full-time) - Qualifications: 1) High school diploma; 2) previous

related office experience; 3) knowledge of computer application packages such as word

processing, spreadsheet and database is essential; 4) ability to manage multiple priorities; 5)

excellent communication skills and 6) demonstrated experience with multi-racial, multi-ethnic


population. Summer Teachers – Qualifications: (5 positions – 4 weeks at ½ time): 1) Bachelor’s

degree in the disciplinary field to be taught; 2) teaching experience; 3) experience with

economically and educationally disadvantaged students is desirable; and 4) demonstrated

experience with multi-racial, multi-ethnic populations. High School Site Coordinator –

Qualifications:(2 full-time positions): 1) Master’s degree in education or related field; 2)

previous teaching experience; 3) demonstrated experience working with multi-racial, multi-

ethnic populations; 4) strong organizational skills; 5) excellent oral and written communication

skills; and 6) demonstrated experience with multi-racial, multi-ethnic populations. Peer Mentors

and Tutors - Qualifications (summer residential/academic year): 1) Junior, senior or graduate

standing at the University; 2) minimum grade point average of 3.0; and 3) education, social work

or health and leisure, English or mathematics majors will be preferred.

(4.) QUALITY OF MANAGEMENT PLAN

A. The adequacy of the management plan to achieve the objectives of the proposed

project on time and within budget, including clearly defined responsibilities,

timelines and milestones for accomplishing project tasks.

The management plan will include activities designed to meet the goals and objectives of

SAP GEAR-UP on time and within budget. All activities will be based on needs of the students,

parents and teachers. All partners are responsible for implementing these activities.

Personnel Management—SAP GEAR UP Director will report to the Assistant Vice

President of Diversity and Inclusion who reports to the Vice President of Diversity and Inclusion

and the President of the University. Table 8, the organization chart describes the programs

reporting lines and partnership interactions.


Table 8 – GEAR UP Organizational Chart

The Upward Bound, Student Support Services, and GEAR UP projects received

permission from their perspective Department of Education program officers to utilize the

strengths of the current director by creating one position, the Director of TRIO Programs. The

TRIO Director reports to the Assistant Vice President for Multicultural Programs and Diversity

and is appointed to the Student Affairs Council. The Director of TRIO Programs also serves as

the UB Director, SSS Director, and the GEAR UP Director and they also supervise the

Education counselor, Administrative Assistant, School Coordinator, and the Graduate Assistant.

Student Records Management—GEAR UP staff maintains files on each participant, as

well as an on-line database for tracking progress and generating reports on all participants. To

ensure confidentiality, participant files are kept in lockable file cabinet. Each participant's file

contains the following:

Application transcripts monthly grade checks teacher recommendation

selection rationale emergency contact form and signed

medical consent form Services received

Partnership Action Team

Middle and High School Principals

Tutors/ Mentors

Summer Staff

Teacher Advisors

Education Counselor

School Coordinator

Administrative Assistant

TRIO Director of UB, SSS, GEAR UP

Vice President of

Diversity and Inclusion

UniversityPresident


Standardized test results Postsecondary educational status verification of eligibility

Participant's reason for leaving GEAR UP (other than graduation) Stipend payments

results of assessments Personalized Education Plan (PEP)

GEAR UP staff is responsible for providing logs and documentation for the files. The

Administrative Assistant manages the filing system and checks for file completion and updates.

On an annual basis GEAR UP staff audits each participant’s file to ensure that all documentation

is current.

The online database system is used to maintain information and generate reports on

participants’ overall success and persistence rates to aid in evaluation. The system is also used to

generate reports on individual participants. The database includes the following information on

each participant:

Semester and cumulative GPA

Standardized test scores

Grade level progression

Participant retention Participant graduation

Postsecondary enrollment and persistence

Financial Management—The GEAR UP Director, Education Counselor, and School

Coordinator will work with the University’s Grants’ Accountant to ensure effective and efficient

financial management of the Project. GEAR UP funds will be assigned a total budget line

number and subcategory numbers (salary, travel, equipment, supplies, etc.) in accordance with

Missouri State’s cost-center accounting system. The University’s on-line budgeting and

purchasing system allows the GEAR UP Director to have immediate access to information on

expenditures and remaining funds for UB’s budget line numbers, ensuring accuracy. Both

Education Counselor and the School Coordinator will maintain accurate files of requisitions,

purchase orders, and invoices, and assists the Director with reconciling the project’s budget with


the University's fiscal reports on a monthly basis. Any discrepancies are investigated and

addressed immediately by GEAR UP and University Grants’ Accountant.

