Committed College Coach Proposal Authors: David Mann & Pam Kummerer

1. Committed College Coach
Project Proposal
I. Vision Statement
To change the college-going culture in Lucas County so that college is seen as a valuable and attainable goal.
II. Narrative
A. Project Description
Currently, less than 14% of all Lucas County residents have a Bachelor’s degree. Almost every other major county
in Ohio and many of the most successful communities in the country have a higher proportion of residents with at least a
Bachelor’s degree.
In addition, communities across the county that are succeeding are doing so by attracting the knowledge-based
industries that require a highly-educated workforce. For Toledo and Lucas County to prosper, too, we must work to
change a culture that privileges a high school degree and foster a culture that makes a college education a necessity, not
a luxury.
According to The Toledo Community Foundation’s study of a Toledo Promise Scholarship program, “employers
today require higher levels of education, skills, and training than possessed by most high-school graduates … post-
secondary education or technical training has become a necessity, not an option…”
However, that same report makes clear that college-access resources in our schools, including Toledo Public
Schools, are lacking. Just as importantly, students coming from families without any college-going experience may not be
able to see a post-secondary education as a path for their future. We must invest resources to change our college culture
before we will truly see any payoff from free college education programs.
Lucas County proposes an investment in Committed College Coaches (CCC), who will work with our young people
at every stage of their educational development and mentor them toward a college future.
The Coach will take the student on tours of our many prestigious universities and community colleges in Northwest
Ohio, will expose the student to potential career opportunities, get her or him excited about science, reading, and math,
and once the student reaches high school, help the student navigate the achievement tests and guide them through the
financial aid process.

2. By investing in college coach resources at an early stage and identifying appropriate in-school counseling during
junior high and high school, young people will learn how important a college education is for their future and have a coach
available to rely on who understands the challenges and opportunities available in pursuit of this dream.
Whether or not our community pursues long-term funding for a free college education for our high school students,
changing our college culture and making it a goal in reach for our families is an endeavor that can pay long-term dividends
for our entire community.
It will create better citizens, encourage the growth of local, knowledge-based jobs, and give our community the
hope of brighter days during these tough economic times.
B. Goals and Objectives
1. Help students imagine their future life with a college degree and build a strong college culture in Northwest Ohio.
a. The student and CCC will complete age-specific action steps each semester which outline the basic steps in
preparing to go to college.
b. In the 5th grade the CCC will commit to reviewing and discussing the student’s academic performance,
especially how it relates to future college plans.
c. The CCC will provide support to the student by meeting with the guidance counselor and the student to discuss
college plans.
d. Information and resources about attending college and the steps it takes to get there will be available on the
CCC Website.
2. Teach students at a young age to explore their career interests and examine the role of college in achieving these
careers.
a. In the 5th grade, students and their CCC will visit Imagination Station, to explore opportunities in science,
technology, engineering, and math.
b. In the 6th, 7th, and 8th grade, the student will identify career interests, and with their CCC's assistance, will
connect with professionals in those fields.
c. In the 6th and 7th grade, students and their CCC will visit area colleges and universities to learn how post-
secondary education can help them achieve their career choices.
3. To educate and provide support to the CCC regarding steps necessary for college enrollment.
a. Information session will be provided to the CCC to educate them about the steps necessary for college
enrollment and their role in helping the student reach this goal.

3. b. Information and resources about attending college and the steps it takes to get there will be available on the
CCC Website.
c. Information packets will be provided to the CCC at the beginning of each school year. Information packets will
provide information regarding the action steps to be taken each year.
d. CCC will meet with the student and guidance counselor to gain information regarding all the necessary steps for
college enrollment.
4. To increase the rate of college students returning for the second and subsequent years of college.
a. CCC will provide support to the student through the student’s sophomore year of college.
b. CCC will assist the student with the transition to college by assisting student in developing a “College Transition
Plan.”
c. CCC will continue to review academic progress with the student as well as discuss college issues/concerns the
student may have.
5. To provide support to the school guidance counselors and college recruitment staff.
a. Guidance counselors can access the CCC website to stay informed of various college preparation activities
provided by local colleges and universities.
b. College recruitment staff will have access to CCC website to list upcoming college preparation activities.
c. CCC program director will develop and maintain a professional relationship with the guidance counselors and
college recruitment staff in order to provide support.
C. Target Population
Although the interventions are targeted toward young people primarily, the Committed College Coach program’s
target population is the Lucas County community, as it aims to take steps to change the “college going” culture in the
county as a whole.
Lucas County as a whole currently faces significant challenges to its college-going culture. Thirty-three percent of
Lucas County’s adult population has only a high school diploma. Moreover, 17% of the adults do not even have a high
school degree. In addition, 22% of the population has not completed their college degree, which means 71% of Lucas
County adults do not have a college degree. These rates are significantly lower than the national average. According to
a 2006 report from Policy Matters Ohio, “It would take an additional 287,865 {Ohio} residents with an associate’s degree
or higher today to have a population with education levels comparable to the nations.”
Lucas County’s low level of educational attainment has a direct impact on the economic vitality of the community.
It affects employment rates, income and poverty rates, and the community’s ability to attract businesses. In addition, a
person’s educational level directly affects their ability to find employment. As jobs are requiring more technical skills and

