Hudson Valley P-TECH

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1 1. TARGET POPULATION Student identification and recruitment: As underrepresented minorities 1 lag behind Whites and males in science and engineering education and occupations, these same groups make up a growing segment of the population. In fact, minorities will constitute about 50% of the US resident population in 2050 i. These trends put our scientific fields at risk for a future skill shortage and create concern for the advancement of science in our nation. These challenges become more significant as the future of our region, nation, and world increasingly rely on creating a scientifically and technologically literate population and workforce. The Hudson Valley P-TECH program (HV P-TECH) will recruit approximately 125 students annually, over the six year grant period, from 15 participating school districts including a district with Focus status. Students who have been identified as academically at risk or not meeting their educational potential will be recruited. The majority of these future P-TECH students will emerge from low-socioeconomic and/or minority families with need of assistance to attend college, and may likely be the first generation in their family to attend college. School staff (6-8 th grade) and parents will be asked to help identify students for whom a long-term, alternative high school experience with a STEM focus and career path will provide the impetus for academic success, leading to the pursuit of a two-year college diploma (A.A.S degree). Students will be recruited through information sessions that will be held throughout the Hudson Valley region. A marketing campaign will be launched that will include fliers and program descriptions sent and ed to participating school districts with an emphasis on school districts with Focus status. Recruitment meetings will be held in all participating school districts and a recruitment packet will be created to include: a program description, program philosophy, components, partnerships, as well as expectations and outcomes. In order to increase awareness, we will utilize community agencies to assist with disseminating information and (bilingual) materials to parents. HV P-TECH will establish an administrative protocol that will include intake, interview, and acceptance processes. An intake process will be established including an application to be completed by interested students which will contain a written statement of interest crafted by the student, as well as letters of recommendation from school personnel. Demographic and student profile information will be gathered and assessed during intake. An interview process will follow where the prospective students and their parents will meet with an intake committee for the purpose of describing the program and assessing student and parent interest and long-term commitment to the HV P-TECH School. Students identified and invited to participate will return assurances signed by the student, parent, and school district as acceptance of, and commitment to, HV P-TECH. Addressing the academic needs of students: The academic needs of the targeted student population for the HV P-TECH School will be addressed to ensure academic success primarily via three modalities: hands-on learning, project-based learning, and technology rich learning. All students will be assigned a social worker or case manager to address social/emotional needs of a rigorous and demanding early college program. Each student will be assigned a guidance counselor and mentor to assist with career planning. A special education teacher will oversee the Individualized Education Plan as well as coordinate services for any classified students. HV P-TECH recognizes the vital role that parents play in the academic success of their children. Therefore, the Hudson 1 Women, Persons With Disabilities, Blacks, Hispanics, and American Indians. 1

2 Valley School will provide significant support ongoing communication, workshops, conferences - for parents to help them guide and engage their children so they may successfully navigate the demands and requirements of the P-TECH program. 2. PROGRAM DESIGN Student enrollment and sustainability plan: HV P-TECH program will serve 15 school districts in Rockland, Putnam, and Westchester Counties, NY. The school-in-a-school facilities will be housed at two high schools located on either side of the Hudson River- one in Rockland County and one in Westchester County. Each program will begin with the 9 th grade cohort and expand by adding a grade level each year. The initial entering class will be comprised of 125 students split between the two locations. Each year a class will be added until the school is complete with a total of up to 690 students enrolled by implementation year 6. Representation from partner districts will vary. A democratic philosophy of education and a realistic philosophy of normalization dictate that all students have the same educational opportunities. These philosophies do not dictate, however, that all students have the same specific educational experiences, be in the same instructional programs, or achieve the same educational outcomes. Therefore, students will move through the HV P-TECH program at the pace best suited to each individual. Some students will complete the requirements for both a high school diploma and their A.A.S. degree in four years. HV P-TECH Anticipated Students Served Grade Level th Grade th Grade th Grade th Grade th Grade (College 1) th Grade (College 2) 90 Total Enrollment As seed money for initial planning and implementation is available and with a large network of resources and contacts brought in by the HV P-TECH consortium of partners, the group is certain to secure additional funding and resources for program sustainability. Partners have committed their internal resources, including grant writers, to procure funding. Potential sources include: The DOE Investing in Innovation Funds and other foundation/private resources that support STEM education. Leveraging the unique assets of HV P-TECH partners: The HV P-TECH program will be representative of a wide range of students from diverse ethnic, socio-economical, and educational backgrounds. HV P-TECH will offer students unique opportunities that would otherwise be unavailable to them within their current districts. Each participating district will contribute financial assets as well as instructional expertise in the form of FTE personnel to the program. Designation of FTE resources will be determined during year one. The involvement of regional BOCES (Putnam, Rockland, and Southern Westchester) provides a unique resource. The BOCES brings a variety of educational expertise professional development, 2

