Tribal College Rural Systemic Initiative- Development Grant

黑脚社区学院（BCC）建议检查第一阶段过去的活动，看看学到什么，并作为发展赠款继续进入第二阶段。第一阶段在数学、科学和技术领域开展和维持全面、可持续的系统改革的努力没有达到预期目标，BCC从过去的活动中吸取了教训。BCC将利用从第一阶段活动中吸取的经验教训，并将继续促进NSF的驱动程序，同时寻求当前的战略，以协助他们努力制定一个全面的计划，使黑脚印第安保留地及其学生达到国家标准。将特别强调对社区改革采取综合办法，利用重复性劳动活动作为全面努力的跳板。BCC服务区内有14所K-8学校（1814名学生）和2所高中（563名学生）。BCC将与其中8所学校合作，进行全面的系统改革，影响K-8地区的1777名（98%）学生和563名（100%）高中学生。BCC将通过第一阶段建立的现有渠道与数学和科学教师和管理人员合作，为第一阶段的实施活动设定目标。一个由保留地学校管理人员组成的特别工作组将由BCC学院管理人员担任主席，并将包括服务学校的所有学校管理人员。将建立一个数学工作组，包括地区数学教师（由学校网站管理员推荐）和bcc数学教师。这个小组将检查、推荐和评估数学方面的努力。另一个由各服务区科学教师和BCC科学教师组成的科学工作组将成立。他们将与地区学校的科学课程密切合作，并研究如何参与整体改革工作。第二阶段的发展努力将继续在蒙大拿州农村的两个学区推动数学科学教育的系统改革，这两个学区由六所不同的学校组成。该计划的最大目标是发展和维持人口，以满足技术上有竞争力的劳动力的需求。

Blackfeet Community College (BCC) proposes to examine past activities of Phase I, look atwhat was learned, and continue into Phase II as a development grant. Phase I efforts indeveloping and maintaining a comprehensive and sustainable systemic reform effort inmathematics, science, and technology fell short of expected activities and BCC has learnedfrom its past activities.BCC will utilize the lessons learned from Phase I activities and will continue to promotethe NSF drivers while at the same time seek current strategies to assist in their effortto have a comprehensive program that will catapult Blackfeet Indian reservation and itsstudents to meet the National standards. Special emphasis will be placed on a holisticapproach to community reform using RSI activities as a springboard for a comprehensivereform effort.There are fourteen K-8 schools (1,814 students) and two high schools (563 students) in theservice area of BCC. BCC will work with eight of these schools in a comprehensive effortfor systemic reform, impacting 1,777 (98%) in the K-8 area and 563 (100%) of the HighSchool students. BCC will work with mathematics and science teachers and administratorsthrough existing channels established during Phase I in setting goals and objectives forPhase I implementation activities. A task force made up of reservation schooladministrators will be chaired by the BCC college administrator and will include allschool administrators of schools served. A mathematics task force will be developed andwill include area mathematics instructors (recommended by school site administrators) andBCC mathematics instructors. It is this group that will examine, recommend, and assessefforts in mathematics. Another task force in the sciences will be formed composed of allservice area science teachers and BCC science instructors. They will work closely withthe science curriculum of area schools and look at how they are involved in the overallreform effort.The Phase II developmental efforts will continue to promote systemic reform in mathand science education at two school districts consisting of six different school buildingslocated in rural Montana. The utmost goal of the program is to develop and maintain apopulation that is prepared to meet the needs of a technologically competent work force.