2014 STEPUP READY GRANT PROPOSAL COVER SHEET

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1 2014 Institution: Utah Valley University 2014 STEPUP READY GRANT PROPOSAL COVER SHEET Department: Lead Project Coordinator Name: Kyle Reyes Title/Position: Assistant Professor Address: (Street, City, State, Zip) 800 West University Parkway, MS 126, ME 130A, Orem, Utah School of Education Co Project Coordinator Name: John Burton Title/Position: Executive Director UVU/MATC K 16 Alliance Address: (Street, City, State, Zip) 800 West University Parkway, MS 126, ME 131B, Orem, Utah Telephone: Fax: Telephone: Fax: Kyle.reyes@uvu.edu John.burton@uvu.edu Information for Funding Please complete accurately as this is where checks will be sent. Please list the contact you worked with in the Office of Sponsored Projects/Grants Office: Name: Curtis Pendleton, Senior Director Sponsored Programs pendlecu@uvu.edu Phone: Any special instructions for None USHE when sending the check. Make Check Payable Utah Valley University to: Mailing Address with who the Attention To should be: Attn: Troy James, Senior Accountant Grants and Contracts Utah Valley University, 800 West University Parkway, MS 109, Orem, Utah Total Grant Funds Requested from USHE: $ 74, I, the Project Coordinator or Co Project Coordinator agree to complete all activities as outlined in the proposal and reporting requirements as identified in this RFP. Signature of Lead Project Coordinator Signature of Co Project Coordinator

2 UTAH VALLEY UNIVERSITY 2014 STEPUP READY GRANT PROPOSAL 1. Area of Emphasis Enrollment ENROLL NOW PARTNERSHIP Objectives selected for this StepUP READY project: a) Increase the number of first-generation high school seniors who apply to one or more colleges/universities. b) Increase the number of high school seniors who complete the FAFSA, working in partnership with UHEAA (the Utah Higher Education Assistance Authority). 2. Executive Summary This StepUP READY K-16 Alliance partnership between Utah Valley University (UVU), the Alpine School District and Mountain View High School targets not only increasing but maximizing the number of firstgeneration high school seniors and total high school seniors who apply to: (a) at least one college or university, and (b) for federal financial aid (FAFSA). The will focus on three areas critical for college success: (a) access to college information, (b) access to financial and other resources, and (c) meaningful mentorship and college navigational guidance. 3. Problem and Needs Statement Supported by Data Of all the high schools in Alpine School District (Utah s largest), Mountain View High School (MVHS) has one of the highest percentages (42%) of students who receive free and reduced lunch. More than 35% of MVHS students self-identify as students of color, with the largest percentage (26%) coming from the Latino or Hispanic population. MVHS administrators estimate that only 35% of their seniors who graduated in 2014 completed the FAFSA application and only about 40% applied to at least one college or university. Currently, MVHS has three and one-half counselors dedicated to serve 1,300 students; or one counselor per 371 students. Each counselor has a balanced ratio of the student body divided alphabetically so all counselors have a chance to work with seniors. MVHS counseling surveys historically validate that the students most likely to initiate advisement meetings are high achieving students with parents who have received a college education. Conversely, the students least likely to initiate or attend an invited advisement session are low GPA, low-income, first-generation college bound students. Due to limited human resources and the size of the caseload each counselor is assigned, MVHS administrators are seeking new and creative ways to provide the type of hands-on personal attention that firstgeneration students need to successfully navigate the road to higher education. a. Baseline data The UVU K-16 Alliance focuses on preparing students for college, career, and life through increased collaboration along the K-16 educational pathway. In order to significantly impact the number and quality of Utah seniors who apply to at least one college/university and complete the FAFSA, a more aggressive and collaborative mentoring intervention is needed. MVHS has not historically tracked data on students parental education levels. Such information is vital to assess whether or not a student is deemed first-generation college-bound, meaning a student whose parent(s)/legal guardian(s) have not completed a bachelor s degree at a four-year college or university. Since such metrics are not in place, this partnership will establish a process that can gather this vital parental education information. This step is critical to establishing sound baseline data for future progress. 1

