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EXECUTIVE SUMMARY The iGraduate: Bridging the Gap Program was established as a 501(c)(3) organization in 2013 by a young educator who wanted to create a program with activities and support services that would cater to the specific needs of first-year students. The program needs of the students and aims to meet them at that need. Our mission is to teach, motivate, recruit, and equip students with the skills they need to be prepared for their first year of college and beyond. There is a dilemma of college readiness that has taken over many schools across the nation. The need for programs that address the issue of college readiness is more important today than ever before. Universities and colleges to make certain that their students are college ready and prepared for the exciting aspects as well as the challenges that come along with being a new college student. College readiness is important because many students get to college and fail simply because they are not well equipped with the tools they need to succeed. The most recent data available show that only about 35 percent of students who entered four-year colleges seeking a bachelors degree in 1998 had earned their degree four years later, and only 56 percenttive engagement (Conley, 2007). Many students go straight to college right after high school because that is what they are supposed to do. Also, many students do not realize the course load from high school to college increases drastically. College courses require students to be independent, self-reliant learners who recognize when they are having problems and know how to seek help from professors, fellow students, or other sources. In these classes, students are expected to write multiple three- to five-page papers that must be well reasoned, well organized, and well documented with evidence from credible sources (Conley, 2007). Things that students should know that will help them succeed during matriculation are not known until it is too late. Program objectives include increasing the retention rate by at least 10% for first-year students registering for the following school year, the number of surveyed students at the university who respond that they have seen positive results from using available services on campus (i.e. tutoring, advising, etc.) will increase by 25% from the results of the comparable survey conducted in August of the year prior to project implementation, providing adequate and qualified staff for program participants, providing opportunities for growth both academically and socially, helping increase the graduation rate by effectively preparing students for all challenges they may face during their collegiate career and providing ongoing mentoring to students throughout their time in the program. We believe that this project will introduce our program and services to an extremely overlooked population of students. As a result, we anticipate an increase in retention, fewer students who are not prepared for the college environment, and an increase awareness of college services available to students on campus. The total direct project costs of implementation of our iGraduate: Bridging the Gap Program for one year is $165,000. Your investment of $150,000 will complete the funding we need to fully implement of the concept design and implementation this project, and we are excited about the prospect of partnering with you. Thank you for your consideration of our request.

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Request for Proposal RFP Name of Grantor: URL of RFP/Instructions: Common Section Cover Letter Abstract/Executive Summary Table of Contents Introduction Needs Statement Goals & Objectives Activities Personnel Evaluation Budget Dissemination Plan Sustainability Appendix Other
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Lumina Foundation http://www.luminafoundation.org/grants/next_gen_rfphtml.html Name or Description of Component Required by Grantor Yes, grant cover sheet on organization letterhead. Yes, this is described as the proposal narrative. The proposal narrative incorporates some of the items listed below in this table. Not stated as a requirement The introduction is not directly stated as a requirement but most likely is incorporated with the organization description. The organization description includes the organizations mission, history and goals. Not stated as a requirement Yes, this information will be listed with the organization description. Yes, this is apart of the project timeline. This section contains project activities and deliverables (e.g. reports and anticipated product releases). Yes, this information will be provided under project management. Not stated as a requirement but may be listed on the budget form provided by the foundation. Yes, a budget page to include budget category outline, budget form, and direct project costs, personnel expenses, subcontracts or subgrants and indirect costs. Not stated as a requirement Not stated as a requirement Yes, letters of support from partnerships or consortia members if applicable. Proposal narratives should be no more than four double-spaced pages in length.

