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True Revolution of Elders, Ancestors, Treaties and Youth, Total Immersion Education School TREATY TIES


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Title: True Revolution of Elders, Ancestors, Treaties and Youth, Total Immersion Education School TREATY TIES

True Revolution of Elders, Ancestors, Treaties
and Youth, Total Immersion Education
  • Strategic Plan Framework

Authors Note While This Strategic Plan
Framework is relatively mature, it is not
complete. Furthermore, as other healthy
organizations do, we plan to republish this plan
with revisions on a quarterly basis.
  • Themes of Total Immersion Education (Slide 3)
  • The Lakotah TREATY TIES Vision (Slide 4)
  • Understanding the Current Status of the Lakotah
    Pine Ridge Reservation (5-15)
  • Roadmap To Achieve the Lakotah Vision (16)
  • Results of Total Immersion Education
  • Timeline of Maori Immersion Education Program
  • Timeline of other Indigenous Peoples Immersion
    Education Programs
  • Applying Lessons Learned How the Lakotah Program
    is Different
  • Total Immersion Program Operational Concept
  • Risks and Mitigation Strategies
  • Momentum Building
  • Budgetary Items
  • Next Steps

Total Immersion Education Themes
  • Academic, Linguistic, and Cultural Education
    Program for ages 3 to 18
  • Embraces and teaches traditional Indigenous
    culture and language
  • Teaches how to prosper and partner with
    non-Indigenous cultures and languages
  • Enables students to be fluently bilingual, which
    improves analytical and world view skills
  • Restores sense of community, spirit, and sense of
    pride to Indigenous people, which has numerous
    proven socioeconomic benefits to State, Federal,
    and Reservation entities
  • Students meet and exceed national standardized
    academic test scores
  • Similar models have been used in Ireland, Spain,
    Hawaii, and most successfully in New Zealand

  • It is our vision that a Total Immersion Education
    Program for the Lakotah will teach our youth to
    embrace our near extinct language and the old
    ways of our ancestors, which will instill a sense
    of pride and renewed sense of determination to be
    successful. The TREATY TIES Program will also
    teach them how to translate those traditional
    skills that have helped us persevere through so
    many periods of hardships over the centuries into
    skills which foster stronger individuals, a
    stronger sense of community, a partnership with
    non-Indigenous people to continue to strengthen
    our local economy, and an embracement of modern
    ways, without giving up sovereignty or tradition.
    Furthermore, it is our vision that as the
    community strengthens from the positive results
    of the Total Immersion Education Program that the
    negative healthcare and socioeconomic statistics
    that plague the Lakotah community will begin to
    be reversed.

Current State of Pine Ridge ReservationEducation
  • School grades 1st 12th, drop-out rate is over
  • 52.6 of high school students perform 2.6 grades
    below the national average
  • According to a Bureau of Indian Affairs (BIA)
    report, the Pine Ridge Reservation schools are in
    the bottom 10 of school funding by U.S.
    Department of Education and the Bureau of Indian
  • Teacher turnover is 800 that of the U.S.
    national average
  • Student attendance is problematic, as the culture
    currently promotes the students helping provide
    care for the remainder of the family. This means
    that if a mother has to pick up government
    assistance check, or complete paperwork, that the
    older children stay home to provide care for the
    younger, or help take care of elderly, etc.
  • The Oglala Lakotah College, which enrolled
    approximately 1500 students this year, confirmed
    that the students have a high probability of
    completing their degrees, based on past
    performance, provided they complete them within
    the reservation education system however, the
    college also confirmed that if the students
    choose to further their education off the
    reservation, there is a 90 failure rate

Current Status of Pine Ridge Employment
  • Recent reports vary but many point out that the
    median income on the Pine Ridge Reservation is
    approximately 2,600 to 3,500 per year.
  • The unemployment rate on Pine Ridge is said to be
    approximately 83-85 and can be higher during the
    winter months when travel is difficult or often
  • According to 2006 resources, about 97 of the
    population lives below Federal poverty levels. 
  • There is little industry, technology, or
    commercial infrastructure on the Reservation to
    provide employment. 
  • Rapid City, South Dakota is the nearest town of
    size (population approximately 57,700) for those
    who can travel to find work.  It is located 120
    miles from the Reservation.  The nearest large
    city to Pine Ridge is Denver, Colorado located
    some 350 miles away.