3 As previously mentioned, MVHS administrators estimate that approximately 35% of their seniors who graduated in 2014 completed the FAFSA and approximately 40% applied for at least one college or university. Administrators and counselors report a number of reasons that may explain such a low percentages, including but not limited to: the change in LDS missionary age eligibility for young men, who can now pursue ecclesiastical service directly after high school; student assumptions that they will not qualify for federal financial aid; the desire on the part of young women to work to earn money in order to pursue an LDS mission at the age of 19; assumptions that grade point averages and ACT scores are too low to qualify for college or university admissions; lack of understanding about federal aid and scholarship application processes; and lack of overall understanding of or motivation to pursue college application processes. Administrators are also concerned with 50 seniors (one out of every eight seniors) and 71 juniors who entered their year with credit deficiencies. Such data has historically correlated with students stopping out, dropping out, or taking the General Educational Development (GED) test. 4. Scope and approach of the intervention Due to the grant time frame and funding potential, the is focused on squarely upon impacting students during their senior year of high school, a critical college access point. Mountain View High School was selected due to the needs of its seniors (see data and charts in supplemental materials attached), buy-in from the principal, Dr. Taran Chun, proximity to UVU for campus visits, and previously established partnerships through the Utah Statewide GEAR UP program hosted at UVU. Administrators at the Alpine School District also requested and support this concentrated initiative at MVHS. The closely parallels UVU s inclusive mission and helps to achieve the objectives of K-16 Alliance (see attached strategy reports) within the University s primary service region while propelling the already strong partnership with the Alpine School District. The has established the following goals: GOAL #1: 90% of the graduating MVHS senior class of 2015 will apply for at least one college or university. GOAL #2: 80% of the graduating MVHS senior class of 2015 will complete a FAFSA. The partnership will focus on three primary interventions and services (1) embedded college advisors; (2) summer transition experience, and (3) establishment of data tracking mechanism. We describe how, when, with whom and where we will accomplish these interventions and objectives in the following paragraphs. a) Embedded College Advisors The first intervention will be delivered through eight UVU exemplary leadership students who will serve as college advisors and peer mentors at MVHS. These UVU students will be selected through an application process established by the UVU/MVHS partners. Once selected, the eight UVU students will receive a background check, and if eligible, will work approximately 12 hours per week at MVHS with one counselor and a specific portion of the senior class (over 400 seniors total). This translates to an approximate caseload of 50 seniors per UVU mentor and two UVU mentors per MVHS counselor. These mentors will be trained on college navigation and access processes, federal financial aid and other financial resources, and mentoring and motivation techniques. UVU already has a nationally recognized UVMentor program directed by Dr. Darin Eckton. Dr. Eckton has agreed to assist in identifying potential candidates for these positions as well as providing some of the training for the mentors. Additional training will be provided by the Utah Statewide GEAR UP program with specific attention to life planning sessions and college readiness assessments. For example, if a mentor discovers that students in his or her caseload have not taken the ACT, they will intervene with information about ACT preparation resources and test dates. Mentors will follow up with students post graduation to determine whether or not students actually enrolled in and attended some form of post-secondary institution. The 2

4 partnership will also leverage existing resources and events provided by UVU and the Utah Higher Education Assistance Authority (UHEAA) including the Utah College Application Week and financial aid programming. The expected outcomes of this intervention include: Every student enrolled as a senior at MVHS will be contacted and met with multiple times to receive information regarding college application options, processes, and navigation as well as federal, and other financial aid opportunities. The establishment of formal and informal college mentoring between current and successful UVU students and MVHS seniors. b) Summer Transition Experience - A vital component of the partnership will be a series of daylong transition orientations targeting first-generation and other underrepresented graduating seniors. The orientation will take place on the UVU campus and will include workshops and classes on student success, basics of college planning, scholarships and other financial aid, learning communities, and career exploration. During the orientation, participants will fill out an application to UVU and/or another institution, as well as work with financial aid counselors to complete the FAFSA. Food will be provided throughout the day for all participants. The eight UVU mentors mentioned above will also be the tutor/counselors for the orientations. By hosting MVHS students on campus, this partnership will fulfill one of the UVU K-16 Alliance priorities: to increase access to higher education through a university/college campus visit program. The summer component will also provide students with a chance to experience college life with a cohort of their classmates that can eventually lead to a learning community, one of AAC&U s identified High Impact Practices (Kuh, 2008). The expected outcomes of this intervention include: At least 50% of the MVHS graduating class will participate in one of the four daylong transition orientations with primary recruitment and attention focused on first-generation and other underrepresented students. Summer experience student participants will meet and engage with various UVU educators including outreach counselors, professors, support staff, and administrators in an effort to make meaningful connections. Participants will also become familiar with navigating the UVU campus. c) Data Tracking Mechanism The will develop a survey instrument and a supplemental data tracking mechanism to identify first-generation students. The embedded college advisors will help administer the survey and supplemental questions in one-to-one mentoring sessions with each of the seniors in their caseload. The partners will also work towards helping MVHS develop a sustainable mechanism to track the number of students filling out the FAFSA and applying to college. The grant partners will look for ways to have such mechanisms applied throughout the Alpine School District. The expected outcomes of this intervention include: The establishment of a sustainable data tracking mechanism for first-generation college bound status and additional mechanisms to track college application participation, college enrollment, and FAFSA completion. 5. History of collaboration between the grant partners. Utah Valley University and Mountain View High School have collaborated for several years on the Utah Statewide GEAR UP program, a program focused on preparing low-income, first-generation college-bound students for college. Since 2004, UVU has hosted the Statewide GEAR UP program with MVHS as one of the partner schools. Currently, GEAR UP employs one counselor to work with 90 students (in 9th-12th grades) at MVHS to prepare them for and help them enroll in college. Since 2011, GEAR UP has provided college preparation services for 378 students at MVHS, which comprises between 5-10% of the student body over the past four years. It is important to note that the proposed is meant to supplement, not supplant, existing services from the GEAR UP program. 3