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May 3, 2013 Ms. Candace Brandt Grants Management Associate Lumina Foundation for Education 30 South Meridian Street, Suite 700 Indianapolis, IN 46204 RE: Lumina Next Generation Proposal-iGraduate: Bridging the Gap Program Dear Ms. Brandt, The mission of our program is to teach, motivate, recruit, and equip students with the skills they need to be prepared for their first year of college and beyond. We would like to increase the retention rate by at least 10% for first-year students registering for the following school year. There is an area of education that is often overlooked and that is the college readiness gap. We are interested in minimizing the college readiness gap because there is little to no resources dedicated to this demographic. Too few college students enter college and are ready for their college experience. Therefore, our goal is to improve the graduation rate of college students, increase the retention rate, and better prepare students for the college environment. Our ability to execute our planning with some confidence about the level of investment being made in our development will greatly enhance the productivity and ultimate success of that effort. It will reduce the need to focus on contingencies and alternate scenarios. Instead, we can focus our attention on determining how, in light of our resources; we make the greatest possible impact. We are requesting $150,000 to be used over three years for start-up and implementation of the iGraduate: Bridging the Gap Program. We have only begun to realize our potential in helping higher education institutions achieve their potentialmaking the maximum, possible educational impact on the lives of students both now and in the future. Thank you for considering this significant investment in iGraduate: Bridging the Gap Program. Sincerely,

Briana McNeil
Briana McNeil Project Director Renaissance Academy 12345 North Highway Street Suite 207 Charlotte, North Carolina 28262

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INTRODUCTION Renaissance Academy along with a partnership with the iGraduate: Bridging the Gap Program inspires to bridge the gap between senior year of high school and the first year of college. Research suggests that one of the major reasons that students falter in college is the gap between their high school experiences and college expectations (Conley, 2007). This is a new program that has been developed because of the recent needs of the students on campus as it pertains to college readiness. This new edition to Renaissance Academy, iGraduate is a program that works to teach, motivate, recruit, and equip students with the skills they need to be prepared for their first year of college and beyond. Our goal is to help better prepare high school seniors and freshman students for the adventures and challenges of college life. We will do this by developing a curriculum and providing quality programming to meet the needs of the students. The program will help the new students to make the transition to their new environment. The program will encompass the newest technology and practices as apart of the curriculum. This program will take place the summer before the first semester of college and then iGraduate will follow the student during specific checkpoints during their first year of school. Higher education institutions need to work more frequently with high schools to ensure that high schools standards and graduation requirements not only line up with the state but also with college entrance requirements. Aligning high school curriculum and instruction with college expectations improves the amount of high school students who will be college ready because students will be learning in class various skills that they will apply in college. There will be no question if they are ready since the curriculum will meet college expectations. We, at Renaissance Academy and iGraduate are determined to make sure that first-year students know what they are getting into with college and are given all the tools and support they need to succeed. Since this is a new program, funding will help us to meet our goals to establish and run this program successfully.

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NEEDS STATEMENT The problem is the lack of college students who return after their first year of school and then continue on to graduate with a degree. The problem is caused by the lack of preparation and information for future students before their first year of school. Long term and without intervention, the problem will lead to underprepared students, decrease in the number of degrees. There is a need for iGraduate for these reasons and because of the status of our educational system today. Here are three reasons that depict the need for this program in higher education institutions. ! Every year in the United States, nearly 60% of first-year college students discover that, despite being fully eligible to attend college, they are not ready for postsecondary studies (The National Center for Public Policy and Higher Education, 2010). ! High schools and higher education institutions are acting as two separate entities when they should be acting as one. ! Twenty-five percent of all 2012 ACT-tested high school graduates met all four College Readiness Benchmarks, meaning that 1 in 4 were academically ready for college coursework in all four-subject areas (ACT, Inc, 2012). The following statistics document the severity of our problem.

FIGURE 1: Retention and Attainment of Degree at First Institution, 2003-2004 FIGURE 2: Percentage of first-time beginners who were recent high school graduates

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Figure 1 illustrates the attainment of degrees over a three-year span. According to U.S. Department of Education, National Center for Education Statistics, the number of students who attained a degree at their first institution they attended was only six percent at four-year universities. The U.S. Department of Education, National Center for Education Statistics also conducted research that showed the percentage of students who transfer from their first institution and did not obtain a degree was about twenty percent. This number may seem like a small number but when one considers how many thousands of students that can be over the span of three years, that number grows exponentially. The following statistics also document the severity of our problem.

