GEAR UP Coordinator Manual
Oregon has recently defined college and career readiness as the following:
Oregonians who are College and Career Ready have the academic and workplace knowledge, reasoning and analytical abilities, as well as transition skills and professional behaviors necessary to be successful in the workplace and in postsecondary education and as contributing members to their communities and Oregon’s economy.
The skills required for a successful career are for the most part very similar to the skills and attributes necessary for college entrance and success. Quite simply, college and career readiness is the knowledge, skills and behaviors necessary to be successful in postsecondary education, career and life.
Why Does It Matter?
Oregon GEAR UP defines college as any postsecondary education beyond high school including a Bachelor's degree, Associate's degree, certificate, apprenticeship, or other training. The benefits of education beyond high school are numerous: increased earning potential, personal development, and preparation for careers, to name a few. Some of the most compelling benefits relate to employment. Low-income Oregonians who enroll in college as young adults are twice as likely to become middle or high-income earners as those who do not. The Oregon Employment Department predicts that job growth in the state will be approximately 13% between 2021 and 2031. To be competitive for the majority of these openings, applicants will need some education or training beyond high school, and nearly all higher paying jobs will require a credential or degree.
Read more about the importance of college and career readiness in our application to the US Department of Education.
Oregon GEAR UP is a federally funded program that supports rural, low-income middle and high school schools to help students prepare for and succeed in education after high school. Oregon GEAR UP stands for Gaining Early Awareness and Readiness for Undergraduate Programs. Oregon GEAR UP has also received support from community partners such as The Ford Family Foundation and is administered by Oregon State University.
The 2022-2029 grant will be administered using a two-pronged approach:
Statewide Services under the Oregon Goes To College umbrella: technical assistance to all secondary schools throughout the state to improve college going rates. Services include supporting school-based events largely focused on supporting seniors on their path to postsecondary education (College Application Week, Spring into Action, Decision Day, College Exploration Month), a vast collection of college awareness resources and tools that can be found at oregongoestocollege.org, and professional development for educators.
School-based Services: direct services to students in grades 7-12 and the first year in college. According to a recent study by Education Northwest, rural students have lower rates of enrollment, persistence, and completion than their non-rural peers. For this reason, we partner with specific rural schools to help create a college-going culture that produces students who are college and career ready. Oregon GEAR UP uses research-based principles to inform our systemic school-wide improvement model that is easily adapted to local needs. Statewide services described above will be implemented in these schools and Oregon Goes To College resources will be the cornerstone of activities in support of awareness of the college-going process described under our model.
Anchored by a foundation of respect, Oregon GEAR UP believes in five core values that influence how and why we do our work.
Education
We believe in the transformative power of education for individuals and communities. College (which for us means any kind of postsecondary education or training) opens doors by giving people the knowledge and skills needed for personal and professional success.
Equity
Our work aims to level the playing field for all students in access and opportunity. We have high expectations and believe in the potential of every student. We affirm all students' right to explore and pursue postsecondary education that meets their physical, social, emotional, and educational needs.
Empowerment
We build collaborative relationships to enhance the culture around going to college. Our model is not one-size-fits-all; rather, we encourage creative, adaptable solutions that empower schools and students.
Growth
We support our colleagues, partners, and students in personal and professional growth and provide opportunities that encourage perseverance and possibility.
Balance
We recognize the numerous demands on our colleagues and partners and therefore are positive, practical and flexible in order to achieve balance in work and life.
The framework for school-based services will establish college-going cultures that set high expectations for all students and give them the tools necessary to meet these expectations. Students need sufficient academic preparation, as well as awareness of and assistance with the college-going process in order to achieve their aspirations. These are the 3 As:
Academic Preparation: Students will be academically prepared to succeed in postsecondary education.
Awareness: Students and their families will be knowledgeable about careers and the college-going process. They will also receive support and assistance with the college-going process. Oregon Goes To College activities and resources are a primary vehicle for implementing Awareness activities.
Aspiration: Students will feel supported and encouraged by the school environment, policies, and relationships that promote high expectations for all students.
The three areas around the pyramid are some of the support services provided by the central Oregon GEAR UP team. See the list of staff and their roles on our Contact page.
While the Oregon GEAR UP model is designed to be adaptable to the needs of different schools and communities, we do have common goals, objectives, and strategies. We also offer suggested activities to help you reach those goals. In the following examples, activities in bold text are required.
Overall Goals:
- Increase percentage of students who graduate high school.
- Increase percentage of students who enroll in college.
- Increase the percentage of students who persist in college.
Academic Preparation
All students will be academically prepared to succeed in postsecondary education.
Objectives:
- Increase the percentage of students who pass Algebra 1 or its equivalent by the end of ninth grade.
- Increase the percentage of students promoted to successive grade levels on time.
- Increase the percentage of regular attenders.
- Increase the percentage of students passing their math courses.
- Increase the percentage of students passing their English Language Arts courses.
- Increase the percentage of students taking at least one dual credit course.
- Each year, 80% or more of GEAR UP students in college will report they are getting Cs or better.
