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Volume VII - Spring 2010
GEAR UP Youth Cassandra Dana to Attend National Youth Leadership Summit
Promising Practices in College Access
Portland Career Center
Spotlight on Shead High School
District Planning for 2010-2011 Underway
New GEAR UP Webinars
GEAR UP Surveys Graduates via Facebook
Open Educational Resources (OER) to Improve Content Literacy Learning
Goodbye Betsy, Hello Corinna
Forming a Maine College Access Network (MaineCAN)
Everybody Likes PIE
GEAR UP's Top 10 Ways to Get Yourself Ready [for College]

Web-Only Conent:

Promising Practices in College Access

"The term ‘college access’ today suggests not only entry into postsecondary education but also the myriad challenges it poses for many students, particularly minority and low-income students. Researchers contend that tuition costs, racial discrimination, social disadvantages, and lack of adequate academic preparedness have contributed to the vast under-representation of these groups of students on college and university campuses." (Education Week, 2004)

GEAR UP uses a multi-tiered approach to support students who face such challenges. Each district receives funding to raise the bar on their college access programs, and individualized support is provided all year from our regional coordinators.  Income-eligible GEAR UP graduates receive up to $5,550 per year in GEAR UP scholarships.  This totals up to $22,200 over the life of a student’s college career!

Maine’s current GEAR UP grant expires in 2011, and we are already in the process of collaborating and brainstorming to apply for another 6-year grant. Please see the below collection of promising practices in college access that our staff collected based on experience and research. These practices will guide the next GEAR UP grant application.  Contact Beth Lambert, beth@syntiro.org if you have feedback, ideas, or are interested in being involved with the grant-writing team.

Collaborative leadership and professional learning communities

• A college access team is in place that consists of administrators, support staff, teachers, students, parents, and community partners, and meets regularly to ensure that all students have access to postsecondary education.
• Partnerships with all parents are established to enhance and support student learning, financial planning, and knowledge of the college-going process.
• Community partnerships enhance career exploration, civic responsibility, and expand curriculum outside the school walls.
• Principal/Instructional leadership is promoted, supported, and distributed among staff.

Personalization of the school environment

• Individualized student supports include career and college exploration, financial counseling, tutoring, test preparation, personal assistance with college applications and the FAFSA, and a connection with a caring adult.
• Learning is personalized for each student with plans, portfolios, and student-lead conferences.
• Transition planning and support is in place for each student as they move from middle to high school and from high school to college and career; structures include 9th grade teams; plans that include goals focused on career and college;
• College access work targets all students and includes underserved populations.
• High expectations for all students.

Curriculum, instruction, and assessment

• Curriculum is rigorous and embeds technology, includes research-based differentiated teaching methods, and provides the necessary skills and content needed for a smooth transition into postsecondary education.
• Instructional practices engage, reach, and teach all learners.
• Rigorous courses, including AP and college courses.
• Multiple sources of relevant data is used to inform strategies for improved student outcomes.
• High aspirations for all students by facilitating student engagement and achievement in a supportive learning environment.

Volume VI Newsletter, Fall 2009
Mt. Abram Student Attends GEAR UP Youth Leadership Summit
Conferences and Events with a College-Going Focus
Lawrence and Junior High School articles, What is a Math Teacher/Coach exactyl? & GEAR UP in the News featuring Janet Avallone
New Career Center at Portland High School
Play Ball!
Old Town High School Uses Virtual High School to Expand Opportunities for Students
Three GEAR UP Schools Take Home the Prize
Transition Planning in Washington County: Creating a "Web" of Support
Maine Content Literacy Project Update
Photo Gallery

Web-Only Content:

Transition Planning in Washington County: Creating a "Web" of Support

“Transitions” was the topic of a recent workshop for educators planned and facilitated by GEAR UP, the Washington County Consortium and the Maine Transition Network/Downeast. Thirty-five educators and service providers gathered at the University of Maine at Machias on April 30th to focus on the importance of preparing all students for transitions into high school and on to college and careers. The intent was to bring educators, community and college student services providers and community organizations together to make connections and share ideas for strengthening and coordinating support for students on their journey through the transition process.

Educators spent time in school teams discussing their current status regarding transition planning for students. They focused on questions concerning student supports, parent engagement, career awareness and college expectations. Team members identified gaps to address and questions to ask in the break out session.

The second part of the workshop consisted of three break out sessions focused on career awareness, college expectations and student supports and planning. Representatives from Adult Education, Washington County Community College, University of Maine at Machias, Upward Bound, Vocational Rehabilitation, Maine Parent Federation and Maine Transition Network/Downeast and GEAR UP shared information and resources. Participants had an opportunity to ask questions and raise concerns

Participants returned to their teams to share what they learned and to discuss next steps. Teams reported out on an action they planned to take to strengthen the transition process for students in their schools.
The plans that were shared included:

• Forming a team of 8th and 9th grade teachers to develop a plan for the transition into high school;
• Making more contact with parents;
• Providing more support, information about college and careers and transition planning to students through the advisor/advisee program;
• Starting personal learning plans through guidance;
• Utilizing the transition planning process developed by the Maine Transition Network for all incoming 9th graders;
• Connecting with Maine Parent Federation and the Maine Transition Network and other organizations that provide information and support

The workshop ended with participants identifying what they would like for follow-up/additional support to help implement their plans and networking over lunch.

What people thought about the workshop:

• “ A great opportunity to begin this discussion with teachers at my school”
• “I appreciated hearing the perspectives of high school and middle school guidance counselors and administrators.”
• “An opportunity to collaborate with organizations that have the same goals”
• “It gave me a different perspective seeing the variety of programs forming a “web” of support”.

Volume V Newsletter, Winter 08/09
Newsletter Insert - MELMAC Grants, Community Service at Machias Memorial High School, EdGE in Washington County

Volume IV Newsletter, Winter 07/08
Newsletter Insert - Why Should I Use Technology in My Classroom? & College Goal Sunday

Volume III Newsletter, Fall 2007

Volume II Newsletter, Spring 2007
Newsletter Insert - Resources that Regional Technical Assistance Coordinators & Maine Parent Federaton can provide to schools and districts.

Volume I Newsletter, June 2006