Current Status of Pine Ridge Reservation Life
Expectancy and Health Conditions
  • Some figures state that the life expectancy on
    the Reservation is 43.9 years old for men and 52
    for women. These statistics are far from the 77.5
    years of age life expectancy average found in the
    United States as a whole.  According to current
    United Nations and USDA Rural Development
    documents, the Lakota have the lowest life
    expectancy of any group in America. And the
    lowest life expectancy of any group in the world
    when AIDS statistics are extrapolated. When AIDS
    statistics are included, only 8 countries, all in
    Africa, have lower life expectancies.
  • Teenage suicide rate on the Pine Ridge
    Reservation is 150 higher than the U.S. national
    average for this age group. 
  • The infant mortality rate is the highest on this
    continent and is about 300 higher than the U.S.
    national average. 
  • More than 90 of the Reservation's families
    battle addiction and disease.  Alcoholism,
    diabetes, heart disease, cancer, and malnutrition
    are pervasive.
  • The rate of diabetes on the Reservation is
    reported to be 800 higher than the U.S. national
  • Recent reports indicate that almost 50 of the
    adults on the Reservation over the age of 40 have
  • As a result of the high rate of diabetes on the
    Reservation, diabetic-related blindness, heart
    attacks, high blood pressure, amputations, and
    kidney failure are common. 

Current Status of Pine Ridge ReservationHealth
  • The tuberculosis rate on the Pine Ridge
    Reservation is approximately 800 higher than the
    U.S. national average. 
  • Cervical cancer is 500 higher than the U.S.
    national average. 
  • It is reported that at least 60 of the homes on
    the Pine Ridge Reservation are infested with
    Black Mold, Stachybotrys.  This infestation
    causes an often-fatal condition with infants,
    children, elderly, those with damaged immune
    systems, and those with lung and pulmonary
    conditions at the highest risk.  Exposure to this
    mold can cause hemorrhaging of the lungs and
    brain, as well as cancer.
  • A Federal Commodity Food Program is active but
    supplies mostly inappropriate foods (high in
    carbohydrate and/or sugar) for the largely
    diabetic population of the Reservation. 
  • A small non-profit Food Co-op is in operation on
    the Reservation but is available only for those
    with funds to participate.
  • Many Reservation residents live without health
    care due to vast travel distances involved in
    accessing that care.  Additional factors include
    under-funded, under-staffed medical facilities
    and outdated or non-existent medical equipment.
  • Preventive healthcare programs are rare.
  • The IHS is understaffed and ill-equipped and
    cant possibly address the needs of Indian
    communities.  Nowhere is this more apparent than
    on the Pine Ridge Reservation.

Current Status of Pine Ridge Reservation
  • There is little public transportation available
    on the Reservation, which is woefully underfunded
    and inadequate.
  • Only a minority of Reservation residents own an
    operable automobile. 
  • Predominant form of travel for all ages on the
    Reservation is walking or hitchhiking. 
  • There is one very small airport on the
    Reservation servicing both the Pine Ridge
    Reservation and Shannon County.  It's longest,
    paved runway extends 4,969 feet.  There are no
    commercial flights available.  The majority of
    flights using the airport are Federal, State, or
    County Government-related. 
  • The nearest commercial airport and/or commercial
    bus line is located in Rapid City, South Dakota
    (approximately 120 miles away).

Current Status of Pine Ridge ReservationHousing
  • The small BIA/Tribal Housing Authority homes on
    the Pine Ridge Reservation are overcrowded and
    scarce, resulting in many homeless families who
    often use tents or cars for shelter.  Many
    families live in old cabins or dilapidated mobile
    homes and trailers.
  • According to a 2003 report from South Dakota
    State University, the majority of the current
    Tribal Housing Authority homes were built from
    1970-1979.  The report brings to light that a
    great percentage of that original construction by
    the BIA (Bureau of Indian Affairs) was shoddy
    and substandard.  The report also states that
    26 of the housing units on the Reservation are
    mobile homes, often purchased or obtained
    (through donations) as used, low-value units with
    negative-value equity.
  • Even though there is a large homeless population
    on the Reservation, most families never turn away
    a relative no matter how distant the blood
    relation. Consequently, many homes often have
    large numbers of people living in them.
  • In a recent case study, the Tribal Council
    estimated a need for at least 4,000 new homes in
    order to combat the homeless situation.