Academic Preparation Strategy 1: Ensure All Students Have Access to Rigorous Courses
Sample Activities
- Curriculum that gives all students the opportunity to complete coursework that meets entrance requirements for Oregon’s public universities
- Examine data to identify inequities in access to rigorous courses
- Encourage student enrollment in rigorous and challenging curricula and coursework
- Dual credit courses
- AP courses
- Curriculum alignment efforts (middle school to high school grades)
- Curriculum alignment efforts (high school to college)
- Technology that promotes effective and rigorous teaching and learning
- Classes, workshops, and/or curriculum that teach students how to utilize technology and the Internet
- Content-specific and pedagogical professional development for educators
Academic Preparation Strategy 2: Provide Support and Motivation for All Students to Enroll and Succeed in Rigorous Courses
Sample Activities
- Explore classroom student outcome data and instructional practices to inform changes needed for effective teaching
- School-wide AVID or similar program
- Summer academic enrichment programs
- Tutoring and homework help before/during/after school
- Summer school and credit recovery classes
- Activities to help students understand their learning preferences and teach skills such as study habits, organization, and note taking
- Student-led conferences
- Professional development for educators on how to coach students to take the right classes necessary for their postsecondary goals
- Professional development for educators on social and emotional learning
Academic Preparation Strategy 3: Develop Systems and Practices to Improve School and Classroom Climate in Order to Improve Attendance and Behavior
Sample Activities
- Explore disaggregated school data for disproportionate disciplinary practices
- Attendance and positive behavioral activities/programs (e.g., Positive Behavior Interventions and Supports, restorative justice, or other methods)
- Career and Technical Education (CTE) courses
- Courses that teach life skills (e.g., personal finance, resume writing, interview skills, etc.)
- Academic co-curricular activities such as Robotics, Project Lead the Way, and clubs focused on academics
- Mentoring from older students to younger students (e.g., Link Crew)
- Transition events from elementary to middle and middle to high school
Awareness
Students and their families will be knowledgeable about careers and the college-going process. They will also receive support and assistance with the college-going process.
Objectives:
- Increase the percentage of students who complete FAFSA/ORSAA.
- Each year, 75% or more of students will report they have learned about careers that interest them.
- Each year, 75% or more of students will report they know about postsecondary options and college entrance requirements.
- Each year, 75% or more of students will report they know about sources of financial aid.
- Increase student participation in college and career readiness activities.
- Each year, 90% or more of alumni will report their high school helped them prepare for life after high school.
Awareness Strategy 1: Offer Ways for Students to Explore a Wide Array of Careers with Attention to Required Education and Training
Sample Activities
- Guest speakers and events related to career exploration
- Dedicated career center in visible location with resources and assistance for students to research careers and required training
- Career interest inventories/tracking such as Career Information Systems, Career Choices, and SparkPath
- Career or workplace visits and tours
- Career fairs
- Internships, job shadows, and service-learning projects
- Careers class
- Activities for students to learn job readiness skills (e.g., workshops, advisory, student-run businesses, project-based learning)
- Student clubs with a career focus
- Opportunities such as industry tours and training for staff to learn career-related topics (e.g., what employers look for, how to integrate careers in the classroom)
Awareness Strategy 2: Provide Students and Families with Opportunities to Explore All Postsecondary Options and Assistance with Tasks Related to Going and Staying in College
Sample Activities
- Activities for students to use the grade-specific “It’s a Plan” checklists
- Visits to a wide variety of colleges and universities for students, parents and staff
- College Exploration Week
- College Application Week
- Family events to explore benefits of training and education beyond high school and the college-going process
- College fairs
- Activities to help students “try on” the role of college student (e.g., on-college-campus experiences, especially overnight camps, using college-like practices in high school activities, etc.)
- College center(s) where students can access information on a wide range of postsecondary institutions
- College entrance and placement test preparation activities/classes
- Guest speaker events focused on college-going experiences
- Parent newsletters that focus on college-related topics (types of postsecondary institutions, the benefits of college, the admissions process)
- Activities/supports for students during the summer between high school graduation and college matriculation
- Regular email and text check-ins with recent alumni enrolled in college
- Care packages for alumni in college
- Professional development for staff regarding the college-going process (college fit, admissions, financial aid, writing effective letters of recommendation, etc.)
- Membership in the Pacific Northwest Association for College Admission Counseling (PNACAC)
Awareness Strategy 3: Help Students and Families Learn About the Cost of College and the Ways to Finance it, and Provide Assistance with the Application Process
Sample Activities
- Age-appropriate activities to provide information about financial aid (scholarships, grants, loans, savings) to students
- Activities to provide information about financial aid to families
- Activities to promote participation in the Oregon College Savings Plan incentive program
- Activities to help students and families complete financial aid application forms (FAFSA, ORSAA, scholarships, etc.)
- Integration of scholarship essay prompts into English Language Arts curriculum
- Visits from college financial aid representatives
Aspiration
Students will feel supported and encouraged by the school environment, policies, and relationships that promote high expectations for every student.
Objectives:
- Each year, at least 75% of students will report that they will complete a college degree or certificate at any time.
- Each year, the percentage of educators who believe that students would benefit from postsecondary education will increase 2 points.
- Each year, at least 75% of school staff will report that their school's college-going culture is improving.
- The percentage of students who talk to peers about postsecondary education will increase by 5 points by the end of the grant.
- Each year, 60% of former GEAR UP students who are not in college will report they plan to enroll in the future.
Aspiration Strategy 1: Promote the Value of Postsecondary Education Through Visuals, Customs, and Practices
Sample Activities
- GEAR UP Week
- Decision Day
- Education plans for students that include the year after high school graduation
- College and career décor around the school (e.g., college door wars, college pennants and posters, displays showcasing graduates’ plans)
- Teachers display information about their alma mater(s) in the classroom and talk about their collegiate experiences
- College corner in every classroom
- Banners that celebrate academic achievements
- Awards nights and similar activities to celebrate students’ academic accomplishments
- Grad walks where seniors parade through elementary and middle school in their caps and gowns
- Advisory periods or class time to help students set goals that demonstrate growth and develop plans to achieve them (dream boards, family history projects, etc.)
- Encourage local businesses to promote college awareness and celebrate going to college.
- Professional development for staff on how to integrate college readiness into their subject matter/classroom lessons
Aspiration Strategy 2: Consistently Communicate High Expectations for All Students
Sample Activities
- Assess educator expectations for students (e.g., surveys, classroom observations, meetings, etc.)