FIGURE 3: Percent of ACT Tested High School Graduates Meeting Benchmarks FIGURE 4: Percent of ACT Tested High School Graduates Meeting College Readiness Benchmarks Some important numbers that we would like to point out concern the benchmarks. In 15 of the 28 states, 30%39% of graduates met at least three of the four College Readiness Benchmarks in 2012, while less than 30% of graduates did so in 3 states. In no state did more than 55% of ACTtested graduates meet three or four Benchmarks. Figure 4 shows that in 2012, 67% of all ACT-tested high school graduates met the English College Readiness Benchmark, while 25% met the College Readiness Benchmarks in all four subjects. What is important to point out us that fifty-two percent of graduates met the Reading Benchmark and 46% met the Mathematics Benchmark. Just under 1 in 3 (31%) met the College Readiness Benchmark in Science.

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The last figure illustrates the Gap Between Enrolling in College and Being Ready for College.

FIGURE 5: Readiness Gap by Institutional Sector. The figure shows the extent of the college readiness problem by portraying the gap between eligibility for college and readiness to do college-level work. Students in public colleges and universities attend one of three types of postsecondary institutions: highly selective four-year institutions, somewhat selective four-year institutions, and nonselective or open-access two-year colleges. The readiness gap is nominal in the most selective universities because their admissions criteria screen out most students who are underprepared. The gap is huge, however, in the other two sectors of higher education, which serve between 80% and 90% of undergraduates in public institutions. All of the figures show that there is a growing need to increase graduation and retention rates for college students. We believe at iGraduate, that we can help close the gap and graduate more students than in previous years. Our program will help your foundation to give more people access to obtaining degrees.

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GOALS & OBJECTIVES Goals To improve the graduation rate of college students To prepare students for the college environment To increase the retention rate To increase awareness of college services available to students on campus Objectives To increase the retention rate by at least 10% for first-year students registering for the following school year. To offer at least 8 ninety minute Introduction to College Life sessions to students during the course of the semester. By the end of this project, the number of surveyed students at the university who respond that they have seen positive results from using available services on campus (i.e. tutoring, advising, etc.) will increase by 25% from the results of the comparable survey conducted in August of the year prior to project implementation.

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ACTIVITIES Program Description The iGraduate: Bridging the Gap program will serve to increase the number of college students who graduate from a four-year university. This program works to teach, motivate, recruit and equip students with the skills they need to be prepared for their first year of college and beyond. This program will help better prepare freshman students for the adventures and challenges of college life. The program will aid the new students in their transition to their new environment. We believe at iGraduate, that we can help close the gap and graduate more students than in previous years. Our program will help your colleges and universities give more people access to obtaining degrees. A college coach will be assigned to each student. Coaches will serve as advocates and a support system for these students and will work with them closely to improve their skills necessary to succeed during their first year of school. To effectively serve the students in the iGraduate program, coaches will work afternoons and evenings and will be available by email on the weekends and any of time if necessary. Management Plan

Figure 6: iGradute: Bridging the Gap Organizational Chart The operation of this project is the Project Directors responsibility. The Project director will work closely with the Assistant Vice President for Student Affairs to prepare and implement programming. The Project Director and Assistant Vice President for Student Affairs report to the President of Student Affairs. The director directs and supervises project implementation; coordinates and monitors project operation with the participating departments; supervises and ! D0!

monitors project budget; prepares program reports; supervises the development of the information system; and gives oral and written reports to the President and Assistant Vice President for Student Affairs. The Project Director supervises the college coaches, and students. The organization chart illustrates the project management system (See Figure 3).

