CV-TEC's Plattsburgh Aeronautical Institute (PAI)

CV-TEC’s Plattsburgh Aeronautical Institute (PAI) Plattsburgh, New York

by James R. McCartney III, Principal

Executive Summary

In 1948, the New York State Legislature created Boards of Cooperative Educational Services (BOCES) as part of a broader effort by the New York State Education Department (NYSED) to enable small, rural school districts to combine their resources and to provide services that otherwise would have been uneconomical, inefficient, or unavailable. BOCES grew rapidly during the mid 50’s as they reduced costs, improved educational quality and equity, and enabled more effective central control of the state's varied school districts. All BOCES receive their instructional mandate from the NYSED, and are administered by a district superintendent and a board of education comprised of school board members from each of their component school districts. There are currently 37 BOCES incorporating all but nine of the 721 school districts in New York. Champlain Valley TEC (CV-TEC), the Career and Technical Education (CTE) division of the Clinton/Essex/Warren/Washington BOCES, provides technical education services to over 650 high school juniors and seniors from 17 public school districts in four northern New York counties, and to over 200 adults seeking to further their technical education. Currently CV-TEC offers 24 daytime CTE programs from which secondary education and adult students can choose. CV-TEC also offers an online high school featuring a wide range of Regents, elective, and AP courses; an award-winning regional GED program serving over 650 adult students; and dozens of daytime and evening adult/continuing education courses open to all northern New York State residents. In keeping with its mission to serve its component school districts, CV-TEC endeavors to continually review and update its programs, keeping them in line with the technical training needs of prospective employees, area employers, and employment trends throughout the region. CV-TEC has a long tradition of excellence, featuring high graduation and employment rates; close collaborations with professional associations, trade unions, and colleges; and close association with business and industry partners. Recently, CV-TEC was evaluated by the Southern Regional Education Board (SREB). In SREB’s Tech Centers That Work (TCTW) external review, CV-TEC was cited as demonstrating a number of best practices, including strong support for school improvement from CV-TEC leadership, including administration and the board, strong support for technical reading and writing and other literacy strategies, and regular and effective collaboration with its component school districts. CT-TEC teachers work together to share resources by implementing common projects and assignments; CV-TEC strongly supports the continuous improvement of facilities and equipment through grants and donations, as well as other support, and through collaboration with business and industry, government agencies, individuals, and other entities. CV-TEC is currently seeking candidacy for national accreditation through the Council on Occupational Education. CV-TEC’s school culture is focused on safety, high technical standards, and the maintenance of a positive technical and academic learning environment for all students. CV-TEC’s faculty members have an average of over 23 years of technical experience. While this paper focuses on one specific aviation-related program, most of the strategies employed to implement the program generalize well to other CTE or non-CTE programs.

Antecedents to the Plattsburgh Aeronautical Institute

In 1995, the Federal Base Realignment and Closure Commission announced that the Plattsburgh, New York, Air Force Base (PAFB) would be closed. The economic impact of this closure, combined with the subsequent relocation of other large employers overseas, created a dire economic picture for area residents. Before long, backed by public sentiment, Clinton County government officials began the process of privatizing the air force base and relocating the county airport there. By April 2004, under the leadership of CV-TEC’s division director, CV-TEC began to design a program that would promote the development of the new Plattsburgh International Airport (PIA), attract business and industry, promote economic development, provide high-quality professional development opportunities for employers, provide area high school students and adults with cutting edge technical training opportunities, and would promote youth retention. The resulting collaborative, unprecedented effort between CV-TEC and its partners in education, business and industry, the private sector, and various government agencies, would represent a bold training initiative for CV-TEC and would become known as the Plattsburgh Aeronautical Institute. Once developed, PAI would be one of only four FAA- certified Part 147 training institutions in the state. Graduates of the PAI program would qualify to become nationally certified as airframe and powerplant technicians.

Phases of Program Development

Phase I: PAI Feasibility Study and Marshalling Support

In a prospectus written for congressional leaders, CV-TEC cited various sources, demonstrating that efforts to implement the PAI were well-founded and well-timed.