- Professional development for staff to elevate and communicate their expectations for all students and create classroom environments based on high expectations
- Incorporate preparing students for postsecondary options into school mission statements
- Staff book discussion on "Ready, Willing and Able; A Developmental Approach to College Access and Success"
Aspiration Strategy 3: Foster Relationships That Cultivate College-Going Identities Among Students
Sample Activities
- Formal opportunities for all students to have a meaningful relationship with at least one staff person
- Adult mentors
- Near peer mentoring opportunities between college students and secondary school students
- Clubs centered on the college going process/identities (first generation clubs)
- Partnerships with postsecondary institutions that reinforce the importance of education and training beyond high school
In general, your role is to lead the efforts of GEAR UP in your community. This means being the champion for creating a college-going culture, adhering to all policies and procedures, and working closely with the central office staff. Refer to your school's specific job description for more details.
According to the Center for Educational Partnerships at UC Berkeley, college-going culture refers to the environment, attitudes, and practices in schools and communities that encourage students and families to obtain the information, tools, and perspective to enhance access to and success in post-secondary education. The relationships between and among students and staff in the school are the foundation upon which the school’s college-going culture is built.
GEAR UP is intended to create systemic changes to the school culture that support students’ postsecondary goals. Creating systems change requires support from all levels -- the superintendent and school board, principal(s), teachers, counselors, paraprofessionals and volunteers. Here are some tips for bringing everyone on board.
Share Information
- Clearly show the staff what GEAR UP is all about. Share information about why college readiness is important and how the research-based Oregon GEAR UP model can help with student academic preparation, as well as awareness of and assistance with the college-going process in order to achieve their aspirations.
- Explain how expansive and well-rounded GEAR UP can be. Clearly explain how GEAR UP funds can be used to enhance programs in the school that are put into place to change the culture.
- Emphasize that GEAR UP provides valuable time away from school for staff to get together to evaluate and plan for the year during the annual Planning Retreat.
- Share and discuss the myriad resources on the Oregon GEAR UP and Oregon Goes To College websites:
- Present information about Oregon GEAR UP, data gathered from surveys and your successes to the school board; stay to answer questions.
Maintain Engagement
- Invite staff and administrators to participate in a GEAR UP team or work to integrate GEAR UP into an existing school team (i.e., high school success, etc.). Utilize this team to build your annual plan, conduct GEAR UP activities, and champion the GEAR UP cause.
- Encourage administrators to attend statewide GEAR UP planning meetings and conferences and take advantage of networking with other school principals.
- Gather ideas and feedback from staff and administrators. After a GEAR UP activity or presentation, find out what worked and what could be improved upon.
- Rotate the staff participation to college visits so they can see students in a different atmosphere and to experience GEAR UP firsthand. Sometimes a staff member will make a connection when they see a student excited about their future.
- Ask staff about their experience in college and what advice they would give their students.
- Engage their competitive side with college door decorating challenges or other competitions with prizes as simple as having the principal or counselor cover one class period.
Create a Yearly Plan
Each year your cluster will submit an annual plan of your GEAR UP activities. Your cluster is the group of schools that submitted an application together, usually the high school and feeder middle schools; it may include alternative or virtual middle and high schools as well. Your annual plan is constructed around the 3 As. This data-driven process asks you and your team to review and reflect on key data points, consider your current activities, and finally to plan your GEAR UP sponsored activities for the year.
The final step includes a detailed budget and questions about how you will evaluate success and sustain activities when the grant has expired. Planned activities must follow annual incentive guidelines approved by the US Department of Education. Yearly plans, and any plan changes, must be approved prior to spending grant funds. Refer to the Plan Changes section for additional details.
GEAR UP is designed to bring about systemic and sustainable school change. It is therefore important to think about how you will sustain your efforts from the onset instead of waiting until the last years of the grant. If you plan to continue these activities into the future, how will you do that? Will you seek external funding? Absorb the costs internally? Partner with others who can provide the activity for you? Are there things you need to be doing now in order to gain support, either from your school board/district and/or external partners in order to sustain what you’ve started with GEAR UP?
Plan Changes
It is likely your plan will change/need updating throughout the year. This is okay, and even encouraged to ensure all dollars are spent, so long as original planned activities are fully executed and/or a specific replacement activity has been approved targeting the same focus areas.
To accommodate this process, the GEAR UP Success Coach will meet with each coordinator quarterly to verify the timing of planned events, event entry in ECST, and the shifting of funds for completed events. Once an event has been fully invoiced, funds will be shifted to ‘unallocated’ to be distributed to existing activities and/or to fund new activities. If the district covers the cost of an activity with a planned budget, the district contribution can be used as cost share and all funds from said activity will be transferred to ‘unallocated’ for reassignment.
For plan changes outside of quarterly meetings, email your requests directly to the GEAR UP Success Coach and include the following information:
- Activity Name/Description
- Targeted Focused Areas
- Intended Audience (include quantity)
- Frequence, Duration, and Intensity (When during the school year? How often? For how long?)
- Plan for Sustainability
- Budget Details
To avoid the possibility of making purchases that are not reimbursable, all plan changes/additions must be approved prior to spending.
Required Activities
The following activities are required by the US Department of Education as part of the GEAR UP program regulations:
- Provide information regarding financial aid for postsecondary education to participating students in the cohort.
- Encourage student enrollment in rigorous and challenging curricula and coursework, in order to reduce the need for remedial coursework at the postsecondary level.
- Improve the number of participating students who
- (A) obtain a secondary school diploma; and
- (B) complete applications for and enroll in a program of postsecondary education.
- 21st Century Scholar Certificates: Provide certificates, to be known as 21st Century Scholar Certificates, to all students served. A 21st Century Scholar Certificate shall be personalized for each student and indicate the amount of Federal financial aid for college that a student may be eligible to receive. We provide a 21st Century Scholars Certificate template on the Grant Management Resources page to distribute to new students each year.