SAP GEAR UP will comply with the procedures and records required by EDGAR, the

U.S. Department of Education, and Missouri State University’s own internal procedures for

purchasing and financial record keeping. These internal procedures require the GEAR UP

Director’s approval for all expenditures from grant funds.

Table 9 - Management Plan

Direct Services to Students – Academic Support and Summer Program

Objective #1: Ensuring that 70% of SAP GEARUP students pass Pre-Algebra by the end of 8th gradeObjective #2: Ensuring that 70% of SAP GEARUP students pass Algebra I by the end of 9th gradeObjective #3: Ensuring that 70% of SAP GEARUP students take at least two years of mathematics beyond Algebra I by the 12th gradeObjective #4: 90% of SAP GEARUP students will graduate from high school in 4 yearsObjective #9: 70% of SAP GEAR UP students will be on track for graduation at the end of each grade

Activities Time Frame1. Student assessment; content-based tutorials; IEPs2. Four-week summer program; enrichment activities3.Hire and train summer and academic-year staff4.In-school and out-of-school tutoring opportunities5.Informational/recruitment activities for GEAR UP & other collegiate programs

Aug – JuneFeb – July

Aug – AprilAug – MayJan – May

Personnel: All staff Budget: Budget: Postage, database software, computers, staff salaries,

textbooks, MAP transcripts, workshop materials, school facilities, notebooks, pencils, copier,

travel money, transportation costs, snacks Milestones: Student assessment completed by 9/1;

tutors hired by 8/15; tutorial services begin by 9/1; tutors/teachers report improvement in

students’ study skills; summer staff hired by 4/30; summer program begins in mid-June

Direct Service to Students – Higher Education and Career Awareness

Objective #5: 65% of SAP GEARUP students will be enrolled in collegeObjective #6: Ensure that 75% percent of SAP GEAR UP students place in college-level Math and English without need for remedial coursesObjective #7: 70% of SAP GEARUP students will be enrolled in collegeObjective #8: 75% of SAP GEAR UP students will complete the Free Application for Federal Student AidObjective #10 70% of SAP GEAR UP students will be on track to apply for college as measured by completion of the ACT or SAT by the end of the 11th year

Activities Time Frame1.Kick-off event2.Motivational school-wide assemblies; 21st Century Scholar certificates

Aug – SeptAug – Jan


3.Post-Secondary Options pre and posttests4.Monthly college, career, financial aid activities based on results of pretest5.Develop with partners a Career Speakers Bureau and a resource list of internships6.College visitation days; ACT and pre-ACT classes

Aug – MaySept – MaySept – May

Sept - June

Personnel: Educational Specialist, Educational Counselor, Secretary Budget: Assessment

instruments, workshop materials, supplies, publications, training manuals, workshop materials,

software, publications Milestones: Draft financial aid forms completed by 12/1 and 2/1;

financial aid forms sent by priority deadline (3/1); workshops offered monthly; assessments

completed by end of senior year; college visits completed by 3/30; Pre-ACT administered by

April of 9th grade year; juniors take the ACT for the first time by 6/1; college applications

submitted on time

Direct Services to Parents

Objective #11: Increase by 12% each year the number of parents who attend at least one parent/teacher conference and one other SAP GEAR-UP activity.

Activities Time Frame

1.Parent Post-Secondary Options pre and posttests2.College and financial aid workshops based on results of pretest3.Strategies for broadening involvement and communication with families4.Develop Parent Action Team; parent involvement analyzed5.Implement Parent Action Team recommendations6.Parent classes/workshops; home visits7. Parent video and guidebook developed8. Support agreements and IEPs developed and signed

Aug – SeptAug – MayOn–goingAug – DecOn–goingYear-roundAug – FebAug – Sept

Personnel: Director, Education Counselor, High School Coordinator, Secretary, Mentors,

Wesley Center staff Budget: Publications, video materials, supplies, local travel, assessment

instruments, 21st Century Scholar certificates Milestones: Parent class schedule finalized

by 8/31; parent support agreement signed by 9/1; Action Team formed by 9/15; families attend at

least one meeting about college before 12/30; resource video and guidebook completed by 2/1.