Current Status of Pine Ridge ReservationHousing
  • There is an estimated average of 17 people
    living in each family home (a home which may only
    have two to three rooms).  Some larger homes,
    built for 6 to 8 people, have up to 30 people
    living in them.
  • Over-all, 59 of the Reservation homes are
  • Over 33 of the Reservation homes lack basic
    water and sewage systems as well as electricity.
  • Many residents must carry (often contaminated)
    water from the local rivers daily for their
    personal needs.
  • Some Reservation families are forced to sleep on
    dirt floors.
  • Without basic insulation or central heating in
    their homes, many residents on the Pine Ridge
    Reservation use their ovens to heat their homes.
  • Many Reservation homes lack adequate insulation. 
    Even more homes lack central heating. Periodicall
    y, Reservation residents are found dead from
    hypothermia (freezing).

Current Status of Pine Ridge ReservationHousing
  • It is reported that at least 60 of the homes on
    the Pine Ridge Reservation have infestation of
    the potentially-fatal Black Mold, Stachybotrys. 
    There is no insurance or government program to
    assist families in replacing their homes. 
  • 39 of the homes on the Pine Ridge Reservation
    have no electricity.
  • The most common form of heating fuel is propane. 
    Wood-burning is the second most common form of
    heating a home although wood supplies are often
    expensive or difficult to obtain.
  • Many Reservation homes lack basic furniture and
    appliances such as beds, refrigerators, and
  • 60 of Reservation families have no land-line
    telephone.  The Tribe has recently issued basic
    cell phones to the residents.  However, these
    cell phones (commonly called commodity phones) do
    not operate off the Reservation at all and are
    often inoperable in the rural areas on the
    Reservation or during storms or wind.
  • Computers and internet connections are very rare.
  • Federal and tribal heat assistance programs (such
    as LLEAP) are limited by their funding.  In the
    winter of 2005-2006, the average one-time only
    payment to a family was said to be approximately
    250-300 to cover the entire winter.  For many,
    that amount did not even fill their propane
    heating tanks one time.

Current Status of Pine Ridge ReservationAlcoholis
  • Alcoholism affects nine out of ten families on
    the Reservation. 
  • The death rate from alcohol-related problems on
    the Reservation is 300 higher than the remaining
    US population. 
  • The Oglala Lakota Nation has prohibited the sale
    and possession of alcohol on the Pine Ridge
    Reservation since the early 1970's.  However, the
    town of Whiteclay, Nebraska (which sits 400 yards
    off the Reservation border in a contested
    "buffer" zone) has approximately 14 residents and
    four liquor stores which sell over 4.1 million
    cans of beer each year resulting in a 3million
    annual trade.  Unlike other Nebraska communities,
    Whiteclay exists only to sell liquor and make
    money. It has no schools, no churches, no civic
    organizations, no parks, no benches, no public
    bathrooms, no fire service and no law
    enforcement.  Tribal officials have repeatedly
    pleaded with the State of Nebraska to close these
    liquor stores or enforce the State laws
    regulating liquor stores but have been
    consistently refused.

Current Status of Pine Ridge ReservationWater
and Aquifer Contamination
  • Many wells and much of the water and land on the
    Reservation is contaminated with pesticides,
    uranium, arsenic, and other poisons from farming,
    mining, open dumps, and commercial and
    governmental mining operations outside the
    Reservation.  A further source of contamination
    is buried ordnance and hazardous materials from
    closed U.S. military bombing ranges on the
  • Scientific studies show that the High
    Plains/Oglala Aquifer which begins underneath the
    Pine Ridge Reservation is predicted to run dry in
    less than 30 years due to commercial interest use
    and dry-land farming in numerous states south of
    the Reservation.  This critical North American
    underground water resource is not renewable at
    anything near the present consumption rate.  The
    recent years of drought have simply accelerated
    the problem.
  • Scientific studies show that much of the High
    Plains/Oglala Aquifer has been contaminated with
    farming pesticides and commercial, factory,
    mining, and industrial contaminants in the States
    of South Dakota, Wyoming, Nebraska, Kansas,
    Colorado, New Mexico, Oklahoma, and Texas.

