Program Description
Building Assets Reducing Risks (BARR) is a training and coaching model that serves K–12 schools with a structured system and tools to improve student outcomes. Grounded in two core pillars – Relationships and Data – BARR strengthens staff-student, staff-staff, and student-student relationships while embedding the consistent use of academic and non-academic data into daily practice. .BARR strategies include teacher teams meeting regularly to discuss each student’s strengths and progress and identify obstacles to learning. Community Connect meetings are designed to implement comprehensive strategies to address the needs of the students who need resources outside of school for enrichment and support. Extensive professional development and coaching are provided to teachers and school leaders. Family engagement is key to BARR implementation.
Program Outcomes
Across three randomized studies in grades 7–12, BARR demonstrates positive effects on reading achievement. Two student-level randomized studies conducted in high schools in California, Maine, and Minnesota (n = 2,126) found statistically significant positive impacts on reading outcomes measured by NWEA MAP (average effect size = +0.09). In a large suburban high school in southern California (n = 495), BARR produced a statistically significant positive effect on reading achievement (effect size = +0.14), with somewhat larger impacts for struggling readers (+0.21). A large multi-site cluster randomized study across high schools in 12 states and the District of Columbia (n = 3,443 and n = 3,829) found a positive effect on PSAT/NMSQT reading scores in one cohort (effect size = +0.13), while a second cohort showed a smaller effect (effect size = +0.03). Overall, findings suggest that BARR can support improvements in reading achievement across a range of settings. This program is rated Strong for reading achievement, badged based on multiple Strong studies, and is also rated Strong for math achievement, attendance outcomes, and SEL impacts.
Staffing Requirements
A staff member needs to be selected to serve as the school’s coordinator for the BARR model. The coordinator can be an assistant principal, school counselor, teacher, or another staff member. The coordinator will manage, coordinate, and integrate the BARR model. He or she works with school staff, administrators, and parents/guardians to support the needs of all students. Teams of teachers need to meet weekly using the BARR process.
Professional Development/Training
Professional Development
Each BARR school will receive two days of in-person professional development annually delivered through a sequenced, multi-year training plan. Each training session uses BARR materials and practice.
In Year 1, training will focus on implementing the BARR model; in Years 2 and 3, training will address advanced implementation topics, including effective team meetings, understanding trauma, reducing risky behaviors, and fostering student resilience.
The BARR coordinator and the school administrator are also invited to participate in quarterly Professional Learning Community (PLC) calls to connect with other schools across the country that are implementing the model and to attend the annual BARR National Conference.
Coaching
Each school will also be assigned a dedicated BARR coach who provides ongoing implementation support through structured weekly coaching sessions and quarterly on-site visits. Schools receive an average of more than 200 hours per year of personalized coaching and technical assistance, with direct support to the BARR Coordinator and school leadership to monitor implementation, address challenges, and support continuous improvement and long-term sustainability.
Technology
No specific technology required