Appalachia Rural Systemic Initiative (ARSI)

阿巴拉契亚RSI（ARSI）已经提交了一份基于第一个奖项的成功和经验以及方案基础设施的另一个五年支持计划。 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大量工作，并扩大教师伙伴的工作范围，以便在整个地区产生更大的影响。 除了继续努力实现第一阶段的目标（即，发展教师队伍的知识和技能;发展可持续的系统来支持教师和学生;发展领导和辅助支持来维持项目），ARSI将促进以下具体的第二阶段目标：记录该计划的有效性发展农村社区数学和科学改革的研究基地在阿巴拉契亚服务的大学建立农村数学和科学教育网站ARSI将通过各种活动和重组来促进这些目标，例如：资源协作主任将协助参与地区制定系统的改革战略，就像他们在第一阶段所做的那样。 然而，重点将更多地放在整个地区而不是个别学校的发展上，农村发展委员会还将与其赞助机构合作，使农村发展研究所提供的服务在大学中制度化。 这项活动的最终目标是发展大学，是面向服务的阿巴拉契亚地区在其区域。RCDs将继续和扩大努力，使教育的国家部门，以支持和促进ARSI模式，在非参与以及不合格的地区。RCDs将继续发展和培养教师合作伙伴作为该地区的教学领导者。 这一点至关重要，因为贸易点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.