Current Status of Pine Ridge Reservation Oral
Health and Hygiene
  • Less than 50 of population has access to water
  • Lowest oral hygiene scores with lowest frequency
    of daily tooth brushing flossing
  • Highest tobacco use 62 of adult population
  • Children 60 have active, untreated tooth decay
    less than 50 have seen a dentist
  • Ages 35 44 50 have moderate to severe
    periodontal disease
  • World highest incidence of ECC (Early Childhood
    Caries/Cavites) 80

Immersion Education Roadmap
Current State of Lakotah Tribe Startup Transition (0-1 Year) School Operating with Maximum Attendance (2 - 5 Years) Students Begin to Graduate and Apply Skills to Tribe (6 -12 Years) Continuous Improvement (12 20 Years)
Feeling of Acceptance of current situation Massive graft and Corruption in Tribal Government Feeling of Oppression Loss of Traditional Spiritual ways, Cultural ways, and Language Loss of sense of community Negative Healthcare statistics Negative housing statistics Negative Political Environment General economic Issues Alcohol and Drug Addiction Issues Rampant Spouse and Child Abuse Issues Sanitation Waste Management Infrastructure Issues Public Transportation Issues Grocery/Food Accessibility Issues Individual and Tribal Poverty Issues Vision communicated and bought-in to by, locals, tribal government, state, and federal government Support gained from local individuals and groups, national educators and professors, congressional representatives, international indigenous leaders, local indigenous leaders, state and federal administrators Private Funding Secured for Startup Private funding secured for long-term operations School staff (cooks, teachers, facilities staff, bus drivers, administration, etc.) secured Management team identified Initial Teachers and back-ups Identified Facilities established First set of 20 students identified School transportation and maintenance secured Academic standards and objectives set Initial set of curriculum completed Total Immersion Education Begins Second, third, and fourth sets of 20 students enrolled in original school Students families become involved Initial reporting provided to state and federal government on progress Parents and Community involved in education Fulfilling west African wisdom of village to raise a child People start to care, the pride comes back Academic Standards tested and results presented to Feds Shifts in governance due to parent involvement Community develops greater sense of responsibility After 5 years, of proof of concept, second set of schools are opened Non-Indigenous Children begin to enroll Other initial schools mature through start-up challenges Local interest groups similar to (but a unique Indigenous version) 4H, FFA, Optimist Club, Key Club, Girl Scouts, Boy Scouts, etc. are born Healthier diets, which put a demand on grocery and convenience stores Cleaner environment and sanitation infrastructure matures Less alcoholism, less abuse of all types, due to community involvement and integration Overall negative stats begin to diminish By 10 years, is a proven success with positive trends , both academically and socially, beginning to be measured Students will be further ahead scholastically within the top 15 within first 10-15 years of program operations Cycle of Oppression Broken 100 of Pine Ridge Fluent in Lakotah Language Sense of community restored New self sufficiency model fully implemented Health Statistics Better than US National Averages Housing Statistics Better than US National Averages Self-sufficiency with lower dependence on federal assistance than other parts of country Local Economy better than US national averages Drug Addiction Issues better than US national averages Spouse and Child Abuse Issues better than US national averages Sanitation Waste Management Infrastructure Issues resolved Public Transportation Issues resolved Grocery/Food Accessibility Issues resolved Individual and Tribal Poverty Issues resolved
Vision Fully Realized
Vision Partially Realized
Specific Proven Benefits of Total Immersion
Education Programs
  • Students gain proficiency in two languages,
    resulting in increased analytical skills
  • Scotland Students in Gaelic Indigenous
    Immersion Education Programs score at same levels
    as Scottish children in non-Immersion programs
  • Ireland Students in Irish Indigenous Immersion
    Education Programs score at much higher level on
    Irish-written tests and same level at
    English-written standardized tests, when compared
    with group of English-only students in Ireland,
    matched on socioeconomic status and IQ.
  • Welsh Immersion Education students scored higher
    in creative areas on standardized tests, than did
    their English-only counterparts (and scored same
    levels in other areas)
  • Navajo bilingual students from grades 2nd 6th,
    did better on standardized tests in arithmetic
    and reading, than did Navajo students at
    comparable schools who received English-only
  • The model results in the Indigenous People of
    each country that have embraced it, taking
    responsibility for the consequences of their own