B. The adequacy of procedures for ensuring feedback and continuous improvement in

the operation of the proposed project


Continuous Feedback and Improvement - SAP GEAR-UP core staff will meet weekly to

monitor progress, address policy issues and plan future activities. Staff will be encouraged to

think creatively about problems and solutions and to use data from evaluations of past efforts and

of student performance to create future activities.

The SAP GEAR-UP Steering Committee will consist of representation from each of the

partners and meet quarterly to review the program’s progress. The Parent Action Committee

Advisory Group will meet regularly to compile their work and review the status of the program

and whether the program is meeting their needs. The Staff Development Advisory Committee

will meet regularly to review progress and assess needs. All groups will participate in

continuous evaluation efforts designed to assist the Director and the partners in making

necessary program modifications. We will also regularly solicit feedback from participants –

students, parents, teachers – in the form of written evaluations of the activities and services, and

from focus groups to get more information regarding the quality and impact of the program.

C. The extent to which the time commitments of the project director and other key

project personnel are appropriate and adequate to meet the objectives of the

proposed project.

Table 3 – Time Commitment of Staff

PositionNumber of Positions

Number of Months

Percent of Time per Year

Responsible Objectives

Director 1 12 100 1 - 7

Education Specialist 1 12 100 1 - 7

Education Counselor 3 9 100 1 - 7

High School Coordinator 2 12 100 1 - 7

Secretary 1 12 100 1 - 7

Tutors (academic-year/summer) 10 10 25 1 - 7

Residential mentors 10 >1 10 1 - 7

Faculty (academic-year/summer) 8 12 25 1 - 7


D. How the applicant will ensure that a diversity of perspectives are brought to bear in

the operation of the proposed project, including those of parents, teachers, and the

business community, and a variety of disciplinary and professional fields, recipients

or beneficiaries of services or other, as appropriate

SAP GEAR UP, like MSU, will be dedicated to outreach, diversity and inclusion. This

will not expand to just demographics of, but also life experiences of parents, teachers, and the

business community, and a variety of disciplinary and professional fields, recipients or

beneficiaries of services or other, as appropriate.

(5.)QUALITY OF PROJECT EVALUATION

A. The extent to which the methods of evaluation are thorough, feasible, and

appropriate to the goals, objectives, and outcomes of the proposed project

B. The extent to which the methods of evaluation include the use of objective

performance measures that are clearly related to the intended outcomes of the

project and will produce quantitative and qualitative data to the extent possible.

All evaluation methods will directly focus upon the extent to which the objectives,

activities and plan of operation are conducive to the successful achievement of the mission of

GEAR UP. Baseline data describing students’ academic performance and achievement will be

used to determine student success. Quantitative and qualitative evaluation data will be used to

make continuous modifications. All partners, staff, students, parents, faculty and administrators

will participate in evaluation efforts. The director will be responsible for compiling and

reporting evaluation data. All staff will evaluate the services they provide throughout the year.


C. The extent to which the methods of evaluation will provide performance feedback

and permit periodic assessment of progress toward achieving intended outcomes.

The following table describes the plan for performance feedback and periodic assessment

of the progress and objective performance measures:

Table #11 : Performance Feedback/Periodic Assessment of Progress and Objective Performance

Measures

Objectives: 1. Ensuring that 70% of SAP GEARUP students pass Pre-Algebra by the end of 8th gradePerformance

Measures Number of students who enroll and pass Pre-Algebra

Method of Evaluation

Compare enrollment from year to year Student database, files and transcripts Teacher feedback Course grades

Formative: End of each nine week grade period, September - August

Summative: September 30th of each succeeding program year

Use of Information: Students will receive feedback each semester regarding the appropriateness of course work taken for their postsecondary goals and ability level. Information will be used to identify strengths that weaknesses. Remediation and tutorial support plans will be developed for students with deficiencies in a given course. Grades of each student will be monitored and recorded for each official reporting period designated by the school district.