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Use of Resources See budget section. Training Training will be required for all faculty and staff associated with the program but most importantly the College Coaches as well as the course teachers. We will conduct training in the summer and this training will be good for one entire school year. We will bring in experts in the field such as the National Resource Center and their staff from the University of South Carolina. The training content will consist of the latest information on college students, research and basic knowledge needed to run the program for the year. The training will take place the last two weeks in June, which is exactly before the start of the summer program in July. Facilities The program will use the classrooms and offices on campus at the university. The program will have a home at the college and make itself visible on campus for all students. The program eventually will be an extension of the Student Affairs department as well as the freshman studies program. At this time there will be no need to rent or purchase any facilities.

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PERSONNEL Job Title Project Director Community Director College Coach Advertising Director Qualifications: Program Director ! Bachelor of Science in Health Sciences ! M. Ed. in Higher Education Administration ! Serves as Associate Dean in the office of Freshman Studies ! Past experience includes work with Hampton University and Duke University ! Successfully worked and developed a orientation and freshman studies program that effectively prepares students for college life Community Director ! Bachelor of Science in Social Services ! Master of Arts in Social Work ! Serves as a community liaison for the county department ! Past experience includes work with high schools, colleges and city entities ! Successfully worked and developed a program that helps people deal with social and personal issue as it related to their life Advertising Director ! Bachelor of Arts in Marketing ! Master of Business Administration ! Serves the main person to market the program to the surrounding high schools ! Some travel may be required to help inform and recruit students from high schools outside the state ! Past experience includes work with high schools, colleges and city entities ! Successfully worked and developed a marketing program that helps attract a large crowd to a certain agenda College Coach ! Bachelors degree ! Masters degree in counseling or related field ! Serves as a community liaison between Program Director and the students ! Coaches will go through a training session each summer to prepare for the upcoming year Name Briana McNeil To be named To be named To be named Level of Effort (Contribution to Project) 40% 25% 15% 20%

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EVALUATION

Summative Assessment
A summative evaluation will be conducted for the project objectives relating to improving the graduation rate of college students. This data will be collected and analyzed annually. The evaluator will use feedback forms and pre and posttests to ascertain the extent to which goals and objectives have been met. The evaluator will determine whether or not the retention rate increased by at least 10 percent for first-year students registering for the following school year.

Formative Assessment
The evaluator will perform on-site evaluations at the site three times a year for each of the four project years. The evaluator will obtain qualitative and quantitative data through observation, record analysis, and interviews with counselors, parents, college coaches, and students. The information will be used to: ! Identify problems encountered in project implementation, thereby identifying situations that need immediate attention and that may explain project outcomes; ! Generate recommendations that may be useful in making necessary changes to improve the program; ! Determine the adequacy of project services for the entire range of participant (special emphasis will be placed on the projects impact on first-year students); and ! Provide information that will be useful in informing the university about the projects progress. ! Establish if the graduation rate increased with the implementation of the program The evaluation will use seven criteria in the on-site evaluations: ! The program provides sound, essential programs and classes that use new technologies and methods; ! The staff and leadership are energetic, creative, and supportive of project goals; ! The activities and support services appropriate for the project participants; ! The program provides adequate information about available services on campus; ! The program prepares students for the college environment; ! Staff members have high expectations for the students and the students and parents are made aware of the expectations; and ! The philosophy, policies, and practices are developed and distributed to participants in the project. The evaluator will provide oral and written reports. The project director and staff will receive copies of the written report. The evaluator will meet with the director and help develop recommendations based on the report.