Specific Proven Benefits of Total Immersion
Education Programs
  • 31 Fewer childhood misbehavior/disciplinary
    issues in school
  • Parent involvement was statistically high in the
    Immersion Education Programs
  • Children in Total Immersion Education were
    reported to be reading two years above their
    chronological reading age, and well above their
    monolingual peers
  • Absenteeism decreased significantly in Total
    Immersion Education programs compared to standard
    indigenous schools
  • Teachers and students noted an increased rise in
    students self confidence
  • Teachers and students noted an increased rise in
    support and partnership that students offered one
  • School counselors found a striking increase in
    the number of children in high school inquiring
    about and pursuing higher education
  • The federal oversight committee for the Maori
    Total Immersion Education program reports
    positive rapport and good relationships between
    students and teachers, high student motivation to
    achieve, and good attendance patterns, and that
    students achieved English reading standards at
    least appropriate to their age

Maori Immersion Education Model Timeline
- Maori enrollment in University grew from 416 to
- Maori university students majoring in Maori
Education grew from 87 to 572
1998 - First students graduated 12th grade that
started in 1985
1988 - Governmental Educational Review Office
Established, with first review occurring in 1990
Early 1980s
1993 - Immersion Education Program Strategic Plan
First Maori Immersion pre-schools were
1993 - Maori Community Immersion Education
Integration Model Implemented (providing positive
results for family members of students) Similar
to U.S. Parent Teacher Association but much
stronger/more tightly integrated
First Maori Total Immersion Grade School (1st
12th) established with students
1994 - New Zealand Government recognized 28 grade
schools (1st-12th) as Maori Total Immersion
1994 - Over 13,000 children enrolled in 819 Maori
Immersion pre-schools (13,000 of approximately
72,000 Maori preschool age children) 1995 Over
2,500 students enrolled in grade school (1st
12th) Maori Immersion Education Programs (2,500
of approximately 175,000 grade school age Maori
Other Indigenous Immersion Education Programs
Recent Years
Spains Indigenous Peoples Immersion Education
Program in the Basque Region Receives Government
Hawaii began its first pre-school age indigenous
peoples immersion education program
Welsh Indigenous Peoples Immersion Education
Program Receives Government Funding
- Irelands Indigenous Peoples Immersion
Education Program continues to grow with over 185
students in their pre-school immersion program -
Though a sound vision and plan exists, the North
American Indigenous Total Immersion Education
Program remains in infancy due to funding issues
Applying Lessons Learned from Other Total
Immersion Education Models
  • Significant increase in learning theory that
    involves hands on application
  • Significant increase in curriculum that provides
    opportunity to exercise what if scenarios
  • Learning in council circle-oriented facilities
    (large Tipis)
  • Leveraging green energy (wind, biodiesel, solar,
  • Development of a program strategic and business
    plan, much earlier in the program

Major Milestones for Implementation of the
Lakotah Total Immersion Education Model
  • Finalization of strategic plan
  • Finalization of operations model
  • Securing start-up and long-term funding
  • Securing services of start-up staff
  • Completing build-out of facility
  • Purchasing buses, snow plow, tractor
  • Completing curriculum framework
  • Communications Plan is initiated
  • Securing services of operations staff
  • Opening of School for 2010/2011 school year with
    first two waves of 20

10 Year Growth Model
Year 1 2 3 4 5 6 7 8 9 10
Teachers 4 6 8 10 12 14 16 18 20 22
Students 40 60 80 100 120 140 160 180 200 220
Grades Added 34 Yrs old K 1st 2nd 3rd 4th 5th 6th 7th 8th
TREATY TIES Start-up Activities Timeline
  • Sample Start-up Activities
  • - Facility Build-out complete
  • Green energy build-out complete
  • Initial staffing on-boarding for curriculum
  • Planning phase transitions to annual planning
  • Operational fund raising initiatives complete
  • Local communications plan executed
  • Etc.