Objectives: 2. Ensuring that 70% of SAP GEARUP students pass Algebra I by the end of 9th gradePerformance

Measures Number of students who enroll and pass Algebra I


Compare enrollment from year to year Student database, files and transcripts Teacher feedback Course grades

Formative: : End of each nine week grade period, September - August



Objectives:3. Ensuring that 70% of SAP GEARUP students take at least two years of mathematics beyond

Algebra I by the 12th gradePerformance

Measures Number of students who enroll and pass two years of mathematics, beyond Algebra I, before

the 12th grade


Examine test scores Teacher and counselor feedback Ensure students of test dates and accommodations

Formative: Semester review of students, FAFSA follow up information at end of senior each year

Summative: December of each succeeding program year


Objectives: 4. 90% of SAP GEARUP students will graduate from high school in 4 yearsPerformance 90% of students will graduate with a diploma or a GED in 4 years


Measures


National Student Clearinghouse database to verify postsecondary enrollment Academic progress report Exit interviews and follow-up surveys

Formative: Semester review of students, postsecondary follow up information at end of each year


Use of Information: SAP GEAR UP staff will identify students who are enrolled and on track to graduate within 4 years. Academic progress reports will be sent to our office and remedial and tutorial support plans will be developed for students with deficiencies in a given course. For those who are struggling academically, interceptive methods will be employed.

Objectives: 5. 65% of SAP GEARUP students will be enrolled in collegePerformance

Measures 65% of students will enrolled in a 2-year or 4 year college


Review postsecondary institutions acceptance letters and number of submitted FAFSA’s National Student Clearinghouse database to verify postsecondary enrollment Academic progress report 21st Century Scholar certificates awarded Exit interviews and follow-up surveys



Use of Information: SAP GEAR UP staff will identify students who are enrolled for postsecondary education, and will identify track those students for their first year in college to help identify resources and support services.

Objectives:6. Ensure that 75% percent of SAP GEAR UP students place in college-level Math and

English without need for remedial coursesPerformance

Measures Less than 25% of students will be taking college-level remedial courses


Review postsecondary institutions acceptance letters and number of submitted FAFSA’s National Student Clearinghouse database to verify postsecondary enrollment Academic progress report



Use of Information: SAP GEAR UP staff will identify students who are taking college-level remedial courses, and will identify those who have a higher chance of taking these courses for intervention purposes.

Objectives: 7. 70% of SAP GEARUP students enrolled in college who are on track to graduate collegePerformance

Measures 70% of students will meet their four-year degree plan goals, with graduation as a result


Review postsecondary institutions acceptance letters and number of submitted FAFSA’s National Student Clearinghouse database to verify postsecondary enrollment Academic progress report



Use of Information: SAP GEAR UP staff will identify students who are enrolled and on track to graduate within 4 years. Academic progress reports will be sent to our office and tutorial support plans will be developed for students with deficiencies in a given course. For those who are struggling academically, interceptive methods will be employed.

Objectives:8. 75% of SAP GEAR UP students will complete the Free Application for Federal Student

AidPerformance

Measures The FAFSA completion rate will be at 75% or higher


Review postsecondary institutions acceptance letters and number of submitted FAFSA’s National Student Clearinghouse database to verify postsecondary enrollment




Use of Information: SAP GEAR UP staff will identify students who have not completed the FAFSA by 12th grade. Students unfamiliar with the FAFSA by December of their senior year will be encouraged to do participate in Financial Aid events.Adequacy of Resources

Objectives: 9. 70% of SAP GEAR UP students will be on track for graduation at the end of each gradePerformance

Measures 70% of students will be on track to graduate


Academic progress report Exit interviews and follow-up surveys Teacher feedback



Use of Information: SAP GEAR UP staff will identify students who are enrolled and on track to graduate within 4 years. Academic progress reports will be sent to our office where remedial and tutorial support plans will be developed for students with deficiencies in a given course. For those who are struggling academically, interceptive methods will be employed.

Objectives:10. 70% of SAP GEAR UP students will be on track to apply for college as measured by

completion of the ACT or SAT by the end of the 11th yearPerformance

Measures 70% of students will be on track to graduate


Academic progress report Exit interviews and follow-up surveys Teacher feedback Test score



Use of Information: SAP GEAR UP staff will identify students who have completed the ACT or SAT by the end of 11th grade. Reports for the test will be filed. Students who have not tested or are unfamiliar with the process will, by December of their senior year, be encouraged to do so.