In addition to these federally mandated activities, Oregon GEAR UP schools are also required to conduct several activities under each of the 3 As. Those are shown in bold in the list of sample activities in the Goals, Objectives, Strategies and Activities section.
Fund Tracking
In the event of an audit, GEAR UP Coordinators must provide proof of all purchases submitted to the grant for reimbursement. For this reason, we highly encourage our GEAR UP Coordinators to keep detailed records of all expenses (individually or in coordination with the main office). Doing so will also prevent you from overspending as any expenses that exceed your annual contracted amount will not be reimbursed.
Communication and Meeting Participation
There are several ways that we will communicate with Oregon GEAR UP schools virtually:
- Oregon GEAR UP Coordinator Weekly Bulletin: Central Oregon GEAR UP staff will consolidate announcements and information related to grant management, events, due dates, etc. Typically this is only sent to the official coordinator.
- Oregon Goes To College Educator Newsletter: A bi-weekly collection of news related to college access, scholarships for students, professional development opportunities and more.
- Oregon Goes To College Events Newsletter: This newsletter with tips, tricks, and reminders about our statewide events will arrive in your inbox on the weeks you don’t receive the educator newsletter.
- Weekly Coordinator Meetings: The central Oregon GEAR UP office will host virtual, weekly Coordinator Meetings with rotating themes that coordinators are required attend. Other members of your Oregon GEAR UP team or staff might also choose to participate based on the topic.
- Quarterly Plan Checks: The Success Coach will schedule virtual, quarterly meetings to review plan activities, make plan changes/updates, reallocate funds, and prepare for invoicing.
- Mid-Year Check-in: The Success Coach will work directly with the Oregon GEAR UP site coordinator to review and collect information regarding plan activities, provide updates regarding services to students and annual match requirements, and plan for an in-person site visit.
- Ongoing: The Success Coach will communicate via email and phone as necessary.
In addition to Oregon GEAR UP site visits, staff from Metis Associates, our external evaluator, will conduct formal site visits with each school in order to learn more about your successes and challenges and learn about ways we can better support your efforts.
We also host a few important in-person meetings and activities. Statewide meetings are typically held twice a year in order to facilitate learning and share best practices among Oregon GEAR UP schools as well as to provide professional development for a variety of staff. We host a Fall Statewide Meeting (usually in late September), and a two and a half day planning retreat each spring (usually in late April). The Oregon GEAR UP Coordinator is expected to attend these meetings. In addition, building administrators should plan to attend the planning retreat and other meetings with relevant topics. The Events & Budgeting document found in the Meetings section of the Grant Management page contains details and budgeting information for Oregon GEAR UP meetings and conferences.
Additional conferences, professional development, and other training sessions are offered for participating Oregon GEAR UP schools and others that serve similar populations. While attendance is not mandatory, it is our hope that schools will take advantage of the opportunities that meet their needs and suit their availability.
When communicating with your school and community about the program and activities, we invite you to incorporate the Oregon GEAR UP logo into your flyers, posters, websites, and more. Download GEAR UP logos on the Grant Management Resources page. Please do not alter the logo or colors in any way or stretch, warp, or crop the image.
What is cost share?
Cost share is a term referring to goods, services, or staff time donated to a support program or project. Also known as match, matching funds, or in-kind contributions. These terms are used interchangeably. If an organization purchased goods or services, but did not request reimbursement from the grant, then the generic term “cost share” applies. If another person or organization donated goods or services, then both the generic term “cost share” and the more specific term “in-kind” applies. Allowable match contributions may be paid for or donated by state or local funds, cost share from federal sources may not be counted.
Why do we have to provide cost share?
Oregon GEAR UP is a cost-sharing grant, which means for every dollar the U.S. Department of Education (ED) provides, Oregon GEAR UP must match. This is a condition of Oregon GEAR UP’s award, which must be documented and reported back ED annually. As a school participating in Oregon GEAR UP, each program must match the amount they are allocated each year.
When is cost share due?
Cost share should be submitted monthly (if not more frequently) through Oregon GEAR UP’s Event & Cost Share Tracking (ECST) portal. Please note, if a school is three months or more behind, the Central Office will not process school’s invoice(s) for reimbursement until cost share is caught up.
How to collect and document cost share?
Using ECST, enter the cost share into the portal by selecting the from three categories:
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Event: Cost share defined as ‘event’ is when individuals are being directly served. This can be students, parents, community members, etc. Events can also be single day, multi-day, or ongoing.
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Non-Event: Cost share defined as ‘non-event’ is when there is not a direct service being provided. Examples of these include – donations, discounts, professional development time and travel, etc.
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Timesheets: Tracking school staff’s time dedicated to assisting with Oregon GEAR UP outside normal duties
For assistance with ECST, please contact Kelly Whitty.
What type of cost share should always be collected?
Each semester, Oregon GEAR UP coordinators should be collecting:
- District/school level staff time and effort: This could be a business manager’s time and effort in ensuring their district is reimbursed for Oregon GEAR UP activities, or administration time and effort for any time donated for Oregon GEAR UP activities (e.g. volunteer to help with activity, student planning, etc.). Track the district level staff time and effort using ECST’s Timesheets function.
For other examples of cost share, check-out Cost Share Scenarios section.
What are types of cost share?
There are a variety of sources of cost share:
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Staff time – outside normal duties assisting with Oregon GEAR UP events (administrators, teachers, etc.)
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Volunteer time
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Discounts on food, supplies, materials, or equipment
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Discounts on services
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Donated goods (e.g., prizes, materials, supplies), food, or services
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Scholarships
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Professional development time & travel
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Professional development workshops
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Travel/transportation (mileage, driver cost, bus)
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Indirect costs
What cannot be used as cost share?
When determining if something can be counted as cost share, consider the following questions:
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Was this paid for by Oregon GEAR UP funding (including Oregon GEAR UP staff or the Central Office)?