3 curriculum development, special education, and organizational collaboration. The work of these entities will build a strong academic program and a focused, organized collaboration. BOCES will also assist with all grant writing. The two partnering community colleges, SUNY Rockland Community College and SUNY Westchester Community College, bring educational expertise and instruction at the post-secondary level. These institutions will also leverage their community connections to assist the consortium in identifying the best private sector industry partners as well as working collaboratively with these entities to establish an educational program that will adequately prepare students for entrance into the workforce. The private sector business partners will bring industry expertise, mentors, internships, and career opportunities for successful HV P- TECH graduates. Providing the guidance for the A.A.S. program and opportunities for students will help ensure skilled, capable graduates entering their workforce upon program completion. As appropriate, industry partners will provide students with first-in-line for employment. Student coursework and preparation: HV P-TECH will provide students with a blended high school and college experience. Students will be immersed in a college bound culture with college coursework integrated into the high school day. The blended experience will provide support for students through co-taught courses, careful preparation, collaborative curriculum development, and a consistency in pedagogical approach between high school and college instructors. Students will be supported as they develop independence, explore new opportunities, and strive to meet the high expectations of the program. Early participation in college courses enables students to develop a sense that a degree is realistic and attainable and can serve as a strong motivator. The HV P-TECH coursework is structured to meet NYS graduation requirements. The remaining coursework will focus on STEM and college readiness skills. Depending upon a student s individual readiness, he or she may follow different pathways. Students will be able to take all necessary coursework at the pace best suited to their learning. Incoming 9 th graders will attend an intensive summer program to help prepare them for the coursework of an early college program. The coursework for the A.A.S. will be integrated into the student course schedule starting in the student s second year at HV P-TECH. Initial college courses may be stretched out over a year rather than completed in a semester to give students more time to master the content and skills and will include college readiness courses. However as students successfully complete their coursework and master the introductory sequence of college courses, they may have the opportunity to take further coursework at the partner community colleges. The specific courses required for each degree offered will vary based on the determination between the private industry partner and Rockland and Westchester Community Colleges. Some of the coursework for the A.A.S. will be offered at the HV P-TECH sites. The foci of the A.A.S. degrees have been initially determined to include Computer Information Systems, Engineering, and Green Building Technology. Curriculum will include coursework to educate students about the realities of the workplace, enhanced by mentoring, workplace visits and internships. In addition to their academic classes, students will take courses to learn about careers in their field, problem-solving in the workplace, work readiness, and leadership in the workplace. Students will work with industry professionals through online mentoring, workplace visits, and projects based on workplace standards outside the school walls. Teachers will have professional development opportunities in industry-related content areas to help support students in their journey and ensure a school-wide culture of high expectations. Skills mapping will ensure that P-TECH students develop the credentials needed for 3

