GEAR-UP Grant

Missouri State University
Springfield Area Partnership GEAR UP Proposal
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Table of Contents
Introduction......................................................................................................................... 2
(1) Need for Project ........................................................................................................ 4
(2) Quality of Project Services ..................................................................................... 10
(3.) Quality of Project Personnel................................................................................... 23
(4.) Quality of Management Plan .................................................................................. 25
(5.) Quality of Project Evaluation.................................................................................. 31
(6.) THE ADEQUACY OF RESOURCES................................................................... 35

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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.

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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
School
Student
Enrollment
Eligible for Free or Reduced
Price Lunch Program with
percent
Composite ACT
Difference from
District Average
Jarrett Middle
School
495
361 Students
72.9%
Composite 14.7
Mathematics 14.9
English 13.5
(-1.2)
(-1.1)
(-1.3)
Pipkin Middle
School
589
466 Students
79.1%
Composite 15.2
Mathematics 15.4
English 13.6
(-0.7)
(-0.6)
(-1.2)
Reed Middle
School
554
448 Students
80.8%
Composite 14.8
Mathematics 14.8
English 13.6
(-1.1)
(-1.2)
(-1.2)
Westport
(Study) Middle
School
400
352 Students
88.0%
Composite 13.6
Mathematics 13.8
English 12.4
(-2.3)
(-2.2)
(-2.4)
SPS Middle
School Average
5100
2922 Students
57.3%
Composite 15.9
Mathematics 16.0
English 14.8
Source: Missouri Student Information Systems reporting, MO DESE;
Table 2: Prospective High Schools for Springfield Area Partnership GEAR UP
School Student Enrollment
Eligible 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 Students
54.5%
Composite 24.5
Mathematics 24.1
English 24.5
(+2.9)
(+2.7)
(+2.3)
Hillcrest
High School
936
565 Students
60.4%
Composite 19.8
Mathematics 18.7
English 19.3
(-1.8)
(-2.7)
(-2.9)

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Parkview
High School
1,306
764Students
58.5%
Composite 21.3
Mathematics 20.4
English 20.8
(-0.3)
(-1.0)
(-1.4)
SPS High
School
Average
6831
3035 Students
44.4%
Composite 21.6
Mathematics 21.4
English 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

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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: FamilyIncome 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/o
4-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

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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.

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Chart 1: Dropout Rates
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: PostsecondaryEnrollment Rates
Students from
Target 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
Parkview High
48 Students
26%
Hillcrest High
49 Students
27%Central HS,
44 Students
24%
Glendale High
20 Students
11%
Kickapoo High
22 Students
12%
Number of Dropouts for Springfield Public School District
2012-2013

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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.
Students/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
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
407
284
382 357
100 100 100 100
Central Hillcrest Parkview Target Area Average
Target School ASCA Ideal

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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
Grades
Survey of Services
for Students
Available at No
Cost
Junior High High Schools
SAP 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]

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(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.

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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 grade
-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
Services:
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 grade
-In 2012-2013, the target area schools average ACT
Math composite scores are: Central 24.1, Hillcrest 18.7,
and 20.7
Source: NCES, 2010; Springfield Public Schools Annual
Reports
Services:
Impact: 70% of students will be prepared to take college-track high school mathematic courses
and will not need remedial coursework.

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Objective #4: 90% of SAP GEARUP students will graduate from high school in 4 years
-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
-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
-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:
 21st
 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
-Target area schools have
low upward mobility
-54.1% of students from
the targeted area schools
enroll in a program of
postsecondary education
Services:
 21st
 College prep and financial aid workshops/academic advising
activities
 Tutoring, academic advising, mentoring, summer program
Impact: 70% of students will be enrolled in postsecondary education courses

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Objective #8: 75% of SAP GEAR UP students will complete the Free Application for
Federal Student Aid
-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:
 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
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
 Test preparation workshops and study
skills workshops
Impact: 70% of students will on track for graduation and are expected to graduate with a
diploma or a GED
Objective #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
-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:
 College prep and financial aid workshops/academic
advising
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 activity
- 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

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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

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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

Page 16
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.

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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

Page 18
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..

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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

Page 20
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.

Page 21
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.

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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

Page 23
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

Page 24
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

Page 25
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.