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If it is, then this cannot be used as cost share.
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Was this paid for by federal funds (including other federal grants)?
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If this was paid for by federal funds (even another federal grant), this cannot be used as match. Think of federal money as money that comes from the same checking account - Oregon GEAR UP funds come from the same source as the other federal source, the US government.
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Does this tie to Oregon GEAR UP’s mission and/or activities?
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If funding does align and tie to Oregon GEAR UP’s mission, this can count as cost share. For example, if a school receives donated yogurt from Tillamook for a college visit as snacks for students, this counts as cost share.
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Is this supplanting versus supplementing?
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If funding is replacing state, federal, or local funding already in place, this cannot be considered cost share. Only when it is enhancing/adding to the program.
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What are acceptable grants for cost share?
As mentioned earlier, anything federally funded cannot be considered as cost share. For visualization purposes, imagine all federal funding as money as a piece of pie that comes from the same pie. To count something as cost share, a slice must be from a different pie (different funding source).
Also, please keep in mind, funding will need to be added to a program (supplementing) to count as cost share, not replacing (supplanting) funding that was already in place.
To help know which grants will be acceptable as cost share, see the list below. Please keep in mind, this list is not exhaustive.
State and Federal Grants |
|
Grant Name |
Acceptable |
Elementary & Secondary Education Act (ESEA)/Every Student Succeeds Act (ESSA) |
|
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) |
|
*Part of the Aligning for Student Success grant.
Cost Share Scenarios
Remembering what qualifies as cost share can be challenging, especially in the moment or when it’s time to log it into Event and Cost Share Tracker (ECST). Here are some scenarios with different types of cost share to help assist with what can be collected.
College Campus Tours |
||
Scenario |
Item to Track |
Documentation |
Chaperone(s)/volunteer(s) |
Track volunteer hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
College campus faculty and staff that help with tour (tour guides, professors, etc.) |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Discounts on food |
Document items that were discounted and value of discount. |
Documentation demonstrating value (e.g., receipt) |
District/school faculty volunteer(s) |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Facility space donated for students to use for lunch or activity on campus tour |
Document the space donated and the value of the facility. |
Invoice declaring value of facility form the donating organization |
Presenter(s)/speaker(s) |
Track presenter/speaker hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
School or district provided transportation for students |
Document transportation value for college visit. |
Documentation demonstrating value to transport students |
Swag (t-shirts, promotional items, etc.) |
Track items donated and value of each item. Staff member from college can help determine value. |
Value of items |
Donated Materials/Supplies |
||
Scenario |
Item to Track |
Documentation |
Someone donates materials or supplies to GEAR UP Program |
Track donated items and values from whoever donated the items. Some donation items include food, equipment, furniture, etc. |
Documentation demonstrating value (if applicable) |
Field Trip |
||
Scenario |
Item to Track |
Documentation |
Chaperone(s)/volunteer(s) |
Track volunteer hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
District/school faculty volunteer(s) |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Staff at field trip location that help with field trip (tour guides, etc.) |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Presenter(s)/speaker(s) |
Track presenter/speaker hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
School or district provided transportation for students |
Document transportation value for college visit. |
Documentation demonstrating value to transport students |
Waiver or discount on activity for students |
Track items that were discounted or waived demonstrating the value (e.g., discount on admission tickets). |
Documentation demonstrating value |
Swag (t-shirts, promotional items, etc.) |
Track items donated and value of each item. Staff member can help determine value. |
Value of items |
Somone donates materials or supplies for GEAR UP field trip |
List of donated items and values (e.g., flyers, food, etc.). |
Documentation demonstrating value (if applicable) |
Discounts on food |
Document items that were discounted and value of discount. |
Documentation demonstrating value (e.g., receipt) |
Facility space donated |
Document the space donated and the value of the facility. |
Invoice declaring value of facility form the donating organization |
Wi-Fi |
||
Scenario |
Item to Track |
Documentation |
School grants the GEAR UP Coordinator and/or students access to their Wi-Fi network |
Document cost per user, how many users, and duration of cost. Example: it costs $5.40 per ser, 50 users, for one month, equals $270.00 per month ($5.40x50x1). |
Documentation on cost per user and duration of cost. |
GEAR UP Activity/Event |
||
Scenario |
Item to Track |
Documentation |
Chaperone(s)/volunteer(s) |
Track volunteer hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
District/school faculty volunteer(s) |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Presenter(s)/speaker(s) |
Track presenter/speaker hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Swag (t-shirts, promotional items, etc.) |
Track items donated and value of each item. Staff member can help determine value. |
Value of items |
Somone donates materials or supplies for GEAR UP activity |
List of donated items and values (e.g., flyers, food, etc.). |
Documentation demonstrating value (if applicable) |
Discounts on food |
Document items that were discounted and value of discount. |
Documentation demonstrating value (e.g., receipt) |
Guest Speaker |
||
Scenario |
Item to Track |
Documentation |
Presenter(s)/speaker(s) |
Track presenter/speaker hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Snacks or food, if applicable |
Document donated snack/food values. |
Documentation demonstrating value (if applicable) |
District/school faculty volunteer(s) |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Swag brought in by speaker (t-shirts, promotional items, pens, etc.) |
Track items donated and value of each item. Staff member can help determine value. |
Value of items |
Student Learning Plans |
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Scenario |
Item to Track |
Documentation |
Counselor(s) spends time with student going over their student learning plan |
Track staff hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Indirect Costs |
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Scenario |
Item to Track |
Documentation |
Indirect Costs/Overhead |
Use school’s indirect cost/rate to your program budget. Indirect rate cannot be above 8% (federal limit). |
None |
Other Ideas |
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Scenario |
Item to Track |
Documentation |
Cash donations |
List donated items and values. |
None |
Copies |
Usage and value of copies made |
None |
Donated books/curriculum |
Track the donated books/curriculum and value. |
Documentation demonstrating value (if applicable) |
Fee Waivers |
Track items that were waived demonstrating the value (e.g., SAT/ACT waiver). |
Documentation demonstrating value (if applicable) |
Mentoring Services |
Track mentor’s hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Professional Development Time and Travel |
Track time spent in meetings and traveling. Can count any expenses not covered by GU grant or Central Office (e.g., melas, mileage, flights, etc.). Can count staff time if outside of normal workweek/work hours. |
Documentation demonstrating value (if applicable) |
Professional Development Workshops |
Workshops that impact GU initiatives/goals. |
Documentation demonstrating value (if applicable) |
Substitute Expenses |
Substitute expenses if not covered by GU grant or Central Office. |
None |
Tutoring |
Track tutor’s hours. Use the volunteer rate or the professional’s wage rate per hour. |
None |
Events and Cost Share Tracker
It is critical to accurately document each partner school’s GEAR UP activities and matching contribution to the GEAR UP project through the online Events and Cost Share Tracker (ECST).