• Nationally: the authors of the Final Report of the Commission on the Future of the United States Aerospace Industry, 2002 wrote:

Vocational aerospace programs have had declining enrollments over the past 10 years, even though 50 percent of the current aerospace workforce is made up of workers in installation, maintenance, repair and production. Most of these workers have completed stand-alone apprenticeship programs, or intensive training programs that combine on- the-job training with classroom instruction leading to an Associates degree from a community college. While some of the major aerospace companies have apprenticeship programs to train production and technical personnel, few currently have apprentices in their programs due to the downturn in the economy. The need to replace retiring workers over the next 10 years, however, demonstrates the crucial need to start refilling the “pipeline” of qualified workers now. Analysis of the economic benefits of apprenticeship programs shows an impressive $50 return for every dollar of federal investment. As stated in Interim Report #3, the Commission believes that the nation should make investments in vocational education to develop workforce skills needed by the industry, promote registered apprenticeship programs for technical and skilled occupations, and target tax credits for employers who invest in needed skills.

• Nationally: Recent Associated Press articles have cited FAA projections that “more than 1 billion people a year will be boarding planes in the United States within a decade, nearly half again as many as those now using an aviation system showing signs of being overburdened…” • New York State: In 2004 only three Part 147 airframe and powerplant schools existed in New York State. All of these schools are located in the metropolitan New York City area; none were known to lead to licensure or postsecondary degree options.

• Northern New York State: As northern New York State continues to upgrade the facilities of the former Plattsburgh Air Force Base, there is a need to provide an infrastructure that will attract business, spur economic development, educate and retain local workers, utilize existing resources and facilities, support existing business and industry, and develop cutting-edge technology programs for the local workforce. • Northern New York State: Of 3,000 respondents completing the 2005 Annual North Country Chamber of Commerce Issue Survey, 98% indicated that they supported the Plattsburgh International Airport as a regional, multi-purpose airport, along with progress toward expanded service and operations at Adirondack Regional Airport. The North Country Chamber of Commerce identified the implementation of the Plattsburgh Aeronautical Institute as its number one legislative priority for 2005.

As collaborations grew between CV-TEC and a host of business, industry, and government leaders (North Country Chamber of Commerce, local and state government officials, Clinton Community College), CV-TEC began soliciting aviation-related equipment, curriculum, property/facilities, grants, donation of services, and the donation of aviation equipment. This began a regimen that would be essential to the development of the Part 147 program.

Phase II: Marketing: Logo, Press Releases, Web Page, Development of Mission/Vision Statements

In order to properly market and promote the CV-TEC aeronautical institute, a logo representing the school and its program was developed. Press releases were issued strategically through media representatives whose work was known to be well-informed, non-controversial, and optimistic. CV-TEC devised web pages to depict the progress made and to recognize benefactors as the project grew. The site was credited for at least one of PAI’s major donations. Vision and mission statements were created to reflect the goals, aspirations, dreams, and purpose of the Plattsburgh Aeronautical Institute.

Phase IIIA: Curriculum Development- Educational Partnerships, Articulation Agreements, Federal Aviation Administration, and New York State Education Department

As a result of federal and state grant funding, CV-TEC moved forward to hire FAA-certified airframe and powerplant technicians capable of creating PAI’s core curriculum. The curriculum was designed to meet international standards, exceeding the 1,900 hours required by the FAA. Essential partnerships with other aeronautical schools in the USA and Canada were established to discuss curriculum-related issues and ways to acquire the aviation equipment necessary to build our program. By the third year of development, CV-TEC had received approval from the NYS Education Department for its program. While its status as a NYSED-approved BOCES would allow CV-TEC to offer its Aviation Tech program without further program approval, CV-TEC elected to have the NYSED approve its PAI program for additional high school integrated academic credit. To this end, CV-TEC sought approval in the areas of mathematics, science, and English. During the program approval process, PAI instructors were required to develop a series of crosswalks featuring its Part 147 curriculum and the NYS Learning Standards for these subjects. An internal review from fellow technical instructors and an external review from high school teachers in math, science, and English were also required. Final PAI program approval occurred on February 24, 2009. By the fourth year of development, CV-TEC had established relationships with numerous aviation schools and colleges, and had developed articulation agreements that would lead to credit at three colleges:

• Clinton Community College (36 credits toward an AAS Degree in Individualized Studies) • Mohawk Valley Community College (42 credits toward an AAS Degree in Aviation Maintenance) • Embry Riddle University (30 credits toward a BS Degree in Aviation Science or Aviation Maintenance).