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BUDGET :@=%?+&-='>%?+&)',+,& ! !!!!!!!!!!!!!!!!!!!!!"#$%$!&#'!()*!+*,'! 3+%A& & 1A'E*+& -GIJKQQGU!'^NGQJGJ! aD88bEEE! *W]GIHSJSQX!6,GGHSQXJ!PQW!&KQLGIGQTGJ7! a@bEEE! 4NGTSPU!']GQHJ! a?b;EE! ,PHGISPUJ!PQW!4MNNUSGJ! a"b0EE! (IP]GU! a0bEEE! !'+"$& FGHIJKLL& ! -%=,'**%$&;MC%*,%,& N'#&!@+$%& & 4"A%& & 1**E"$&0"$"=O& 2%P%$&'(&;(('=+& Q)'*+=@#E+@'*&+'&-='>%?+R& -IKcGTH!<SIGTHKI! %ISPQP!,T/GSU! a8>bEEE! 8Ed! &KOOMQSHV!<SIGTHKI!! ! (K!\G!QPOGW!!! a00bEEE! ";d! &KUUGXG!&KPTR!6;7! (K!\G!QPOGW!! aDEbEEE!GPTR! D;d! *W]GIHSJSQX!<SIGTHKI! (K!\G!QPOGW! aD;bEEE! "Ed! ! +HRGI!4KMITGJ!KL!4MNNKIH! (RG!<MZG!'QWKYOGQH!! ! -GQWSQX! ! a0EbEEE! CKRQ![SUUSPO!-KNG! ! ! -GQWSQX! ! a0EbEEE! )PJRSKQ!4RKY!! ! ! -GQWSQX! ! a"EbEEE! 2QS]GIJSHV! ! ! ! &KOOSHHGW! ! a;EbEEE! ! 0E#?'*+="?+,& !!!!!!!!!!"#$%$!&#'!()*!+*,'! 3+%A& & -='SE?+& 1A'E*+&'(& 1A'E*+& !@A%& (IPSQSQX! &GIHSLSTPHSKQ!LKI!JHPLL!! )KMI!YGGZJ! D"b;EE! (GTRQKUKXV!*JJKTSPHGJ! /GYGJH!HGTRQKUKXV!WG]STGJ! 3PISGJ! aD;bEEE! ']PUMPHSKQ! 4MI]GVJb!K\JGI]PHSKQJb!GHTF! 3PISGJ! a8b;EE! !'+"$& & & FTUJLLL& Indirect Costs Costs for One Year 3+%A& & 1A'E*+& $GTGNHSKQSJH! aD?bEEE! 9MOPQ!$GJKMITGJ! a"8bEEE! *TTKMQHSQX! a08bEEE! !'+"$& FVWJLLL&

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DISSEMINATION PLAN This endeavor will serve as a pilot for other courses at the host university and other colleges and universities throughout the country. The results of our yearly evaluation will be distributed on the universitys web site, which will contain a special page devoted to this iGraduate: Bridging the Gap project. The website will contain upcoming events and research and practices used for the program. Further dissemination will occur through presentations at conferences, such as teacher training or in-service and new student services conferences, regionally and nationally, creation of a promotion video, and through developing and distributing brochures at various events including high school and college fair visits. SUSTAINABILITY PLAN It will require $ 271,800 a year to maintain the project after the three years of grant funding. With help from your foundation we will only need to seek funding for another 121,800. The university will supply $50,000 to the program each year; the university and iGraduate program will have an annual fashion show to raise $20,000 and will apply for an additional $60,000 to the John William Pope Foundation and The Duke Endowment. These two foundations support organizations specifically higher education institutions that aim to support future learners and graduates of these institutions so that they may be able to compete in this world. iGraduate will also seek employment of a grant seeker who has an exceptional record of obtaining grants. The program will also use the services fundraising coordinator to help develop events and activities that will bring additional money to support the program. In the final year of the original grant, iGraduate will research foundation sources and prepare grant proposals for five new funders. The program will evaluate the current positions for effectiveness and determine is personnel changes need to be made so that the organization is utilizing its resources efficiently.

