Strategic Plan Framework

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

TREATY TIESStrategic Plan Framework

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Author’s 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.

Outline• 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 Framework• Risks and Mitigation Strategies• Momentum Building• Budgetary Items• Next Steps

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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

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VisionIt 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.

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Current State of Pine Ridge ReservationEducation Issues

• School grades 1st – 12th, drop-out rate is over 70%. • 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 Affairs.

• 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

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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 impossible.

• 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.

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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 average. • Recent reports indicate that almost 50% of the adults on the Reservation over the age of 40 have

diabetes. • 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.

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Current Status of Pine Ridge ReservationHealth Care

• 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 can’t possibly address the needs of Indian

communities. Nowhere is this more apparent than on the Pine Ridge Reservation.

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Current Status of Pine Ridge Reservation Transportation

• 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).

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Current Status of Pine Ridge ReservationHousing Conditions

• 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.

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• 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 substandard.• 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.

Periodically, Reservation residents are found dead from hypothermia (freezing).

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• 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 stoves.

• 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.

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Current Status of Pine Ridge ReservationAlcoholism

• 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.

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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 Reservation.

• 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.

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Current Status of Pine Ridge Reservation Oral Health and Hygiene

• Less than 50% of population has access to water fluoridation• 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%

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Immersion Education RoadmapCurrent 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

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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 education

• The model results in the Indigenous People of each country that have embraced it, taking responsibility for the consequences of their own decisions

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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 student’s self confidence• Teachers and students noted an increased rise in support and partnership that students

offered one another• 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

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Maori Immersion Education Model Timeline

Early 1980’s 1985 1998

First Maori Immersion pre-schools were established

1994

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 children)

- Maori enrollment in University grew from 416 to 2634

1994 - New Zealand Government recognized 28 grade schools (1st-12th) as Maori Total Immersion Schools

- Maori university students majoring in Maori Education grew from 87 to 572

1988

1988 - Governmental Educational Review Office Established, with first review occurring in 1990

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

1998 - First students graduated 12th grade that started in 1985

1993 - Immersion Education Program Strategic Plan Developed

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Other Indigenous Immersion Education Programs Timeline

1975

Welsh Indigenous People’s Immersion Education Program Receives Government Funding

1976

Spain’s Indigenous People’s Immersion Education Program in the Basque Region Receives Government Funding

1984

Hawaii began its first pre-school age indigenous peoples immersion education program

Recent Years- Ireland’s Indigenous People’s 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

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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, etc.)• Development of a program strategic and business plan, much earlier in the

program

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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

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10 Year Growth Model

Year 1 2 3 4 5 6 7 8 9 10Teachers 4 6 8 10 12 14 16 18 20 22Students 40 60 80 100 120 140 160 180 200 220Grades Added

3&4 Yrs old

K 1st 2nd 3rd 4th 5th 6th 7th 8th

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TREATY TIES Start-up Activities Timeline

6/30/10

- Start-up activities complete - Operational Funding Secured

8/15/09

- Strategic Planning and Concept of Operations Completed-Initial Start-up Funding Secured

Sample Start-up Activities- Facility Build-out complete- Green energy build-out complete- Initial staffing on-boarding for curriculum development- Planning phase transitions to annual planning cycle- Operational fund raising initiatives complete- Local communications plan executed- Etc.

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12/30/09

-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 operations- Final phase of facilities build out starts

3/30/09

Activities to be Managed for Start-up• Development of Operations Model• Curriculum Development• Instructor’s and Administration’s 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, Well)• Securing Long-term Operations Funding via Grant Writing• Meetings with Representatives, Senators, and Grant Provider Foundations• Budget Management• Status Reporting to Stakeholders on Planned verses Actual Schedule and Budget

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TREATY TIES 2 Year Timeline

6/30/10

- Start-up activities complete - Operational Funding Secured

8/1/10

Faculty and Staff in place to support first three waves of 20 students

8/15/09

Start-up Funding Secured

8/20/10

School opens with first three waves of 20 (3, 4, & 5 year olds)

8/20/11

Students promoted to next levels and Next wave of 20 begins

First Year of School- Day to day operations – Students Motivated about Learning - 1st Standardized test administered- Budgetary and progress reporting provided to DOED, state and congressional bodies- Etc.

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Sample Start-up Activities- Facility Build-out complete- Green energy build-out complete- Initial staffing on-boarding for curriculum development- Planning phase transitions to annual planning cycle- Operational fund raising initiatives complete- Local communications plan executed- Etc.

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 Ridge• 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 Senators• One-on-ones with governor’s office from SD and other states where large

Reservations exist• Meetings with Foundations to request funding

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Communications Schedule (to be completed with dates)• 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/Governor’s Office by:• Conduct meetings with South Dakota Representatives/Senators/Governor’s 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

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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

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High-level 10 Year Budget (7/1/09 – 6/30/10)

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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 BudgetBudget 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 Providers • Voluntary Monthly Reporting to 3rd Party Financial Oversight

Board• Voluntary Weekly Status Reporting to Interested Stakeholders

– Major Accomplishments– Actual Budget Expenditures compared to Planned– Actual Achieved Objectives compared to Planned– Risks and Issues

• Meet and exceed national standardized tests

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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

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Risks Associated with Program Operations, Post-funding

• 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

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• 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.

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• 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 student’s 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

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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

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References / Acknowledgements• American Indian Movement• Discovery.com• Environmental Protection Agency (EPA)• FEMA• National Institutes of Health Publication• Official documents from American Indian Relief Council• 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 Development• U.S. Department of Energy (DOE) Environmental Management• U.S. Geological Survey (USGS)• Women of All Red Nations (WARN)

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Strategic Plan Framework

Documents

Transcript of Strategic Plan Framework