Phase IIIB: Grants, Donations, Acquisition of Equipment/Services, and Broad-based Support

Concurrent with the curriculum tasks in Phase IIIA, Phase IIIB focused on funding and equipment issues. As a non-profit, public education institution, CV-TEC does not have the authority to levy taxes or to incur loan-related indebtedness in order to create its programs. This dilemma necessitated solutions that would require hard work, creativity, moral support, and fiscal support from a wide variety of sources. Since spring 2004, CV-TEC has received or expended the equivalent of $20 million in grants, donations, and equipment acquisitions. Partnerships with the North Country Chamber of Commerce, with the Clinton County Legislature, and state and national legislators were essential to our success. Early grants (NYS Senator Betty Little’s member item funding for $.2 million; NASA grant for $1 million, Congressman McHugh, Senators Schumer and Clinton, sponsors; gubernatorial funding for $1.2 million, Governor Pataki, sponsor) established program credibility. These were followed by subsequent grants that would ensure program stability during the early phases of development (Clinton County: Phase I - $123,000, Phase II - $123,000, Phase III - $25,000; Department of Labor: Phase I -$130,000, 13-N; Phase II - $60,000, 13-N; Federal Economic Development Administration: $137,369 in CTAA funding). Creative use of NASA funds resulted in the acquisition of an entire 30-year Part 147 program from Branson, Missouri. Equipment donations from private companies were varied, including eight completely refurbished aircraft engines, 10 jet engines from Pratt & Whitney, and propeller balancing equipment. Equipment donations from private individuals included a jet and a DC-3 aircraft from a local entrepreneur, a Piper Cub aircraft from a local college professor, a Cessna 182 from a local medical doctor, and other aviation- related equipment. Equipment donations from the Department of Defense and New York State included a Saberliner jet aircraft (US Navy/Marines), a fully equipped Huey helicopter (US Navy/Marines), two additional Huey helicopters (US Army Guard), an aviation tug (US Army Guard), an F-16 jet engine on stand (US Air National Guard), a start cart and aircraft jacks (Department of Homeland Security), a Blackhawk helicopter engine (US Army Guard), a 53-ton aircraft tug (NYS Office of General Services) and eight helicopter blades from the Atmospheric Sciences Research Center. Service donations included demolition waste removal, use of heavy equipment, free consultations from project engineers, and electrical and gas installations. County support was critical to PAI’s success; it provided donations of former Air Force base equipment and tooling, logistical support, 17 acres of property, four aviation hangars, and an administration facility at the county’s former airport, located less than a mile from CV-TEC’s main campus. Support for the PAI program was also garnered from other sources, including Board resolutions permitting Board-approved volunteers to contribute time, expertise, and energy toward establishing classrooms, labs, and curriculum development; and Board resolutions permitting the PAI program to trade aviation equipment with outside vendors, aviation firms, and schools. Other agencies, including the regional Work Investment Board, PAI’s Blue Ribbon Advisory Committee, the Department of Labor, employment and training agencies, the Chamber of Commerce, and a host of other business, industry and government partners provided invaluable support.

Phase IV: Soliciting Aerospace Firms, Plattsburgh as a Transportation Industry Site

By 2006, the North Country Chamber of Commerce had solicited interest in Plattsburgh’s expanding international airport. The aviation maintenance and overhaul firm, Laurentian Aerospace, began to explore the possibility of investing hundreds of millions of dollars in a new, ultra-modern repair station. CV-TEC and the PAI program were invited to discuss ways to ensure that a steady stream of employees would be available for hire should the Laurentian project move forward. Concurrent with these efforts, regional developments in the transportation industry assure PAI graduates employment for years to come. A new Volvo NovaBus manufacturing plant and an existing Bombardier train manufacturing plant in Plattsburgh have been strong supporters of our local economy and would readily hire airframe and powerplant technicians for their broad-based expertise.