Objectives:11. Increase by 12% each year the number of parents who attend at least one parent/teacher

conference and one other SAP GEAR-UP activityPerformance

Measures Percentage of parents participate with conferences


Review of parent attendance records Follow-up with parents Compare attendance to previous years Review number of signed support agreements

Formative: Monthly, September - August Summative: September 30th of each succeeding program year

Use of Information: Parents will receive periodic updates regarding their level of participation in the program (at least twice every six months) and the relevance of their participation to the success of their student. Parents who exceed the minimum desired level of participation receive and annual award. This combination of measure will be calculated annually to gauge parent support of the program


(6.)THE ADEQUACY OF RESOURCES

A. The adequacy of support including facilities, equipment, supplies and other

resources from the applicant organization or the lead applicant organization

The University has designated facilities to house the. With approximately 1,900 square

feet, participants and their families have found this ADA accessible facility, and other adjacent

facilities (including the library, student union, academic buildings and classrooms, and residence

halls) easy to access. If necessary, participants and their families are able to take public

transportation to the University, and the University’s shuttle bus system runs every 8 minutes

during the academic year and every 15 minutes during the summer months, which is available at

no charge to participants and their families. Accessible parking is located on the street adjacent

to the GEAR UP offices and on-campus parking lots are conveniently located near meeting

facilities.

Missouri State University has also provided furniture and equipment for the project’s

offices, including reception area furniture, desks, chairs, office computers, etc. Additionally, the

University provides, at no charge, equipment and supplies needed to carry out the objectives of

the project including, but not limited to, videotaping equipment, audio tape players,

TV/DVD/VCR players, overhead projectors, some standardized testing instruments, career

information software, and educational guides. As shown in Table 14, key administrators and

decision-makers at the University have committed to provide services and time to assist with the

success of the GEAR UP project. (Letters of commitment are kept at the University for future

reference.)

Table #9: Commitment of Support – Missouri State University

Department/Individual Commitment


Mr. Cliff Smart,President

Use of University office space and use of University facilities for activities and programs; access to University administrators and staff; project autonomy; representation at University meetings, as needed; assistance with the coordination of resources and project activities

Dr. Dee Sisco,VP for Student Affairs

Provide project autonomy and decision-making authority for the Project Directors; allow access to administrators and staff, including key decision-makers; assist with the coordination of resources and project activities; assist with information dissemination about the Project; provide office space and use of University facilities for activities and programs

Dr. Frank Einhellig,Provost

Assist with student access, retention, engagement, and success efforts; commit the continued use of academic classrooms and space during the Summer Academy

Charlotte Hardin,Asst. VP for Multicultural Programs and Student Diversity

Serve as supervisor for project; identify and refer potential participants; provide use of facilities and resources for programs and participants; provide staff (professional, clerical, and student) as needed; provide access to multicultural programs; provide general support for project

Donald Simpson,Asst. VP for Enrollment Mgmt/ Director of Admissions

Provide information sessions and materials regarding the admissions and college search process; provide advice to student regarding alternatives for admission to institutions of higher education; provide tours of campus

Mike Jungers,Dean of Students

Assist in identifying potential participants; help coordinate use of facilities and provide equipment; assist with incentive prizes for project participants; provide staff programming assistance and consultation

Jack Hunter,Director, Career Center

Assist participants in preparing job search and internship search documents, including resumes and cover letters; allow participants to utilize professional career counseling staff for academic major and vocational selection advice and skill assessment; assist participants in improving their interviewing skills for scholarship and internship interviews

Dr. Doug Greiner, Director, Counseling & Testing Center

Identify and refer potential participants; provide use of facilities and equipment; providing tutoring classes as needed; provide educational and prevention programming to participants on a variety of topics

Vicki Mattocks, Director,Office of Student Financial Aid

Assist participants with federal financial aid application process; provide information sessions regarding financial aid and financing higher education; advise participants on scholarship searches and alternative sources of financial assistance

Student EmploymentOffice of Student Employment

Assist participants with discovering on-campus, off-campus, and volunteer work opportunities; provide information to participants to show how employments makes educational attainment affordable

Mike Wood, Director,Office of Student Success

Help identify potential participants; provide use of facilities; identify topics for informational presentations


Gary Stewart, Director, Residence Life and Services

Identify potential participants; provide use of facilities and equipment; provide transportation as needed; serve as mentors to participants; make presentations on residence life facilities; allow participants to job shadow staff members

Randall Blackwood and Angie Nowell, Juanita K. Hammons Hall for the Performing Arts

Donate tickets for participants to attend select events; provide job shadowing opportunities for participants; provide tours of Juanita K. Hammons Hall

Katheryne Staeger-Wilson, Director, Disability Resource Center

Provide technical assistance, refer students to the project, disseminate and exchange information, mentor students with disabilities.