4 identified employment in the field, technical knowledge, and clear understanding of workplace expectations needed for real jobs that keep employers productive and competitive. Experiences in both academic coursework and workplace learning will integrate academic and career-related knowledge and skills and will be academically rigorous, project-based, technology rich, and career relevant. A 10:1 student to school staff ratio will be maintained. Use of student time/extended time: Students will follow an extended day model. Students will follow the bell schedule of the school in which they are housed, but will extend the day for an additional two to four periods after the final bell. Student schedule, grade 9: During the first year at P-TECH, students study will focus on English Language Arts, mathematics, and technology. Students will spend a double period each day on each of these subjects, ensuring that a strong foundation is created for the mastery of reading, writing, math, and technology skills needed to succeed in college coursework. In addition to academic coursework, students will devote a double period daily to workplace learning. Students will also begin a degree-related college course that will be taught over an extended time frame. High school requirements and activities such as, physical education/health (PE/H), foreign language, tutoring, and extra-curricular activities, will be incorporated into extended day schedule. Student schedule, grade 10 and beyond: In grades 10 and beyond, the academic program will diversify. Students will take courses based on their demonstrated ability, including an increasing amount of college coursework directly related to the course of study for their intended degree. High school level science and social studies courses as well as arts coursework will be added to the curriculum to meet NYS graduation requirements. PE/H, foreign language, tutoring, and extracurricular activities will continue as well. A detailed course of study that includes a targeted 90 hours of additional annual instruction: Over the initial year of the grant, the consortium of partners from business, K-12 education, and higher education will work to specify the nature of the relationship between business and HV P-TECH. This direction will, in turn, enable higher education to partner with business in detailing the coursework for a degree that would adequately prepare students for the rigors of the workplace. From this framework, different pathways will be forged, identifying which courses will be offered in which years and possible sequences for completion of the program. Details of this course of study are to be determined during the first year of the grant as part of planning and preparation. The program will focus on mastery of the basic skills required for college and career in the first year double periods of English Language Arts, mathematics, and technology will strengthen the basic skills needed by students throughout the remainder of the rigorous HV P-TECH program. Additional coursework will begin with physical education/health and foreign language, expanding in subsequent years to include high school science and social studies, and coursework in the arts, and college coursework directed towards the attainment of the A.A.S. degree. The academic day will mirror the hosting school s schedule, but will include two to four additional periods for HV P- TECH students. Two of these periods will focus on Workplace Learning. Another two periods will allow for tutoring or extra-curricular activity. Students schedules will be extended between minutes each day. Over the course of a 180-day school year, this will add between 270 and 540 hours to the school year for the HV P-TECH students. 4

5 3. BUSINESS AND HIGHER EDUCATION PARTNERSHIPS Economic development initiatives of the Mid-Hudson Regional Economic Development Council ii target specific sectors where long-term growth and job creation will transform the region. Vital to development is investment in technology in key industry clusters such as biotech, biomedical and health; advanced manufacturing; and information technology. A supporting strategy for this initiative is to enhance the region s workforce through its colleges and universities, BOCES and school systems by supporting investments that build long-term strategies for growth, youth retention, and emerging needs. In direct response to initiative goals and regional needs, the HV P- TECH Consortium will develop an effective and sustainable HV P-TECH model that is comprised of 15 partnering school districts, three regional BOCES and the following committed higher education and business partners: SUNY Rockland Community College (RCC)- RCC offers its over 8,000 students 41 degree and certificate programs in fields of humanities, social sciences, arts, technologies, business, health professions, mathematics and sciences. RCC s Early Admit Program and High School Program provide opportunities for high school juniors and seniors to earn college credits. Students are introduced to college as a rigorous and demanding experience with high expectations, are supported by faculty to explore degree options that will lead to a professional career, and are exposed to a diverse college going culture. Westchester Community College (WCC)- WCC offers its over 13,000 students 65 degree and certificate programs in similar fields as RCC. WCC s Advanced College Experience Program is an academic partnership between WCC and area high schools, enabling high school students to enroll in college level classes and earn college credit during their final year(s) of high school. ACE is a dual enrollment program that allows them to earn college credit while meeting high school requirements. The Early Admit Program allows high school seniors to take college classes on campus. SUNY IT will provide a pathway from the A.A.S. to a Bachelors degree. Industry partners including Avon, Fairway Testing, All Bright Electric, Hightech Security Services, and Wickes Arborists were selected because of projected employment opportunities and professional growth and advancement, as well as growth in these sectors. These partners are vital in providing input and direction as to the specific skills required that are relevant and realistic, providing work-experiences, internships, professional mentors and entry level job placement. Additional industry partnerships will be developed during the planning year. Aligned with regional initiatives and initial planning with partners, HV P-TECH has identified Computer Information Technology, Engineering (both with a health related option) and Green Building Technology as the specific A.S. and A.A.S. pathways offered by RCC and WCC. Further program and staff development and assessment will be completed during year one of this grant and will include the creation of a skills-map and P-TECH curriculum that will define the high school and higher education courses and Workplace Learning activities needed for students to develop essential industry job skills. Curriculum planning will be aligned to Common Core and state standards, will address college pre and co-requisites and early college issues, and help students develop workplace readiness skills. The goal is to create a program of study to develop a highskilled workforce in a high-wage, high-demand industry sector. Workplace Learning Activities: The Workplace Learning component will take an intentional approach with focused activities that will allow students to apply their growing STEM knowledge 5