Phase V: FAA Program Approval

CV-TEC and the Plattsburgh Aeronautical Institute obtained an initial powerplant certificate from the FAA on April 26, 2010, and its airframe and powerplant certificate on September 20, 2010. CV- TEC and PAI have enjoyed a strong working relationship with FAA representatives.

CV-TEC and PAI Today

There are currently 20 students enrolled in CV-TEC’s PAI program. Enrollment projections for the 2011-12 academic year include 24 high school students and 43 adult applicants. This would bring enrollment in CV-TEC’s program to 87 students. As of May 2011, the Laurentian repair station project has been approved, financing has been secured, and a ground breaking ceremony is but a few weeks away. The PAI class of 2011-12 is set to graduate coincident with the approximate opening of Laurentian Aerospace.

Lessons Learned – Recommended for Replication

• Conduct an accurate assessment of the economic needs and aspirations of your community and region. Large scale educational programs can only succeed through broad-based community support. • Carry on early and sustained conversations that garner support and promote understanding with your school board, superintendents, and administrators. • Have early and sustained conversations with such organizations as Work Investment Boards, chambers of commerce, business and industry partners, departments of labor, OneWorkSource, employment and training agencies, and private benefactors, when developing new programs. • Plan for early and sustained conversations with local, state, and federal representatives regarding your project, its viability, its level of support, and its impact on the community, the state, and the nation. Well-researched documentation and data will be required. • Seek early and sustained conversations with similar educational programs, national associations, and state and federal regulatory agencies in order to widen your scope and vision. • Implement a marketing plan, including logos, web sites, press releases, and the well-timed release of information. • Appoint a blue ribbon advisory committee featuring members with high levels of expertise and influence in their field. Invite committee members to make an array of contributions to the project. • Appoint key personnel dedicated to researching and soliciting grant funds, donors and benefactors, financial and/or resource backing from local business and industry, services and/or use of equipment from area businesses, federal and state transfer of equipment, and acquisition of equipment/supplies/resources from closing/closed manufacturing facilities.

• Recognize benefactors through tax credits, ceremonies, news stories, website features, and school publications. • Solicit support and equipment/supplies/services/funds from every possible source. • Establish strong rapport with regulatory agencies. Be up front with all information pertaining to your program. • Be alert for any similar programs that may be closing. Why are they closing? What equipment/supplies/materials/curriculum might you secure? Through application of NASA funds, CV-TEC was able to bid on and secure the equipment of a 30-year airframe & powerplant program at the College of the Ozarks in Branson, Missouri. • Target areas of programmatic need and solicit equipment and materials from business and industry partners accordingly. • Work closely with government officials to strengthen the economy of your region. Develop a mindset that education can be a leader in a region’s economic development. Working through county officials, CV-TEC secured a new 17-acre campus with four aviation hangars and an administration building. Working with state and national legislators, CV-TEC secured millions of dollars’ worth of grants and support. • Use your state’s distribution network for acquisition of federal equipment. Many are unaware of this excellent resource! • Find and hire highly experienced, dedicated faculty members who can bring a program from the planning stages into reality. • Seek avenues for prospective students to secure financial aid and outside sources of funding. PAI has been approved for veteran’s benefits and for Sallie Mae education loans. Additional sources of funding include New York State’s Vocational and Educational Services for Individuals with Disabilities, OneWorkSource, and other state and federal grants. CV-TEC is currently seeking national accreditation through the Council on Occupational Education; that will bring eligibility for federal financial aid (FAFSA: TAP, Pell, NDSL, work-study).

Lessons Learned: Pitfalls

Do not overlook or underestimate:

• the importance of securing accurate data regarding the viability of a new program (prospectus) • thorough research into the lessons learned by other programs of a similar nature regarding FAA inspectors, cost and availability of equipment/supplies/materials, extent of curriculum development • thorough research into any local, state, or federal regulations that will affect your program (FMV, full program implementation prior to certification) • the importance of grant funding that will provide the infrastructure (salaries, bricks/mortar) for the program • the need for partnerships that enable development and provide the elements for a sustained program effort • costs, the need to acquire equipment from a variety of sources, and time. For large equipment, the delivery costs must not be underestimated. For example, it can cost $10,000 to relocate an aircraft.