Social Emotional Learning at
Dallas Independent School District
Thank you for your interest in Building Assets, Reducing Risks! Please enjoy the resources available here and feel free to reach out to Jennifer Urciaga with any questions. She can be reached 24/7 at 651-213-4875 and 651-246-0175.
Building Assets, Reducing Risks (BARR) is a strengths-based secondary whole school (grades 6-12) model that provides schools with a comprehensive approach to meeting the academic, behavioral, social, and emotional needs of all students. BARR works directly with educators to better connect with their students and address the issues that cause students to drop out, fail courses, and/or engage in harmful behavior.
Getting to Know BARR
Eight Interconnected Strategies
BARR’s eight interconnected strategies are grounded in best practices in education, and provide a comprehensive structure through which a school can offer a more personal and relevant learning experience to students, ensuring they are academically successful and thriving as individuals. Schools create time each week for a social and emotional learning (SEL) curriculum (I-Time) that facilitates each teacher’s identification of student strengths and helps to humanize the teachers. BARR schools use real-time data to identify and address barriers to learning for all students, as well as promote effective community partnerships to help meet the needs of students most at risk for academic failure and behavior issues.
BARR in the News
Equity in Education Focus of White House Roundtable, Angela Jerabek, Building Assets, Reducing Risks (BARR), Reports on the Evidence that Drives Equity (October 2016)
Raising the BARR, St. Louis Park Program Boosts Achievement, Graduation Rates - and Relationships (October 2016)
Education Week Highlights BARR: In Maine, Intervention Smooths 9th Graders' Paths (March 2016)
Boosting Graduation Rates for Minority Students (January 2016)
Evidence from seven within-school randomized controlled trials (RCT) has proven that BARR produces statistically significant increases in students’ passing rates of courses, higher scores on standardized tests in reading and mathematics, and stronger positive relationships between teachers and students. BARR also reduced the achievement gap between Hispanic and non-Hispanic students in a large urban school by 50% after two years of implementation, and it remains closed to date. Longitudinal studies on BARR schools have shown increased graduation rates, reduced suspensions and behavior reports, and improved the school climate for students and staff. BARR is listed in NREPP (National Registry of Evidence-based Programs and Practices) because of its ability to reduce risk behaviors and increase thriving behaviors. It is also listed in CASEL’s secondary guide for effective social and emotional programs. BARR’s effectiveness has been rigorously researched, evaluated, and proven through multiple randomized controlled trials (RCTs) that meet US Department of Educations’ What Works Clearinghouse standards for an evidence-based study without reservation.
Hemet High School: California School Climate Survey Results 2013-2014, 2015-2016
Hemet High School: School Climate Report Card Spring 2016
Hemet High School Research, Years 1, 2 and 3
Starting Strong: A Randomized Controlled Trial of the BARR Model with 9th Grade Students, SREE Presentation 2016
The Building Assets-Reducing Risks Program: Replication and Expansion of an Effective Strategy to Turn Around Low-Achieving Schools, i3 Development Grant, Final Report 2015
Evaluating Implementation Fidelity of a Ninth Grade Intervention for Reducing Classroom Failure, AEA 2014 Poster
i3 BARR Validation Study, Impact Findings: Cohort 1
Promoting Chemical Health for High School Students through the Investing in Innovation (i3) - BARR Project, Report 2013