This database:
- Tracks all events and services provided to students, parents and staff
- Tracks all cost share, whether associated with an event, staff time, purchase, donation, etc.
Throughout the school year, all GEAR UP related events should be entered into the ECST. Finalizing event details including cost share and service hours to students, family, and community members followed by submitting Monthly Cost Share Reports are requirements necessary to remain in good standing and to receive continuation of grant funds. Access the ECST through the Events and Cost Share Tracking section of the Grant Management page.
Annual Performance Report (APR)
The APR is used by the Department of Education to determine whether substantial progress has been made toward meeting our project objectives as outlined in our grant application or work plan. As required by the Government Performance and Results Act of 1993, the APR is also used to collect data addressing the performance of the GEAR UP program on a national level. Annual submission of the APR is a requirement of our grant and will be used to determine continuation of funding. In order to complete this report, we rely upon accurate data collection from all partner schools.
College & Career Readiness Inventory (CCRI)
Each school year, you will be asked to update your College & Career Readiness Inventory. The purpose of the CCRI is systematically collect information on the school wide implementation of activities and strategies focused on the preparation of students for school, college, and career success.
Benefits of the CCRI include:
- Mapping existing academic, college, and career preparation efforts at the school(s)
- Aligning middle and high school efforts
- Identifying gaps in services, overall, by grade level, and/or by target population (you can sort the matrix by each of these elements)
- Getting ideas for additional activities/efforts that could be implemented to support students, families, and educators
All GEAR UP related activities should be entered into the Events and Cost Share Tracker throughout the year to accurately track student, parent and staff participation. Student names are required for all events, so please upload a current list of students to the tracker at the beginning of each school year, and update the list as needed. Additionally, we may survey schools and/or ask for data from your student information systems to capture the remaining required information. Submission of this data and updating the events are required to remain in good standing and to receive continuation of grant funds.
Surveys
To assess the impact of GEAR UP, you will administer surveys to your students, parents and staff to gauge their attitudes, expectations and knowledge about postsecondary education.
Metis Associates, GEAR UP’s external evaluator, will provide you with online versions of the surveys for students and staff, and both online and paper versions for parents. Surveys of students and educators will be conducted in the winter/spring each year, and parent surveys every other summer/fall.
To receive the best response rates, we recommend:
- Share survey results with staff and parents.
- Administer to parents during parent-teacher conferences, registration, open houses, sporting events, or other school events. Put paper surveys in the school registration packets, along with other required paperwork.
- Administer to students during advisory period, as part of regular testing schedules, or in class.
- Administer to educators during regular staff meetings or as part of scheduled professional development.
- Consider incentivize completing surveys with a small prize, drawn at random.
You will also be asked to administer the Senior Exit Survey. The Senior Exit Survey collects valuable information including points of student contact for service in their first year of college and scholarship/award information that can be counted as cost share. Seniors provide valuable insight on their MS/HS experience, including feedback related to college and career preparation activities, to inform future improvement efforts.
Senior contact information will also be used by Metis to conduct the Life After High School (LAHS) Survey. Data collected from these surveys will be compiled to help better understand the experiences of rural students after they graduate from high school, including pertinent information about their post-high school plans and decision-making process
Metis Site Visits
Each year, Metis will conduct site visits with two GEAR UP sites. The goal of these site visits is to collect qualitative information from key stakeholders (school staff, students, and parents) and learn more about the complex and diverse contexts in which GEAR UP schools operate. Findings from these interviews will also be used to generate a better understanding of on-the-ground GEAR UP implementation efforts and identify promising practices, implementation challenges and lessons learned that can inform future program development and school efforts. For more information, including interview protocols, please refer to the Oregon GEAR UP Site Visit Overview.
Parent Consent Forms
The purpose of these consent forms is to inform parents/guardians of the various evaluation activities including surveys and potentially focus groups. The consent forms cover the entire grant period, so these only need to be sent to parents of NEW students in GEAR UP (i.e., new seventh-grade students, and any students in other grade levels served by GEAR UP who are new to the school). These are passive parent consent forms, which means that parents do NOT need to take any action if they are okay with their children participating in evaluation activities. Distribute the Oregon GEAR UP Passive Parent Consent form (English/Spanish) to families to inform them about how to opt out of their student's participation in GEAR UP surveys and focus groups.
Photo Release
We love to use student photos and quotes in our annual report and on our website to highlight successes of the GEAR UP program, so please collect photos, quotes, or stories during the school year. A provision in your contracts allows you to use your school's media releases when submitting photos and videos of your students to Oregon GEAR UP. If your school does not have a media release form that parents sign, please add the photo release language below to your school registration packets or download the photo release forms separately on the Resources page.
