The Sisseton Wahpeton Rural Systemic Initiative, based at the Sisseton Wahpeton Community College, is in many aspects a continuation of the Tribal Colleges Rural Systemic Initiative. However, since it is a locally based project, instead of a six-state effort, we will be able to concentrate on the educational needs of the Lake Traverse Reservation population to a far greater extent. The ultimate goal of the SWRSI project is improve the education, particularly in the areas of math and science, of our children through systemic reform. This is a process that requires the support and dedication of all the stakeholders in the community. This reform began three years ago with the introduction of the TCRSI program, with the development and adoption of standards and increased professional development in research-based curricula. The formation of a coalition of the local school districts and the establishment of "focal schools" also occurred. Activities during the TCRSI project are referred to as Phase I. Phase II will be a more intensive program of systemic reform, with our major objectives being the increased implementation of research-based curricula and the development of culturally relevant alternative assessments. These assessments will be tied to benchmarks established by local and state standards, and correlated to traditional standardized tests. By this method our schools will be able to develop better teaching methods based on our students learning styles. The implementation of research-based curricula is a potential hazard if not supported by up-to-date and intensive professional development for teachers. When these programs are introduced without understanding their underlying philosophies, the curriculum becomes part of the problem. Our second objective is to create a system of professional development that is curriculum specific, intensive, ongoing, and relevant to teacher needs. At the same it must be able to overcome the problems of a rural setting, limited budgets, and high teacher turnover rates. Our strategy to overcome these issues is to use distant learning technologies, web-based support, and the development of local experts at SWCC and lead-teachers in the focal schools. Information given at "traditional" workshops and via video conferencing sessions will be placed on curricula support web pages available 24 hours a day to our participants. Questions related to the use of the curricula could be posted with answers being provided by expert consultants or other classroom teachers. To combat the high teacher turnover rate Internet courses for training purposes will be developed and maintain by SWRSI and collaborating institutions. These efforts will directly address the issue of sustainability. The third objective of the SWRSI project is to increase the level of cooperation between the individual focal schools and the tribal college. An Administrators Committee and a Steering Committee (composed of focal schoolteachers, SWCC staff, and community members) has been formed as one component of this effort. The professional development activities of SWRSI will attribute to this effort, as each school will help plan and participate in these joint-training sessions.