5 In addition to GEAR UP, UVU has collaborated with MVHS on Concurrent Enrollment class development, Latino outreach with the Latinos in Action program, and the UVU K-16 Alliance Counselor Conference. UVU has hosted MVHS administration for the past two years for a leadership retreat to discuss issues related to both institutions including college access and preparation, vision and mission, concurrent enrollment, Latino student success, campus visits and tours, and UVU s structured enrollment policy. 6. Timeline November 2014 December 2014 January - May 2015 June - August 2015 September October 2015 Receive notice of grant award. If awarded, the mentor position will be posted on the UVU student job site with targeted recruitment through the UVMentor program. Screening, interviews, background checks and training will take place by the middle of December. Introductions with MVHS counselors are made. BENCHMARK: Eight mentors hired and trained. Initial mentor meetings with counselors for caseload assignment. Conduct at least two in-take sessions with each senior. Focus on scholarship application preference deadline of February 1 st. Gather data for development of first-generation tracking system. BENCHMARK: All seniors have received at least two in-take sessions by the time they graduate high school. BENCHMARK: Developed first-generation data tracking mechanism. Conduct four one-day summer transition orientation experiences targeting first-generation seniors on UVU campus. Mentors will follow up with seniors in their caseload through phone calls. MVHS seniors who want to pursue an LDS mission or military service will be encouraged to apply to college and then defer their enrollment (and scholarships if applicable). OUTCOME 1: 90% of the graduating MVHS senior class of 2015 will apply for at least one college or university. OUTCOME 2: 80% of the graduating MVHS senior class of 2015 will complete a FAFSA (federal student aid) application. UVU Student Mentors will follow up with MVHS graduates to track enrollment status. 7. Sustainability Towards the end of the grant cycle, UVU and MVHS partners will meet to discuss outcomes, baseline data, and avenues for sustainable funding. Data will be presented to the Alpine District administrators with the intent to secure resources for continued program support. Other avenues will include a request to the UVU K-16 Alliance for resources as well as pursuit of additional college access-related grants. Utah Valley University may pursue alternative scholarship methods for student mentors who participate in the program. 4

6 8. Budget Narrative Budget Category Subgrant Funds Requested Subgrantee Match 1. Salaries & Benefits UVU will engage and hire eight (8) undergraduate UV Mentors/student leadership interns on a part-time basis to assist with direct services to/with Mountain View High School senior students and to otherwise assist the project director and UVU School of Education coordinators with operational and reporting aspects of the proposed program. Each Mentor will be assigned a specific case load of Senior students and assist them with all project aspects of college enrollment. UVU and Multicultural student leaders and peer mentors to act as role models for community secondary school students and college bound youth. StepUP READY (USHE) Component A: 6 $11.20 per hour (average working 12 hours per week X 40 weeks per year). Benefits are calculated at 7% for part-time staff and student employees. Hourly calculated as 1 person X 12 hours per week X 40 weeks = $5,376 plus benefits of $ = $5, X 6 persons = $34,514. UVU Inclusive (CACG) Component B: 2 $11.20 per hour (average of 12 hours per week X 40 weeks per year). Benefits are calculated at 7% for parttime staff and student employees. Hourly calculated as 1 person X 12 hours per week X 40 weeks = $5,376 plus benefits of $ = $5, X 2 persons =$11,505. Lead Mentor (Coordinator): per hour (average working 10 hours per week X 34 weeks per year). Benefits at 7% = $4,301 salary + $301 benefits = $4,602. Allocated 50/50 to the USHE and CACG components. Funds will be contributed by the UVU School of Education and the Multicultural Department of Utah Valley University. The individuals listed below will contribute time and salary/benefits to the project: Name Kyle Reyes, Ph.D. John Burton Dir. K-16 Alliance W. Barney Nye Grant Project Role Lead Project Coordinator School of Education Deputy Project Coordinator Multicultural Counselor/StepUP Grant Assistant % Time.1636 FTE.11 FTE.11 FTE Salary and Benefits $20,648 $6,047 $7,038 Subtotals $33,733 TOTAL SALARY AND BENEFITS: $50, Travel A) Mileage reimbursement pool for local/in-state travel by project personnel to conduct FAFSA training, site visits, project activities, workshops, and seminars: 3,000 $0.56 per mile = $1,680 USHE Component A: $1,000, CACG Component B: $680 Subtotal = $1,680 B) Travel support/reimbursement for low-income students and parents to participate in on-campus visits and external workshops, orientations and college prep training sessions. Estimated average $50 per person X 80 = $4,000 USHE Component A: $2,500, Inclusive CACG Component B: $1,500 Subtotal = $4,000 TOTAL TRAVEL: $5,680 TOTAL CATEGORY MATCH: $33,733 Contribution to travel costs for UVU team and students from Enrollment Management and Prospective Student Services Budget = $1,700 TOTAL CATEGORY MATCH: $1,700 5