STUDENT’S NAME:
SCHOOL:
PROGRAM: GEAR UP
ACTIVITY: Camps, Workshops, College Visits, School ProgramsMEDIA RELEASE
I recognize and acknowledge that the University may record my child’s participation and appearance on any recorded medium including, but not limited to video, audio, photos (collectively, “recordings”) for use in any form (including, but not limited to print, websites, blogs, internet, social media). I authorize such recording and release the University to use my name, likeness, voice, and biographical material to exhibit or distribute such recordings in whole or in part without restrictions or limitations for any educational or promotional purpose. If you would like to opt out of this section, please request the Photo Opt Out Release from your child’s school.
DATE:
SIGNATURE:
Introduction
The purpose of this fiscal guide is to provide a guide and resource for the Oregon GEAR UP team and others managing these funds like the partners/subawards with Oregon schools. The Oregon GEAR UP Central Office team are also available to answer any questions or support for the reimbursement process.
Oregon GEAR UP Fiscal Team
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Oregon GEAR UP Reimbursement Due Dates
Requests for reimbursements follow a quarterly schedule:
Schedule |
Due Date |
Q1: September, October, November |
December 31 |
Q2: December, January, February |
March 31 |
Q3: March, April, May |
June 30 |
Q4: June, July, August |
September 30 |
Policies and Procedures
GEAR UP is funded through a grant from the U.S. Department of Education. The federal policies that govern GEAR UP are the basis for the policies and procedures from the central GEAR UP office. For your reference, the following is a list of each of the major policy sources.
Statute. Title IV of the 1998 Amendments to the Higher Education Act (HEA) of 1965 [P.L. 105-244] is the federal law that authorizes and governs GEAR UP.
Program Regulations. Program regulations provide additional guidance when the statute is silent or vague on an issue. They provide detail that govern the application competition, dictate how programs will be put into action, and other implementation details. There are three types of regulations that you should become familiar with: EDGAR and GEAR UP program regulations.
Uniform Guidance. Office of Management and Budget’s Uniform Administrative Requirements, Cost Principles and Audit Requirements for Federal Awards, 2 CFR Part 200, referred to as Uniform Guidance.
Education Department General Administration Regulations (EDGAR). These are the federal regulations that govern all federal grants awarded by the U.S. Department of Education.
GEAR UP program regulations. Whereas EDGAR sets broad agency-wide policies, the GEAR UP program regulations address the very unique administrative matters associated with GEAR UP.
Allowable Expenditures
GEAR UP funds may not be used to supplant existing funds or program support. They may supplement resources for existing programs in order to enhance or improve them, but not to replace current funds. The regulations state what GEAR UP funds can and cannot be used for:
Funds Can Be Used For:
- Compensation
- Consultants and contracts
- Equipment (generally items over $5,000)
- Meetings and conferences
- Publications and printing
- Supplies
- Travel
- Indirect costs (based on your district's approved indirect rate, and no more than 8% of direct costs)
Funds Cannot Be Used For:
- Supplanting existing funds
- Advertising or public relations
- Alcoholic beverages
- Capital improvements
- Entertainment
- Fundraising
- Goods or services for personal use
- Lobbying
All incentives for students need to have an educational purpose or connection and should be explicitly described in your plan. You may not purchase gift cards. A comprehensive list of allowable costs, including permissible incentives and the maximum amounts for incentives, meals, student classes, camps, college credit, and application fees, will be updated annually and made available in the Allowable Incentives 2024-25 document.
Indirect Cost Rate
Consistent with sections 76.563 – 76.569 of EDGAR, all grant recipients are limited to a maximum indirect cost rate of eight percent of a modified total direct cost base or the amount permitted by their negotiated restricted indirect cost rate agreement, whichever is less. This rule applies to grantees under programs with a statutory requirement prohibiting the use of Federal funds to supplant non-Federal funds, as well as to subgrantees under these programs. GEAR UP legislation includes a requirement prohibiting the use of GEAR UP funds for supplanting. As outlined in section 76.564 of EDGAR, sites must use the restricted indirect cost rate when developing their budget. Indirect costs are those incurred that cannot be directly traced back to the grant. These costs do not replace grant funds but supplement them.
Each year, it is required to submit documentation of the approved indirect cost rate, as sanctioned by the Department of Education, to Oregon GEAR UP. This documentation is necessary for cost share and program plan purposes.
Reimbursement Policies
The school’s annual approved program plan will serve as the foundation for the contract established between school districts and Oregon State University (OSU). This contract stipulates that funds for approved activities will be disbursed on a cost reimbursement basis. The fiscal year for the annual budget spans from September 1st to August 31st. Finalized spending including ‘items received, and services rendered’ must occur on or before August 31st of each calendar year. Reimbursement requests may be submitted quarterly throughout the year. All final reimbursement requests must be received within 60 days following the conclusion of the contract period.
Throughout the grant's life, there will be multiple budgets referenced. To help clarify, here are the different types:
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Central Office (CO): OSU's main budget that pays for specific, documented items/events
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Subaward: The school’s program budget including annual plan activities and school coordinator salary and benefits. This is the annual budget each school receives for the length of the grant (seven years)
Reimbursement Procedures
To receive reimbursement, schools are required to submit an Expenditures Report to Central Office by emailing the Expenditures Report to info@oregongearup.org. To ensure expenses are allowable within federal guidelines and are directly connected to an activity from the approved program plan, the Central Office will review the Expenditures Report that documents and demonstrates what funds are used with each corresponding Invoice.
Once the Expenditures Report is approved, the Central Office will send an invoice for signature via DocuSign to the Business Manager and GEAR UP Coordinator. Once all signatures are received, the reimbursement will be sent for processing. This delineates any extra work with Central Office and schools if any updates to the expenditures report are needed.
Equipment Over $5,000
Equipment purchases require federal approval per § 200.439 Equipment and other capital expenditures. Complete the Equipment Over $5,000 Approval Form and submit to School Coach. Federal guidance requires approval from the program officer at the US Department of Education. Approval may take several weeks. Additional information may be requested.
