Cankdeska Cikana Community College Rural Systemic Initiative

Cankdeska Cikana 社区学院农村系统倡议

• 批准号: 0086158
• 负责人: Efthalia Esser
• 金额: $ 125万
• 依托单位: Cankdeska Cikana Community College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-01 至 2006-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0086158&HistoricalAwards=false
• 关键词: Cankdeska; Cikana; Community; College; Rural

Cankdeska Cikana Community College was part of cohort 3 of the Tribal CollegeRural Systemic Initiative (TCRSI). Programs in this cohort received planning support inthe first year, with the subsequent two years used to implement systemic reform. As aresult of this initial funding, 100% of the teachers at the target schools were trained andbegan to implement standards based curriculum in their classrooms. Strategies for PhaseII were selected based on extensive research on high poverty schools that scored highlyon standardized achievement measures. Effective reform efforts have been shown toprovide professional development programs of high quality, be well coordinated withdesired instructional outcomes results oriented, and have consistent policies throughoutthe system. Successful schools carefully assessed student performance in comparisonwith standards and created additional time for academic instruction. Based on thisresearch, the C4 Initiative will expand on the following three fronts.PROFESSIONAL DEVELOPMENTStandards Based Curriculum training offered twiceper year will acquaint new hires and provide current developments for experiencedteachers. Additional training sessions will focus on standards based assessment, includingobjective, standard alternative assessments to standardized tests. C4 will coordinate aSummer Science Institute during which teachers pilot lesson plans using independent andguided research in mathematics and science, and alternative assessment. With thecoordination of C4 this curriculum will be piloted, evaluated and revised by the teachersinvolved in implementing it. This teacher-as-researcher model is anticipated tocontribute to the scientific training of the workforce, and increase school commitment tothe curriculum. An innovation in this area is the inclusion of a second strand of trainingfor paraprofessionals, with a separate Summer Institute for teacher aides.CONSISTENT POLICIES The existing RSI Council of reservation programs aimed atimproving SMET at the k through 14 level will be expanded to include Title I and RSIprograms on other reservation. This committee will meet monthly to coordinate activitiesthat will leverage resources, maximize teacher participation and have the optimal impacton student achievement. The Project Director will be appointed a member of thecurriculum committee at each of the target schools. These committees are charged withadoption, implementation and publication of policies supporting standards basedcurriculum and other aspects of systemic reform. Extensive use of telecommunicationswill facilitate coordination with off-reservation programs.COORDINATED RESOURCESExamples of resource coordination outcomes are dualhigh school-college credit course to increase advanced opportunities in mathematics andscience, and training at the state Indian Education Association conference supportedjointly by all North Dakota reservation RSI projects. RSI staff and Council willcoordinate the development of after-hours instruction in mathematics and science, fundedby resources from private and federal grant funded programs already on the reservation.Training for these programs and policy development will be provided with RSI funds andby the RSI Council respectively.Cankdeska Cikana can draw upon three years of successful collaboration with the schooldistricts and an experienced RSI Project Director who is an enrolled tribal member andalso a former middle school mathematics and science teacher. As such, the project beginswith a high level of credibility with the target school administrators and teachers.

Cankdeska Cikana社区学院是部落学院农村系统倡议(TCRSI)第三队列的一部分。这个队列中的项目在第一年得到了规划支持，随后的两年用于实施系统性改革。由于这笔初始资金，目标学校的100%教师接受了培训，并开始在课堂上实施基于标准的课程。第二阶段的战略是在对标准化成绩衡量标准得分较高的高贫困学校进行广泛研究的基础上选定的。事实证明，有效的改革努力提供了高质量的专业发展计划，与预期的教学结果以结果为导向很好地协调一致，并在整个系统中保持了一致的政策。成功的学校仔细评估学生的表现，并与标准进行比较，并创造出更多的学术指导时间。在这项研究的基础上，C4计划将在以下三个方面展开：每两年提供两次基于标准的课程开发培训，以了解新员工并为有经验的教师提供最新发展。其他培训课程将侧重于基于标准的评估，包括对标准化考试的客观、标准替代评估。C4将协调一个暑期科学研究所，在此期间，教师使用独立和指导的数学和科学研究以及替代评估来试验教学计划。在C4的协调下，本课程将由参与实施的教师进行试点、评估和修订。这种教师-研究人员的模式有望为劳动力的科学培训做出贡献，并增加学校对课程的承诺。这一领域的一项创新是纳入了针对准专业人员的第二批培训，并设立了单独的教师辅助暑期学院。条件政策现有的RSI预留计划理事会旨在改善k至14级的SMET，将扩大到包括关于其他预留的标题I和RSI计划。该委员会将每月召开会议，以协调各种活动，这些活动将利用资源，最大限度地提高教师的参与，并对学生的成绩产生最佳影响。项目主任将被任命为每一所目标学校课程委员会的成员。这些委员会负责通过、执行和公布支持基于标准的课程和系统改革其他方面的政策。电信的广泛使用将促进与保留外项目的协调。协调资源的例子有高中-大学双学分课程以增加数学和科学方面的高级机会，以及由所有北达科他州保留资源倡议项目共同支持的州印第安人教育协会会议上的培训。RSI工作人员和委员会将协调数学和科学课后教学的发展，资金来自已保留的私人和联邦拨款资助的项目。这些项目和政策制定的培训将分别由RSI资金和RSI委员会提供。Cankdeska Cikana可以利用与学区三年的成功合作，以及一位经验丰富的RSI项目主任，他是一名注册的部落成员，也是前中学数学和科学教师。因此，该项目在目标学校管理人员和教师中具有很高的可信度。