6 to real-world problems. As a vital component of this project s scope and sequence, the Workplace Learning curriculum will be developed in collaboration with all partners and will be informed by current and future industry standards and aligned with the overall goals of the P-TECH project. A Workplace Learning Coordinator will be responsible for oversight of all aspects of Workplace Learning and will work with industry partners to help students develop technical skills and workplace competencies. Specific activities will include professional mentoring provided by industry partners, guest speakers, workplace visits, internships and apprenticeships that are credit and non-credit bearing. Core skills developed will include office applications, communication, accountability, problem solving, motivation, research and analysis, and work readiness. Mentoring lessons will be aligned with the P-TECH curriculum and will include such activities as academic assistance and career counseling. Students being matched one-on-one with volunteer mentors will be a key component of the program. These mentors will meet regularly with their students providing guidance, support, academic assistance and encouragement. Online coaching and periodic face to face meetings will be offered to the mentors to share mentoring best practices and build connectivity amongst the mentors. Workplace Learning activities will be part of students daily curriculum 5x/week for 90 minutes. Data will be tracked by the Workplace Learning Coordinator. Further, in conjunction with Workplace Learning activities, classroom teachers will use proven strategies that encourage problem-solving, real life investigation and application, teamwork, communication, and creativity. The goal is for students to develop real life experience with Workplace Learning as well as build 21 st Century skills, knowledge and competencies to be successful in the workplace. Higher education coursework, support services, and degree attainment pathway: The P-TECH curriculum will blend high school and college coursework into a single academic program with rounded supports for student success. High school and college faculty will work together so that the integration of high school and college requirements are a coherent unit purposefully designed for student retention and success. They will work to identify the skills necessary for students to be successful while taking college level courses ensuring that students will be able to master those skills prior to starting college classes. As described, students will graduate with a no-cost A.S. or A.A.S. degree in either Computer Information Systems, Engineering Science, or Green Building Technology and will be positioned to secure entry-level positions in the related industry and/or complete their studies in a four-year higher education institution. Students will begin taking college courses once they exhibit college and career readiness through 75% proficiency in English and 80% proficiency in math. This project will follow a cohort model and college courses will be provided both on site and at the community college. With the developed P-TECH scope and sequence the goal is for students to obtain an A.S. or A.A.S. degree by year six of participation (with realization that some students may be on an accelerated pathway) with RCC and WCC providing a seamless postsecondary continuum with strong math, science, and engineering coursework, as well as advisory and support for students. Computer Information Systems (CIS) provides a foundation in technology, while introducing the student to the use of technology in business areas. Topics of study include technology, computer architecture, programming, user support, databases, networks, systems analysis, and security. 6

7 Engineering Science provides a foundation in science and mathematics. Topics of study include calculus, chemistry, physics, electricity, energy, engineering mechanics, and computer science. Green Building Technology provides a foundation in the advancement green technology, building, and management. Topics of study include ecology, biology, technology, and green systems. Each degree is designed for both the student who intends to seek full-time employment after graduation and the student who wishes to transfer to a four-year college. Coursework in these degrees is partially overlapping so that students have the opportunity to explore different options and build upon their interests before selecting their specific pathway. Graduating students will be well versed in engineering and computer related sciences, math, and English Language Arts. And with rapidly advancing medical technology, computer and engineering degrees can be applied to health focused sectors. Support services provided by RCC and WCC will include academic advisement, early academic intervention, and career services. Through a variety of program services, clubs, and activities, student involvement works to create a healthy and involved campus community while providing students an opportunity to broaden their horizons outside of the classroom. Student Development advocates for and encourages the social, emotional, and academic growth of all students. Professionally-trained counselors are available to support and empower students to accomplish their college, career, and personal objectives. Additionally, RCC and WCC will also provide professional development for P-TECH faculty and industry partners as indentified. 4. PROJECT MANAGEMENT Key project staff and qualifications: Project management structure will be two tiered comprised of a Steering Committee and P-TECH Principal. The project s Steering Committee will provide oversight from a shared vision and will guide all decisions such as who will participate in the consortium, expectations, structure and content of the program, governance, staffing, budget, operations, infrastructure, professional development, expansion, etc. The Steering Committee will have at least one member from each of partnering agencies who will have direct input into the agenda and decision making authority (voting power). The Steering Committee will oversee the Fiscal Agent and the Lead Implementation Agency. Strong on the ground leadership will be provided by the school Principal who will be selected by the Steering Committee by the end of January This will allow enough time for the Steering Committee and subcommittees to finalize the project s big picture details so that the Committee can make an informed decision when selecting the founding Principal. Once selected, the Principal will provide school leadership for both the Rockland and Westchester sites. The Steering Committee will seek out a Principal who has the appropriate teaching and administration certifications and is: Able to communicate vision and put it into action; Experienced with STEM pathways to college and career model; Experienced with target population (underserved students and their families); Able to drive exceptional student outcomes; Experienced in providing high quality professional development; Able to identify appropriate systems to establish expectations and monitor the quality of the curriculum and student experience; Able to provide oversight for student evaluation and assessment in line with Core Standards and project goals; Establish a college-going school culture; Passionate for starting a new school teacher recruitment and support, curriculum planning, instruction and assessment, and school culture; and a critical thinker who can pull together all of the pieces of the development process to form a coherent whole. 7