Note: For the purposes of the GEAR UP grant, “Equipment” refers to any single item with a cost greater than $5,000. It does not refer to the total price of multiple items with an individual price less than $5,000. For example, purchasing two $3,000 smart boards at a total price of $6,000 is not considered equipment, but a single $5,250 smart board is.
Expenditures Report
For timely and efficient reimbursement, include all information requested. This will help Central Office determine if expenses are allowable per program plan and federal requirements. To help schools know what is required to help Central Office to determine allowability, there is a list below of each budget category and what is required. Also, listed in Expenditures Report, under the 'Expenditures Report' worksheet, each cell has a tool tip highlighting what information is required.
When completing the 'Expenditures Report' worksheet, provide any programmatic expenses incurred during the reporting period. Each expense must be tied to an activity number from program plan. Below are details required for each expense category.
Salaries/Wages
Expenses related to salary or wages such as the school's GEAR UP Coordinator's salary, stipend for support staff, etc. In the description, include the name of staff member and date range of expense. Example: Jane Doe's Salary, March-May 2024.
Benefits
Expenses related to benefits such as school's GEAR UP Coordinator's benefits. In the description of expenses, include the name of the staff member and date range of expenses. Example: Jane Doe's Benefits, March-May 2024. If there are multiple benefits (health care, retirement, vision, dental), they can be combined into lump sum.
Travel
Any expenses related to travel. Be sure to include travel details:
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Event/travel name
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Date range of travel
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Type of expense (meal/lodging/airfare)
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Location start/end
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Include guests/passengers (if applicable)
Staff attending conferences or other training should follow posted per diem rates for any expenses incurred in the course of attending/traveling to the event per district policies or district does not have one, follow the current per diem rates from U.S. General Services Administration. For more information on travel, please see the Travel section of this manual.
Type |
Description |
Amount |
Contract with private company |
Travel is contracted through busing services, reimburse invoice |
Invoice amount |
Staff member travel |
If vehicle is owned personally by staff, government per diem mileage rate |
District policies or current per diem rates from U.S. General Services Administration |
Vehicle owned by school district |
If vehicle is owned by school district, government per diem rate for mileage – government owned vehicle |
Current per diem rates from U.S. General Services Administration |
Note: If this is a GEAR UP Event, please refer to the 2024-25 Events & Budgeting document to see what Central Office will pay for.
Materials & Supplies
Any expense related to materials and supplies purchased for activities. Provide a detailed list of the materials/supplies, including the quantity.
Consultants/Contracts
Any expense related to consultants/contracts used for activities. Include:
- Name of consultant/contractor
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Date range of work
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Brief description of work completed
Other
Any expense that does not fit an expense category. Provide a detailed list of what the expense was and what it was for.
Indirect
If applicable, schools can charge their indirect rate. The amount will auto calculate based on expenses in the Expenditures Report.
Equipment
Provide a detailed list of the equipment and quantity.
Central Office Invoicing
There are specific events and expenditures throughout the year that Central Office will pay for (refer to the Events Budgeting Document). Schools can submit for reimbursement by either:
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Submitting a school invoice with all expenses covered by Central Office
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Inputting expenses within the Expenditures Report by using the Activity Code '4.3CO.' When '4.3CO' is inputted under the Activity Code column, the worksheet will unhighlight the area where the expenses will be entered. This will guide you where to input the expenses. Please note, the choice not to use this function will not impact reimbursement or required.
The reason for the separation of expenditures is due to the funding source. The Central Office funds are from a different account than school’s subawards funds, and the processing is different.
Expenditures Report Example
Travel
When making travel plans, please follow district policy and the guidance from OSU (OSU’s Travel policy and standards and Meals, Refreshments, and Events webpages).
District’s may invoice Central Office for expenses separate from school’s other GEAR UP expenditures. In instances where the Central Office has offered to pay for lodging, lodging is paid based on district policies. There are several national, regional and statewide events the Central Office will help pay for. A list of those and a description of who pays for what can be found in The Events & Budgeting document found in the Meetings section of the Grant Management page.
GEAR UP funds cannot be used to pay for additional costs. For example, GEAR UP funds can only reimburse economy class seats; any upgrades are the responsibility of the individual. If in doubt something will be reimbursed, check with the Central Office via the School Coach.
In general, schools may be reimbursed for travel and meal expenses related to GEAR UP activities according to the policies and guidelines set by districts. Oregon State University (OSU) has some additional guidelines and regulations. For more information on OSU’s policies and regulations, please visit OSU’s Travel policy and standards and Meals, Refreshments, and Events webpages.
Note: Backup documentation should be maintained-including list of attendees, agenda, itemized receipt. Every effort should be made to provide an itemized receipt; however, if this is not possible, a non-itemized receipt will be accepted upon submission of a written statement specifying the expense details and signed by the grantee. Other documentation should include:
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Who - names of the individual(s) traveling
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What - what is being paid
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When - date(s)
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Where – departure and arrival destinations
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Why - purpose of travel
Record Retention
All records that are fiscal in nature, as described in OAR 166-475-0060(7), need to be retained for 5 years after the final annual financial report is submitted for the GEAR UP grant. It is currently anticipated that the final report will be submitted in December 2029. Therefore, these records would need to be retained until a minimum of December 2034. These records need to be accessible during that entire period in the event there is an audit. Note: there are grant extensions, in which case the final report would be submitted even later.
In the event of an audit, GEAR UP Coordinators must provide proof of all purchases submitted to the grant for reimbursement. For this reason, we highly encourage our GEAR UP Coordinators to keep detailed records of all expenses (individually or in coordination with the main office). Doing so will also prevent you from overspending as any expenses that exceed your annual contracted amount will not be reimbursed.