Appalachia Rural Systemic Initiative (ARSI)

阿巴拉契亚RSI （ARSI）已经提交了一份未来五年的支持计划，该计划建立在第一个奖项的成功和经验以及计划基础设施的基础上。第二阶段的目标是确保可持续性，尽管在这方面已经开展了重大工作，并扩大教师合作伙伴的工作范围，以在整个地区产生更大的影响。除了继续朝着第一阶段的目标努力（即培养教师队伍的知识和技能），开发一个可持续的系统来支持教师和学生；并发展领导和辅助支持以维持项目)，ARSI将促进以下具体的第二阶段目标：记录项目的有效性，为农村社区的数学和科学改革建立一个研究基地，在阿巴拉契亚地区服务的大学建立农村数学和科学教育站点，ARSI将通过各种活动和重组来促进这些目标；资源协作主任（rcd）将协助参与的地区制定系统改革战略，就像他们在第一阶段所做的那样。然而，重点将更多地放在地区范围内，而不是个别学校的发展上。rcd还将与其赞助机构合作，使ARSI在大学中提供的服务制度化。这项活动的最终目标是将面向服务的大学发展到阿巴拉契亚地区。rcd将继续并扩大其努力，与州教育部门合作，在未参与和不符合条件的地区支持和推广ARSI模式。区域合作伙伴将继续发展和培养教师合作伙伴，使其成为该地区的教学领导者。这是至关重要的，因为tp将其作用扩大到地区范围。

The Appalachian RSI (ARSI) has submitted a plan for another five years of support that is built upon the successes and experiences, as well as the programmatic infrastructure, of the first award. The second phase is geared toward ensuring sustainability, although significant work in that area has already taken place, and on broadening the scope of the Teacher Partners' work to have a greater districtwide impact. In addition to continuing to work toward the goals of Phase I (i.e., develop knowledge and skills in the teaching workforce; develop a sustainable system to support teachers and students; and develop the leadership and ancillary support to sustain the project), ARSI will promote the following specific Phase II goals:Document the effectiveness of the programDevelop a research base for math and science reform in rural communitiesEstablish rural math and science education sites at Appalachia-serving universitiesARSI will promote these goals through a variety of activities and restructurings, such as:Resource collaborative directors (RCDs) will assist participating districts with systemic reform strategies, as they have done during Phase I. However, the emphasis will be more on district-wide rather than individual school development.RCDs will also work with their sponsoring institutions to get the services that ARSI has provided institutionalized in the universities. The ultimate objective for this activity is to evolve universities that are service-oriented to the Appalachian districts in their regions.RCDs will continue and expand their efforts to engage State Departments of Education to support and promote the ARSI model, in non-participating as well as ineligible districts.RCDs will continue to develop and nurture the Teacher Partners as instructional leaders in the region. This is crucial as TPs expand their roles to a district scope.