8 School site program support staff at each location will include: Assistant Principal(s)- supervision and guidance when program principal is not on site; Guidance Counselor social and emotional support to students; Workplace Learning Coordinator- oversight of the workplace learning component, including the workplace learning curriculum, mentoring, workplace visits and internships. Community Assistant- oversight of attendance, technical support, programing, pupil accounting, district communication; Liaison to higher education (part time)- direct connection to each Community College to facilitate on-site coursework and student programming; Liaison to industry- direct connection to industry; oversees mentoring program, collaborate with the Workplace Learning Coordinator to develop and teach Workplace Learning curriculum; Business/Industry Mentor (per student)- regular meetings with assigned student to provide support, guidance and advice on career planning; Parent liaison- create multiple points of access to engage parents in the program. As much as possible Teachers hired will have the appropriate teaching certifications and will: Have experience with the expected population and a passion and skill for working with struggling learners; Have interest in participating in the planning process for the school; Support college readiness and/or workforce readiness; Commit to the development and design of the curriculum and learning resources; Collaborate with college faculty and industry partners on course design; Participate in professional learning experiences working with industry and higher education partners to fully prepare themselves to teach workplace learning skills and integrate real-world problems into coursework; and participate in performance reporting. Support staff and teachers will appropriately increase as the school grows. Teachers, program support staff, and the principal will work collaboratively with the Steering Committee to assemble the necessary data for accountability reporting. Performance reporting: The Principal will be required to provide regular updates and reports to the Steering Committee. Reporting will be submitted by the Fiscal Agent (Haverstraw-Stony Point Central School District, aka North Rockland) but will be a joint effort between North Rockland and the Lead Implementation Agency (Rockland BOCES). An external evaluator will be hired to ensure that the program is being assessed, outcomes and benchmarks are being measured, and that quality control and improvement are on the forefront of this project. 5. SUPPORT STRUCTURES Plan to provide support to students: The HV P-TECH program will be intentionally designed to provide a variety of academic and social supports to students that will help them succeed with high school and college course work. In school and out of school time will be designated as a regular component of the scope and sequence to provide students with additional support through individualized tutoring, mentoring, and access to professional counseling, social workers and academic and career advisors. A cohort model designed to graduate students in six years (allowing for flexibility for students who progress through the program at a faster pace) will naturally promote a peer support system and students will have the opportunity to form long term relationships with teachers and college faculty. Seminars and classes providing instruction and exposure to skills needed to be successful in college will also be offered so that students gain adequate early college knowledge, both academic and social. Support services offered by RCC and WCC include academic advisement, early academic intervention, and career services. Industry mentors will provide 8