4. knowledge, it is becoming harder for the high school graduate to find employment. This becomes evident when looking at
Lucas County and Toledo’s unemployment rate. Toledo unemployment rates exceed the state and national average. As
of August 2009 the national unemployment rate was 9.7, while Toledo’s unemployment rate soared to 13.2% and Lucas
County had an unemployment rate of 12.4%.
A person’s level of education greatly affects their economic level. According to the US Census Bureau, individuals
who have a 4-year degree earn $26,000 a year more than those with only a high school education. A person’s income
level affects their ability to provide food, clothing, and necessities for themselves and their families. Providing for their
family is becoming more and more difficult in Lucas County, which is evident when looking at the county’s poverty level.
In 2007, Lucas County’s poverty rate of 16.9% was higher than the State and National average, while Toledo’s poverty
rate was 22.6%. Moreover, the US Census Bureau named Toledo as the eighth poorest city in the US in 2009.
The educational level also affects the economy by influencing the community’s ability to attract businesses. When
a business is looking at relocating or expanding, they study the statistics of the potential market. Businesses look for
prosperous, growing communities with a well-educated workforce. They are less likely to move to the eighth poorest city,
where 71% of the workforce does not have a college degree.
The CCC program is aimed at Lucas County/Toledo Public School students from grade five through their
sophomore year in college. The program starts in the fifth grade, because research indicates interventions must begin by
the fifth grade in order to be effective. In addition, children often have difficulty transitioning from elementary school to
middle school, which is a risk factor for dropping out of school. By increasing the student’s support system through
connecting with a CCC, the student may have a more successful transition.
D. Project Activities
In fifth grade during the fall semester, the student identifies their CCC. They attend a kick-off meeting where they
receive written material regarding the program and the various steps they will be taking. The student, CCC, and legal
guardian sign a Declaration form, committing to the program. In the spring semester, the CCC and student visit
Imagination Station as a reward and an opportunity to explore interest in the area of science. The student and CCC are
encouraged to read the packet material and begin to explore the CCC website. The CCC and the student commit to
reviewing and discussing the student’s academic performance.
Each semester of the sixth and seventh grade, the CCC and the student go on a campus visit to one of the local
colleges or universities. The CCC program is currently partnering with University of Toledo, Lourdes College, Owens
Community College and Bowling Green State University to coordinate these visits.

5. In addition to campus visits, each semester of the sixth and seventh grade, and the fall semester of the eighth
grade, the student will identify one career interest. Through the use of a link on the CCC website, the student and CCC
can explore the career interest and connect with someone in the particular career to further their exploration.
In the spring semester of the seventh grade, the CCC assists the student with developing a high school plan,
helping to assure that the student will be taking appropriate course work. The plan is revised and updated in the spring of
the eighth grade.
In the ninth grade the CCC accompanies the student in meeting the Guidance Counselor. This is another time in
which the high school plan is revised and updated. The Guidance Counselor will be another means of support and
education for the CCC. During the spring semester of the ninth grade, the student and CCC begin to learn about the
scholarships available through our partnering colleges and universities. They will also create an Achievement Test Plan,
determining which achievement test and practice test they will take.
Traditionally the practice achievement test is taken during the fall semester of the tenth grade. In the spring of the
tenth grade the student identifies colleges they are interested in attending.
In the fall semester of the eleventh grade the student and CCC meet with a college counselor at the
colleges/universities of the student’s choice. During this semester, the CCC helps the student develop a College
Transition Plan. The College Transition Plan is a plan which addresses areas such as; where the student will live, how
the student will get to classes, if the student will need employment and other financial concerns, as well as resources and
how to handle issues and concerns that may arise.
Spring semester of the eleventh grade, is traditionally when the achievement test are completed. The CCC and the
student begin to learn basic information regarding the FAFSA. The CCC and student will visit the college/university of
interest to the student, and the CCC will assist and review the student’s college essay.
In the fall semester of the twelfth grade, the CCC assists the student with the application for college, as well as
completing the initial FAFSA and applying for scholarships. In the spring semester of the twelfth grade, the CCC assists
the student with completing and finalizing the FAFSA. And the college plan is reviewed and updated.
When the student is enrolled and attending a college or university, the CCC becomes primarily a support person for
the student. They discuss academic progress, review and update the college plan as needed, and discuss issues and
concerns the student may be having.

6. III. Program Budget
Committed College Coach - Ten Year Pro Forma Budget
Year One Year Two Year Three Year Four Year Five Year Ten
Start Up Costs $5,000 $0 $0 $0 $0 $0
Personnel
Coordinator Salary $50,749 $51,256 $51,769 $52,287 $52,810 $55,450
Fringe Benefits $10,150 $10,251 $10,354 $10,457 $10,562 $11,090
Office Supplies $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
Training $1,000 $1,000 $1,000 $1,000 $1,000 $1,000
Subtotal $62,899 $63,508 $64,123 $64,744 $65,372 $68,540
Operating Costs
Initial Packet Materials ($3.60/packet) $4,871 $4,871 $4,871 $4,871 $4,871 $4,871
Kickoff Event ($6/student) $8,119 $8,119 $8,119 $8,119 $8,119 $8,119
Imagination Station ($8.50/coach) $11,501 $11,501 $11,501 $11,501 $11,501 $11,501
Future Packet Materials ($3/packet) $0 $3,990 $7,980 $11,970 $15,960 $31,920
Website Maintenance ($75/month) $900 $900 $900 $900 $900 $900
Subtotal $25,391 $29,381 $33,371 $37,361 $41,351 $57,311
Transportation Costs
Visits to College (2/year/student @ $5) $0 $13,300 $26,600 $26,600 $26,600 $26,600
Total Direct Costs $93,290 $106,189 $124,094 $128,705 $133,323 $152,451
Overhead/Indirect Costs @ 10% $9,329 $10,619 $12,409 $12,871 $13,332 $15,245
GRAND TOTAL $102,619 $116,808 $136,503 $141,576 $146,655 $167,696
Assumptions
Start Up Costs include website design fees
The CCC Coordinator's salary includes 20% fringe benefits and grows at 1% annually
Each TPS 5th grade universe includes 1900 students; 70% will participate in program in meaningful way
Each subsequent TPS grade universe will include 1900 students; 70% will continue participation through graduation