7 3. Materials & Supplies 4. Consultants & Contracts A) Funds will be used in the development of survey and tracking instruments, and school administrative and counselor training materials for the two project components outreach activities. This will include the preparation of training manuals, guidebooks, brochures, handouts, posters, video presentations, and other resources and allocated as follows: (1) Survey and Tracking Instrument Costs = $1,500; (2) Training materials - $8.75 each = $1, Subtotal = $2,813 B) We will be using funds to design, promote, and deliver a series of workshops, mini-conferences and college orientation sessions at UVU, Mountain View High School and other Alpine School District locations throughout the grant year. These conferences would be ½ -1 day sessions for secondary administrators and counselors, parents and students to be trained and learn about post-secondary educational opportunities, access, financial aid, study stills, and other activities. Costs will include printing invitations, supplies for presenters, printing of presentations, space rental, programs and meals and other supplies, including minor translation costs. Calculated as 6 sessions, with average participation of attendees per session = $17.00 per person with an expected annual average of 200 participants = $3,400 TOTAL MATERIALS & SUPPLIES: $6,213 Note: Allocated as $5213 to USHE and $1,000 to CACG Components Since most program activities will be taking place with senior students after school or off campus, we have reserved a general fund for engagement on a contractual services basis various Alpine School District teachers, counselors, security and other staff to support our project activities. We estimate this to be paid out at an average of $28.00/hour X 100 hours over the one-year grant. TOTAL CONSULTANTS AND CONTRACTS: $2,800 Note: Allocated as $2,000 to USHE and $800 to CACG funding components 5. Other A) Payment and fees for guest speakers for local or regional outreach, conferences and project symposium events = $2,100 (USHE budget component) B) Support for enrollment and UVU admissions or other fee waivers for low income students: 100 students x $35 = $3,500 (CACG budget component) C) Support fund for meals and refreshments at project FAFSA presentations and completion nights on UVU campus or at other community and school locations, other parental support: 300 persons x $12.00 per attendee = $3,600 (CACG) TOTAL BUDGET REQUEST & MATCHING TOTAL OTHER: $9,200 UVU contribution of per-diem food, meals and hosting expenses by Multicultural Student Services and the School of Education for support activities held on campus or at other locations; and contribution of materials and supplies for training and promotional materials = $1,825 TOTAL CATEGORY MATCH: $1, $74,514 $37,258 6

8 9. Budget Outline Expenses Funds Requested Grantee Match* TOTAL Salary & Benefits $50,621 $33,733 $84,354 Travel $5,680 $1,700 $7,380 Materials & Supplies $6,213 $1,825 $8,038 Consultants & Contracts $2, $2,800 Other $9, $9,200 TOTALS: $74,514* $37,258 $111,772 * As delineated in the budget narrative above, it should be noted that the total budget request submitted herein has been allocated to funding support of $49,628 to the 2014 USHE StepUP READY Grant and a separate request of $24,886 for funding to CACG for supplemental support and use exclusively within the proposed UVU Inclusive Project Component for services to lowincome and disadvantaged students. 7