Andrew W. Wright, Asst. VP for Enrollment Services/Director of Admissions

Provide technical assistance, provide volunteers, disseminate and exchange information

Diana Garland, Director of Learning Commons

Provide tutoring and academic success programs to the project

Rob Hornberger, Registrar Assist students and staff with registration issues and degree requirements, assist project staff in tracking the progress of participants, provide access and training to the student information database

Malikah Marrus, Assistant Professor of Social Work

Provide technical assistance, provide volunteers, disseminate and exchange information, discuss personal experiences in college and in the field of Social Work with students.

B. The relevance and demonstrated commitment of each partner in the proposed

project to the implementation and success of the project.

The partners’ commitments to SAP GEAR UP are summarized in the following table

Table #10: Commitment of Support – SAP GEAR UP Partners

Department CommitmentPartner Schools Jarrett Middle School Pipkin Middle School Reed Middle School Westport (Study) Middle

School Central High School* Hillcrest High School Parkview High School

Resources and financial support for teacher professional development; Support, collaboration and advisement of the program in every way possible; Administrative, professional staff and teacher time; Personnel time as mentors and promoters of program; Textbooks; Scholarship assistance; Office space; Classroom and office space for in-school activities; Collaboration on parent/student activities; Hosting a school visit to each school for SAP GEAR-UP staff for the purpose of introducing the program; Media campaign assistance; Access to SAP GEAR-UP students’ records and transcripts; and Mentors

Community Partnership of the Ozarks and Boys and Girls Club

Parent programs – literacy, GED, parenting skills, job and job-seeking/retention skills, mentoring, computer literacy; After-school program; Staff time and expertise; and Mentors


C. The extent to which the costs are reasonable in relation to the number of students to

be served and the anticipated results and benefits.

The seven-year budget of $2,016,000 or $288,000 per year is adequate to implement the

services and activities of the project. This figure represents the Federal dollars and the

partnership matching funds. The costs are necessary to provide the high quality of services

described earlier. The costs are reasonable because they reflect the true value of the service

provided and are based on the cost of living and doing business in Springfield, the size of the

target area, the number of participants we serve and the University’s and community’s

commitment of resources for the proposed project. Each line item has been carefully calculated

and explained using EDGAR and the applicant’s costing principles, procedures, guidelines,

restrictions and limitations. Each budget category is reasonable and reflects program objectives.

The cost per student is slightly in excess of $1,550, approximately $800 of which we are

requesting from GEAR-UP for the first year of the program. This is comparable to other GEAR

UP programs.

Expenditure Cost NotesGEAR UP Director $32,000.00

Education Counselor $36,000.00School Coordinator $36,000.00Administrative Asst. $28,000.00

Graduate Asst. $9,000.00Summer Teacher $15,000.00

Tutor Mentors $14,000.00Total Personnel Cost- $170,000.00Total Fringe Benefits- $28,959.00 The University uses federally negotiated fringe benefit rates. Our rate

for full-time staff is calculated at 33.8% of salary, and 7.65% of salary for part-time staff. Fringe benefits may include: Social Security (6.2%); Medicare (1.45%); MOSERS state retirement system (12.59%); medical insurance ($372.69/month); dental insurance ($27.59/month); life insurance coverage ($.11 per $1,000 total annual salary per month with a minimum of $50,000); accidental death and dismemberment coverage ($.02 per $1,000 of total annual salary per month); and long-term disability coverage ($.17 per $100). In addition to the contributions listed above, full-time employees also receive 12 paid sick days a year, 10-20 paid vacation days (depending on classified or non-classified status and length of employment), waivers


for 12 hours of tuition for credit courses, and an opportunity to participate in staff and program development. Part-time employees receive Social Security (6.2%) and Medicare (1.45%).