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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
University
President
Vice
President of
Diversity and
Inclusion
TRIO Director
of UB, SSS,
GEAR UP
Administrative
Assistant
School
Coordinator
Education
Counselor
Teacher
Advisors
Summer
Staff
Tutors/
Mentors
Middle and High
School Principals
Partnership
Action Team

Page 27
 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

Page 28
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 grade
Objective #2: Ensuring that 70% of SAP GEARUP students pass Algebra I by the end of 9th grade
Objective #3: Ensuring that 70% of SAP GEARUP students take at least two years of mathematics beyond
Algebra I by the 12th grade
Objective #4: 90% of SAP GEARUP students will graduate from high school in 4 years
Objective #9: 70% of SAP GEAR UP students will be on track for graduation at the end of each grade
Activities Time Frame
1. Student assessment; content-based tutorials; IEPs
2. Four-week summer program; enrichment activities
3.Hire and train summer and academic-year staff
4.In-school and out-of-school tutoring opportunities
5.Informational/recruitment activities for GEAR UP & other collegiate programs
Aug – June
Feb – July
Aug – April
Aug – May
Jan – 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 #6: Ensure that 75% percent of SAP GEAR UP students place in college-level Math and English
without need for remedial courses
Objective #8: 75% of SAP GEAR UP students will complete the Free Application for Federal Student Aid
Objective #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
1.Kick-off event
2.Motivational school-wide assemblies; 21st Century Scholar certificates
Aug – Sept
Aug – Jan

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3.Post-Secondary Options pre and posttests
4.Monthly college, career, financial aid activities based on results of pretest
5.Develop with partners a Career Speakers Bureau and a resource list of internships
6.College visitation days; ACT and pre-ACT classes
Aug – May
Sept – May
Sept – 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.
1.Parent Post-Secondary Options pre and posttests
2.College and financial aid workshops based on results of pretest
3.Strategies for broadening involvement and communication with families
4.Develop Parent Action Team; parent involvement analyzed
5.Implement Parent Action Team recommendations
6.Parent classes/workshops; home visits
7. Parent video and guidebook developed
8. Support agreements and IEPs developed and signed
Aug – Sept
Aug – May
On–going
Aug – Dec
On–going
Year-round
Aug – Feb
Aug – 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

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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
Position
Number 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

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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.

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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 grade
Performance
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 grade
Performance
Measures
 Number of students who enroll and pass Algebra I
Method of
Evaluation
 Compare enrollment from year to year
 Student database, files and transcripts
 Course grades
Formative: : End of each nine week grade period, September -
August
of each
Objectives:
3. Ensuring that 70% of SAP GEARUP students take at least two years of mathematics beyond
Algebra I by the 12th grade
Performance
Measures
 Number of students who enroll and pass two years of mathematics, beyond Algebra I, before
the 12th
grade
Method of
Evaluation
 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 years
Performance  90% of students will graduate with a diploma or a GED in 4 years

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Measures
Method of
Evaluation
 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
of each
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 college
Performance
Measures
 65% of students will enrolled in a 2-year or 4 year college
Method of
Evaluation
 Review postsecondary institutions acceptance letters and number of submitted FAFSA’s
 21st
Century Scholar certificates awarded
of each
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 courses
Performance
Measures
 Less than 25% of students will be taking college-level remedial courses
Method of
Evaluation
of each
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 college
Performance
Measures
 70% of students will meet their four-year degree plan goals, with graduation as a result
Method of
Evaluation
of each
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
Aid
Performance
Measures
 The FAFSA completion rate will be at 75% or higher
Method of
Evaluation

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of each
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 grade
Performance
Measures
 70% of students will be on track to graduate
Method of
Evaluation
of each
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
year
Performance
Measures
 70% of students will be on track to graduate
Method of
Evaluation
 Test score
of each
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 activity
Performance
Measures
 Percentage of parents participate with conferences
Method of
Evaluation
 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

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(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

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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 Employment
Office 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

Page 37
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 Commitment
Partner 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

Page 38
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 Notes
GEAR UP Director $32,000.00
Education Counselor $36,000.00
School Coordinator $36,000.00
Administrative Asst. $28,000.00
Graduate Asst. $9,000.00
Summer Teacher $15,000.00
Tutor Mentors $14,000.00
Total Personnel Cost- $170,000.00
Total 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

Page 39
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

Page 40
awards, t-shirts, and academic planners.
Total Supply Cost $11,570.00
Banquet $1,250.00
The 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 $1,500.00
The 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
$18,000.00
An 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
$4,800.00
An 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 $13,200.00
An amount of $1,200 per month will provide stipends to participant
during the academic year and summer program (September through
July).
Total Other Cost $56,456.00
Total $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

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