9 UVU Strategic Inclusion Plan Framework INCLUSION VISION & VALUES STATEMENT UVU is committed to preparing all students and employees for success in an increasingly complex, diverse, and globalized society. We promote civility and respect for the dignity and potential of each individual. We seek to advance the understanding of diverse perspectives. We value and promote collegial relationships and mutual respect among students, faculty, and staff. We acknowledge and seek to address the needs of populations who are underrepresented and students with varying levels of academic preparation, even as we strive to provide access and support for all students and employees in ways that are culturally relevant and responsible. UVU INCLUSION PLAN FRAMEWORK OBJECTIVE #1 Access, Equity, & Opportunity UVU provides accessible and equitable educational opportunities and resources for all students. OBJECTIVE #2 Curriculum & Learning for Intercultural Competence UVU provides opportunities to improve intercultural competence in an increasingly complex, diverse, and globalized society. OBJECTIVE #3 Supportive Campus Environment UVU provides an inviting, safe, and supportive environment for people from diverse backgrounds and perspectives. OBJECTIVE #4 Academic Inclusivity & Regional Stewardship UVU offers an array of courses, programs, and delivery methods designed to reflect students' goals and the region's educational needs. GOAL #1 Increase and improve access to UVU for underrepresented students and students with varying levels of academic preparation. GOAL #1 Increase student intercultural competencies through curricular and cocurricular learning opportunities with diverse courses, individuals, and communities. GOAL #1 Improve students and employees sense of validation, belonging, and personal safety. GOAL #1 Maintain and continue development of a robust set of academic courses, programs, and offerings that reflect students interests and the region s educational needs. GOAL #2 Increase academic success of and support for underrepresented UVU students and UVU students with varying levels of academic preparation. GOAL #2 Increase the intercultural competencies of faculty and staff through intercultural engagement opportunities. GOAL #2 Increase recruitment, retention, and advancement of underrepresented faculty and staff at all levels of the university to enrich university life and provide role models. GOAL #2 Maintain and strategically build out a robust set of course delivery times, sites, and methods responsive to students needs. Administrative Imperatives Assessment & Accountability Improve assessments and accountability for inclusivity at every level of the university. Budget and Fundraising Create and sustain an institutional financial infrastructure that effectively supports inclusivity. 8

10 UVU/MATC K-16 Mission Statement & Core Themes The UVU/MATC K-16 Alliance exists to promote student success in school and life by establishing learning environments that are serious, inclusive, and engaged at every level. Student Success: The Alliance focuses on preparing students for college, career, and life through increased collaboration along the K-16 educational pathway. 1. UVU commits to prepare students for success in their lifelong learning pursuits including serving as leaders, people of integrity and stewards of their communities. 2. K-12 Schools and MATC commit to college readiness and career readiness, and a seamless K-16 transition. Serious: The Alliance is committed to educational renewal and seeks to ensure academic rigor, especially in the areas of shared curriculum and training for evidence-based, planned-in-advance teaching. 1. UVU attracts, develops, and retains high achieving students and highly qualified faculty, staff, and administrators who support a culture of scholarship, renewal and accomplishment in cultural, academic, and co-curricular/extramural endeavors. 2. K-12 Schools attract, develop and retain quality faculty, staff and administrators who are committed to educational renewal and who prepare students for college rigor through established programs like TICE and concurrent enrollment. 3. MATC attracts, develops and retains quality faculty, staff and administrators who prepare students with industry-approved curriculum to meet the needs of business and industry. Inclusive: The Alliance is committed to college access for all populations through open admissions, coordinated outreach, and broad communication of the full range of opportunities and resources. 1. UVU provides accessible and equitable educational opportunities for a diverse student body in an inviting, safe, and supportive environment by offering an array of courses and programs designed to meet the students goals and the region s educational needs. These educational opportunities improve the intercultural competence in an increasingly complex, diverse, and globalized society. 2. K-12 schools market college programs and share information about open admissions for all students including a coordinated outreach to underserved populations. K-12 schools also market MATC possibilities with their students. 3. MATC coordinates with K-12 schools in offering high school students an opportunity to become highly skilled workers in business and industry. Engaged: The Alliance fosters a pedagogy of engaged learning and prepares students for active participation in school, community, and civic life. 1. UVU faculty and staff engage students using real-world contexts within the classroom to increase professional competence and confidence outside of the university setting. UVU also fosters partnerships and outreach opportunities that enhance the regional, national, and global communities while serving as an engine of regional economic and business development. 2. UVU and MATC serve as portals of civic engagement and engines of regional economic and business development. 3. K-12 schools and MATC foster a pedagogy of engaged learning that includes clinical experiences and opportunities. These experiences prepare students for civic participation in their regional, national, and global communities. 9

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