  • - Strategic Planning and Concept of Operations
  • Initial Start-up Funding Secured
  • Remaining Start-up Funding Secured
  • Some long-term operations funding secured
  • Initial staff hired for curriculum development
  • Momentum building communications are in the full
    phase of execution
  • Final staff on-board to begin final stages of
    start-up and prepare for transition to steady
  • Final phase of facilities build out starts

- Start-up activities complete - Operational
Funding Secured
Activities to be Managed for Start-up
  • Development of Operations Model
  • Curriculum Development
  • Instructors and Administrations Education on
    Total Immersion Education
  • Hiring of Staff
  • Development and Execution of Communications Plan
  • Purchasing of Busses, Tractor, Snow Plow
  • School Build-out/Construction
  • Green Energy Build-out/Construction (Wind, Solar,
  • Securing Long-term Operations Funding via Grant
  • Meetings with Representatives, Senators, and
    Grant Provider Foundations
  • Budget Management
  • Status Reporting to Stakeholders on Planned
    verses Actual Schedule and Budget

TREATY TIES 2 Year Timeline
  • First Year of School
  • Day to day operations Students Motivated about
  • 1st Standardized test administered
  • Budgetary and progress reporting provided to
    DOED, state and congressional bodies
  • Etc.
  • Sample Start-up Activities
  • - Facility Build-out complete
  • Green energy build-out complete
  • Initial staffing on-boarding for curriculum
  • Planning phase transitions to annual planning
  • Operational fund raising initiatives complete
  • Local communications plan executed
  • Etc.

Students promoted to next levels and Next wave of
20 begins
Faculty and Staff in place to support first three
waves of 20 students
School opens with first three waves of 20 (3, 4,
5 year olds)
- Start-up activities complete - Operational
Funding Secured
Start-up Funding Secured
Communications and Momentum Building Highlights
  • Local One-on-Ones at Pine Ridge
  • Local Tribal Open Meetings at Pine Ridge (formal
    and informal)
  • One-on-Ones with Lakotah Leaders outside of Pine
  • Meetings with multiple Lakotah Leaders, mixing in
    Pine Ridge Leadership
  • One-on-Ones with other Indigenous Peoples
    Leadership within U.S.
  • Meetings with multiple Indigenous Peoples Leaders
    within U.S.
  • Meetings with international Leaders
  • One-on-ones with local U.S. Representatives and
  • One-on-ones with governors office from SD and
    other states where large Reservations exist
  • Meetings with Foundations to request funding

Communications Schedule (to be completed with
  • Complete Vision
  • Complete Plan
  • Schedule Local Meetings by
  • Conduct Local Meetings by
  • Schedule Sioux Nation Meetings by
  • Conduct Sioux Nation Meetings by
  • Schedule U.S. Indigenous Peoples Meetings
  • Conduct Indigenous Peoples Meetings by
  • Schedule International Meetings by
  • Conduct International Meetings by
  • Schedule meetings with South Dakota
    Representatives/Senators/Governors Office by
  • Conduct meetings with South Dakota
    Representatives/Senators/Governors Office by
  • Schedule meetings with foundations by
  • Conduct meetings with foundations by
  • Add lines that account for writing individual
    members of local, state, and federal government
    to gain momentum

Primary Budgetary Considerations
  • Start-up
  • Long-term Operations
  • Staff
  • Curriculum Production
  • School Facilities
  • Utilities (green wind/well)
  • Communications and Outreach
  • Annual Growth
  • Transportation (Bus)
  • Snow Plow
  • Official School Car
  • Tractor
  • Maintenance facilities (barn and shed)
  • Number of children
  • Travel expenses

High-level 10 Year Budget (7/1/09 6/30/10)
TREATY TIES 10 Year Budget TREATY TIES 10 Year Budget
Major Budget Items Costs
Salaries 10,220,247.00
Vehicles 829,000.00
Facilities 2,365,000.00
Communications and Marketing 2,725,000.00
Technical Infrastructure 411,500.00
Training and Travel Expenses 688,000.00
 10 Year Total 17,238,747.00
High-level Start-up Budget
Budget Area Year 2009
Salaries 591,615
Vehicles 488,000
Facilities 1,075,000
Communications and Marketing 292,000
Technical Infrastructure 86,700
Training and Travel Expenses 116,000
Start-up Total 2,649,315
Annual Totals
Budget Management Principals
  • Voluntary Quarterly Financial Reporting to Grant
  • Voluntary Monthly Reporting to 3rd Party
    Financial Oversight Board
  • Voluntary Weekly Status Reporting to Interested
  • Major Accomplishments
  • Actual Budget Expenditures compared to Planned
  • Actual Achieved Objectives compared to Planned
  • Risks and Issues
  • Meet and exceed national standardized tests