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APPENDICES Letters of Support (Partnerships) 1. Smith-McCallister Foundation 2. My School Binder

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Date: May 3, 2013 Dear Lumina Foundation for Education: I strongly encourage your foundation to consider iGraduate: Bridging the Gap Program's grant application for launching and implementation of their program at Renaissance Academy. This program is critical to increasing the graduation rate of first-year students and building the self-esteem and skills needed to succeed at the college level. When the thought was first conceived nearly two years ago, it was the first of its kind throughout the entire state of North Carolina to focus on retention and graduation rates of college students who otherwise may not make it to the end. It remains a model for other communities in the nation for its success, longevity, and unique niche in meeting the needs of young people. The Smith-McCallister Foundation, one of the state's largest family foundations, has supported programming at the current university. We focus our charitable giving on programs that provide development and development of our future leaders of tomorrow. This support is testament to iGraduate's importance to prevention services in our community and in higher education. If I can answer any questions or provide additional information, please do not hesitate to contact me. Sincerely,

Foundation President

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Date: May 3, 2013 Dear Lumina Foundation for Education: My School Binder is proud to announce its newly created working partnership with iGraduate: Bridging the Gap Program a strong addition to the statewide network of initiatives already launched in support of technology innovation, economic development and commitment to increasing the number of students who graduate from college in our state. My School Binder has developed several entrepreneurial initiatives, including the state Life Science Corridor, Emerging Technology Challenge Fund, Smart Zones, Venture Quest, and a number of venture-and angel-capital-formation activities, as well as support for SBIR/STTR and other R&D grant seeking. While we have undertaken creation of this large, statewide support system, we have not had a great deal of one-on-one experience with technology innovators. The partnership with iGraduate allows us to deploy responses and resources individualized to the needs of each technology innovator. The two organizations share a goal for commercializing technology innovations and securing the state's place in the new economy. We are excited about this emerging partnership and its many possibilities. Thank you for your review of our enclosed grant application. We look forward to your response. Sincerely,

My School Binder CEO

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REFERENCES ACT, Inc. (2012). The Condition of College and Career Readiness 2012. Retrieved April 20, 2013, from ACT: Research and Policy: http://www.act.org/research/policymakers/cccr12/readiness1.html Berkner, L., and Choy, S. (2008). Descriptive Summary of 200304 Beginning Postsecondary Students: Three Years Later (NCES 2008-174). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Berkner, L., He, S., Mason, M., and Wheeless, S. (2007). Persistence and Attainment of 200304 Beginning Postsecondary Students: After Three Years (NCES 2007-169). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved March 25, 2013 from http://nces.ed.gov/pubsearch. Conley, D. T. (2007). Redefining College Readiness. Eugene, OR: Educational Policy Improvement Center. Conley, D. T. (2007). The Challenge of College Readiness. Educational Leadership , 65 (7), 2329. Smith, N. B., & Tremore, J. (2012). Grant Writing: Sample Support Letters. Retrieved 2013 10-4 from Net Places: http://www.netplaces.com/grant-writing/planningfor-letters-of-support/sample-support-letters.htm Educational Policy Improvement Center. (2010, October 3). Library: What is Career Readiness? Implications for States and Schools. Retrieved April 20, 2013, from Epic Online: Publications: http://www.epiconline.org/publications/document-detail.dot?id=facadbda6a12-4102-8b60-732ba3f5a353 ! Grant Space. (2013). Sample Document: Cover Letter from Center for Effective Philanthropy to Charles Stewart Mott Foundation. Retrieved May 1, 2013, from Grant Space: http://grantspace.org/Tools/Sample-Documents/Cover-Letter-from-Center-for-EffectivePhilanthropy-to-Charles-Stewart-Mott-Foundation Kirst, M. W., & Venezia, A. (2013). College Information: College Readiness. Retrieved April 20, 2013, from Improving College Readiness and Success for All Students: A Joint Responsibility Between K-12 and Postsecondary Education: http://www.education.com/reference/article/improve-college-readiness-successall/?page=4 The National Center for Public Policy and Higher Education. (2010). Beyond the Rhetoric: Improving College Readiness Through Coherent State Policy. Retrieved April 20, 2013, from Higher Education: Reports: http://www.highereducation.org/reports/college_readiness/gap.shtml

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