9 additional one-on-one support and guidance for academic, career, and personal growth. Support services on all levels will be coordinated and will be provided as part of the 90 hours of additional instruction time. Further, transportation will be coordinated so that they will be able to access offsite programming, workplace visits and classes offered on RCC and WCC s campuses. High school and college faculty, and industry partners will collaborate to build an integrated, blended curriculum aligned with current models and best practices to ensure that students are able to transition from high school to college and eventually the world of work as well as meet the increasing demands of the program. Teachers and faculty will use strategies that encourage problem-solving, teamwork, communication, time management and creativity, all shown to help students meet and exceed academic benchmarks. Authentic projects, project-based learning and hands on learning will be facilitated so that skills and knowledge can be applied to real-world problems. Student progress in the program will be regularly assessed to ensure that they are meeting learning goals correlated with academic and technical education standards. It is clearly understood that some students will need more time to master content and concepts and these students will have increased appropriate access to supportive services. Each day, teachers will have approximately 40 minutes of common planning time to discuss individual students and devise support strategies as needed. Teachers will also meet regularly (monthly at the beginning of the process and then perhaps move to quarterly meetings) with college faculty to discuss scope and sequence, assess the program, and share expertise. Additionally, support systems will be in place to help parents be active participants in their child s education. Ongoing workshops on topics such as college finance, helping students through the college application, etc. will be provided and are vital to program success. Professional development for instructors: The large number of Hudson Valley school districts, BOCES, colleges, and industry partners who signed onto this project brings vast knowledge and expertise in providing high quality professional development (PD) opportunities. Most of the partners already have experience with early college programs. This will allow for a forum of resource sharing and will provide a network of diverse PD opportunities for all teachers. High school teachers participating directly with this project will attend a minimum of 5 additional PD days annually so that they provide effective STEM focused instruction and improve student outcomes. Plans for scheduling PD days include Saturday teacher academies, technical assistance, and leadership and summer institutes. Examples of PDs provided include: Integrating technology and 21 st Century skills into instruction; Developing Professional Learning Communities; Differentiation of instruction and cognitive engagement; Project based learning methodologies; and Flipped classroom methodologies, etc. Other PD workshops will be determined to increase capacity of teachers including college faculty around the A.A.S. focus areas, industry related advancement, literacy and continuous improvement. PD opportunities will also be provided to all K-12 teachers in areas related to STEM instruction, developing an early college readiness classroom culture, etc. Further, in conjunction with the skills mapping exercise, the project s industry partners will be asked to provide industry-based PD as well as mentors for teachers and faculty to prepare them to teach workplace learning skills and integrate real-world learning into coursework. 6. GOVERNANCE 9

10 Governance structure: Essential to successful planning and project implementation is developing and sustaining strong leadership. As recommended, this project will have two tiers of leadership that will include a Steering Committee that will involve key leadership and staff with higher level decision making authority from school districts, BOCES, institutions of higher education, and industry partners; and, a school site principal who will be an individual who has a deep understanding of the model and its goals. The Steering Committee and school leadership will work jointly throughout all stages of planning and implementation. The project s governance structure is headed by the Steering Committee who will develop a written governance plan during year one that will include roles and responsibilities of the Committee and subcommittees, adherence to state and local K-12 education and SUNY policies, oversight of the budget and funding (in collaboration with the Lead Fiscal Agent- Haverstraw-Stony Point Central School District) and oversight of the project implementation (in collaboration with the Lead Implementation Agency- Rockland BOCES). The HV P-TECH Steering Committee will provide oversight from a shared vision and will guide all project decision making such as consortium partnership, expectations of its members, structure and content of the program, staffing, budget, operations, infrastructure, professional development, evaluation, expansion, etc. The Steering Committee will have at least one member from each of partnering agencies who will have direct input into the agenda and decision making authority (voting power). The following key leadership have been initially identified to serve on the Steering Committee: Superintendents from each of the partnering school districts, Superintendents/Assistant Superintendents from the three partnering BOCES, Department Heads from RCC and WCC, and leadership from each of the industry partners. During the first year, the Steering Committee will articulate a vision for the school, and will meet on a monthly basis to oversee the development of the governance plan and monitor progress. Subcommittees, which will include at least one member of the Steering Committee and other field experts, will be created to develop specific aspects of the project. Example subcommittees will include curriculum and planning, new school development, staffing, student recruitment and intake, evaluation, and resources and sustainability. Subcommittees will meet on a bi-weekly basis during the first year and will meet as necessary the following years. As student intake progresses, student and parent representatives will be included on the committees to have voice and input into school decision making. Overall leadership and organization: The Steering Committee member in each subcommittee will be responsible for reporting all activities and will present ideas when higher authority decision making is required. Approval from the Steering Committee will be required to move all products/strategies into implementation. The Steering Committee will provide oversight to the Fiscal Agent (North Rockland School District) and the Lead Implementation Agency (Rockland BOCES). The Fiscal Agent will be responsible for managing the project budget and submitting all required reports. The Lead Implementation Agency will provide oversight to the P-TECH school Principal who will hire (with guidance from the Steering Committee) and supervise all P-TECH support staff, teachers and instruction. The Lead Implementation Agency will also be responsible for the coordinating the college and industry partners as well as ensuring that the project is reaching its performance benchmarks. 10

11 i NSF report on Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013 ii Mid-Hudson Economic Development Council Progress Report (2012) 11