Risks Associated with Delayed Funding
  • Risk 1 Limited or partial funding may result in
    a false start meaning that we may get enough
    momentum to start some version of the program,
    however, we may not sustain that momentum which
    could have a negative impact on children's early
    childhood education years. Mitigation Develop
    budgets/plans for required funds and seek and
    gain funds that will support diligent start-up
    and long-term operations.
  • Risk 2 If adequate funding is not secured in a
    timely manner, the momentum that has been built
    locally, and the interest that the parents have
    demonstrated, may begin to waiver. Mitigation
    Same as 1
  • Risk 3 If adequate funding is not secured in a
    timely manner, vendors that have committed to
    assist with discounted facilities build out,
    curriculum creation, discounted green utilities,
    and other support functions may reassign
    resources, causing additional expenses for the
    program. Mitigation Same as 1

Risks Associated with Program Operations,
  • Once funding is secured, the program will face
    other Operational Risks
  • Risk 4 Total Immersion students may not
    initially score on par with or higher than other
    non-Immersion students on national standardized
    tests. Mitigation A.) Know the areas we are weak
    in, prior to the administration of the national
    standardized test and already have corrective
    action plans underway to correct the
    deficiencies. B.) Ensure the corrective action
    plans address minimizing the chance of
    reoccurrence of deficiency within specific areas.
    C.) Analyze the deficiencies and understand why
    they occurred, ensuring the corrective action
    plans address the root cause, not just the symptom

Risks Associated with Program Operations,
  • Once funding is secured, the program will face
    other Operational Risks
  • Risk 5 Initially, the Total Immersion Education
    Program may experience some of the same issues
    that the non-Immersion programs face with
    indigenous children (as outlined previously in
    this presentation), such as attendance issues, or
    family involvement issues. Mitigation Unlike
    other education programs, a key tenet of the
    Total Immersion Education Program, is that
    Program Leadership is personally involved, on a
    door to door basis with the community. The
    Program Leadership Team will have revised
    Communications Plans in place, to execute, should
    attendance initially waiver. Based on results of
    other Total Immersion Education models, we do not
    believe this will be an issue, once the concept
    is embraced by the community.

Risks Associated with Program Operations,
  • Risk 6 Weather can be extreme on the
    reservation. In the winter, many roads on the
    Pine Ridge Reservation become impassable for days
    at a time, due to unpredictable snow removal (due
    to limited Reservation resources), which could
    impact individual students attendance, or
    overall school operations. Mitigation A.) The
    school will leverage its tractor/snow plow to
    ensure roads that lead directly to the school are
    passable, unless an unusually extreme situation
    presents itself. B.) To the extent possible, the
    school will leverage its tractor / snow plow to
    enable access to the individual teachers and
    students homes who may live off the primary
    maintained road. C.) Given that extreme weather
    is one thing we can count on, curriculum/homework
    will be sent home with students in advance of
    approaching weather systems. D.) As the school
    matures, based on other implementations of the
    model, the community will begin to assist with
    ensuring students have access to and from school
    E.) Back-up generators will provide School power,
    in the event of power failure due to damage
    related to weather

Next Steps (INTERNAL)
  • Continue to iteratively revise strategic plan
  • Continue to refine budget
  • Design outline for Operations Concept and begin
    to populate
  • Continue to expand network and build momentum
  • Develop List of Potential Funding Resources and
    begin to develop grant applications/proposals
  • Develop detailed implementation plan
  • Complete detailed schedule items

References / Acknowledgements
  • American Indian Movement
  • Environmental Protection Agency (EPA)
  • FEMA
  • National Institutes of Health Publication
  • Official documents from American Indian Relief
  • Official U.S. Census Data
  • Official Oglala Sioux Tribal Documents
  • Rapid City Journal
  • Reports from Habitat for Humanity
  • Reports Issued from the Centers for Disease
    Control (CDC)
  • South Dakota Department of Environment and
    Natural Resources
  • United Nations Human Rights Commission
  • U.S. Department of Agriculture (USDA) Rural
  • U.S. Department of Energy (DOE) Environmental
  • U.S. Geological Survey (USGS)
  • Women of All Red Nations (WARN)
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