Staff Travel $4,000.00

A total of $609 has been budgeted for GEAR UP staff (professional staff, tutors) to visit the target schools to provide services for 35 weeks (approximately 47 miles/week at $0.37 cents/mile). Tutors will provide participants with easy access to services by tutoring at the target high schools where they teach. Funds have also been allocated for a) the Director of TRIO Programs to attend one national, regional, and state meeting, with a total cost of $3,017 (Note: The TRIO SSS project will pay half of the costs associated with Director travel) and b) the Assistant Director to attend one state meeting at a cost of $575. A rate of $ 0.37 cents per mile was used to calculate mileage reimbursement, whereas meals were calculated at the current rate of $12 for breakfast, $15 for lunch, and $30 for dinner (not all meals need to be reimbursed, as some are part of the conference package). Overnight lodging for state and regional meetings was estimated at $75, respectively, per night per room, due to shared room costs, which overnight lodging for the national meeting was estimated at $250 per night per room due to location and meals being included in the package. Airfare for meetings was based on current 10-day advanced rates.

Participant Travel $15,015.00

Funding in the amount of $1,300 have been requested for student travel during the academic year to participate in cultural events, with $1,230 requested for travel expenses related to attending cultural events during the summer. A total of $1,450 has also been allocated to allow 10 participants the opportunity to attend a student leadership conference during the summer ($1,000 for registration, $250 for transportation, and $200 for meals while traveling). Additionally, because the participants have limited opportunities to visit large metropolitan areas, $11,150 has been budgeted to provide for a summer cultural trip to a major city ($4,000 for transportation, $3,400 for lodging, and $3,750 for meals).

Travel Total Cost $19,015.00

Total Contractual Cost

$2,000.00

The budget includes $2,000 for an external evaluator as proposed in the Evaluation section. The external evaluator will have direct experience with TRIO programs and the U.S. Department of Education and will be familiar with current TRIO regulations and legislation.

Food $4,420.00

Academic Year – Funds in the amount of $2,970 have been allocated to provide for lunches for participants and staff during the nine Destined for College meetings (Saturday sessions) to be held during the academic year. Additionally, $1,450 has been allocated to pay for lunches for Peer Advisory Council meetings. This group consists of students who have chosen to take a leadership role in GEAR UP and plan some of the activities and content during the Saturday sessions.

General Office Supplies $4,150.00

General office supplies will be purchased each year, and consist of: a) $1,650 for consumable supplies such as paper, pens; b) $1,000 for career planning and college search materials; c) $1,000 for postage/printing; and d) $500 for instructional materials for the Summer Academy.

Participant Supplies $3,000.00 Funds are allocated to provide for participants’ supplies, and include: a) $500 for the monthly Destined for College (Saturday) sessions; b) $1,000 for the Summer Academy; and c) $1,500 for participant


awards, t-shirts, and academic planners.

Total Supply Cost $11,570.00

Banquet $1,250.00The budget includes $1,250 to provide 125 participants and their family members with an end-of-year banquet to celebrate their success and achievement throughout the year

Communications $1,500.00The budget includes $1,500 for monthly telephone, network, and fax expenses.

Participant Insurance $306.00

The budget includes $306 for a limited amount of supplemental insurance when participants are on campus during the year for activities and classes.

Tuition and Related Fees

$18,000.00An amount of $13,500 is requested for tuition and related fees for 10 Bridge participants (tuition: $10,500; fees: $1,500; incidentals: $1,500).

Membership Dues $1,300.00

Room and Board $12,500.00

An amount of $12,500 is budgeted to pay the room and board of 10 Bridge participants. The amount of $1,250 per participant is based on current room and board.

Summer Non-Residential Meals

$4,800.00An amount of $4,800 is budgeted to pay the meals of participants. Meals are based on costs of $6 per day per participant for 20 days and 40 participants.

Cultural Event- Admissions Cost

$3,600.00

Funds in the amount of $1,200 have been allocated to provide for admission to four (4) cultural events during the academic year. Funds in the amount of $1,200 have been allocated to provide for admission for 30 participants to four cultural events during the summer. We are also requesting $1,200 for admission to cultural events during the Major City Cultural Trip.

Training Stipends $13,200.00An amount of $1,200 per month will provide stipends to participant during the academic year and summer program (September through July).

Total Other Cost $56,456.00Total $288,000.00

D. The potential for continued support of the project after Federal funding ends,

including, as appropriate, the demonstrated commitment of appropriate entities to

such support.

The Vice President of Diversity and Inclusion has committed to identifying funding to

continue the program in the event that Federal funding is no longer available. The partners will

also assist in identifying funds for continued viability of the program. We will also collaborate

with other state-funded initiatives designed to address at-risk students and families.

gear-up grant

Documents

target schools

sap gear

missouri state university

targeted area schools

springfield public schools

nontarget school students

high schools

secondary students