Same Students, Same Teachers: Findings from 10 Rural Dissemination Schools Maryann Corsello, Ph.D.

The Two Goals of the I3 Validation Study Scientific test of the BARR model: Different settings and populations Broad dissemination of the BARR model: Program evaluation and CQI 35 mostly rural schools, 6th, 7th, 8th, 9th grades ranging from 30-150 students/grade Implementation ratings in fall and spring Before vs After BARR comparison Student academic, attendance, behavior outcomes compared with previous year Student and teacher perceptions from fall to spring 11 within-school RCTs, 9th grade classes of at least 200 students Implementation ratings in spring BARR vs Non-BARR comparisons Student academic outcomes (credits earned and NWEA math and reading) Student and teacher perceptions

Cohort 1 Dissemination Schools Betsy Layne High School, KY Bucksport Middle School, ME Clayton High School, WI Lake Region High School, ME Maine Academy of Natural Sciences, ME Mount View High School, ME Noble Middle School, ME Presque Isle High School, ME Rocky Grove High School, PA Two Harbors High School, MN 10 Schools 7 High Schools 3 Middle Schools Located in Maine, Pennsylvania, Minnesota, Wisconsin, Kentucky All Rural FRLP Percentage: 60.2% (ranges from 30% - 80%) 71 Teachers 989 Students

BARR Services BARR Training – 2 days Monthly coaching calls Quarterly PLC calls Two evaluation visits Two reports

Measures Implementation Fidelity Observations in Fall and Spring Outcomes – Comparison of Before and After BARR Failure rate Attendance Behavior Student and Teacher Perceptions Measured in Fall and Spring

Implementation Fidelity in the First Year In Place Components Restructuring Contextual Support Emerging Components Professional Development Developmental Assets Curriculum Whole Student Approach Block Meetings Not Yet in Place/Most Challenging Risk Review Parent Involvement

Student Findings in the First Year Average Percent Reduction

Changes in Student and Teacher Perceptions My teacher is interested in my career after I finish school I feel connected to my teacher If I had something on my mind, my teacher would carefully listen to me My teacher is interested in what I do outside of class ---------------------------------------------- I am able to help parents understand the social, emotional, and character skills our students need to learn My students work well with students from different ethnic, religious, cultural, or political backgrounds

Student Success Stories Team stopped bullying when it was observed Students finished math course early and advanced to next course Over 1000 interventions Students got help with food, housing, counseling Students moved to accelerated courses next year Student had issues at home, suspended for alcohol, passed core courses, moving to accelerated Student stayed off illegal substances due to learning about social effects Student learned better teamwork methods and how to be an effective team member

Case Study 1 6th Grade Strong administrative support Site coordinator is the Literacy Coach Grades 6 and 7 43% FRPL 6th Grade 61% decrease in failure rate 67% decrease in ISS 7th Grade 12% decrease in failure rate 34% decrease ISS Implementation fidelity score: 82% My teacher is interested in my career after I finish school (p<.001) My teacher is interested in what I do outside of class (p<.05) If I had something on my mind, my teacher would carefully listen to me (p<.05) I feel connected to my teacher (p<.06)

Case Study 2 Strong central office support Principal changes Two site coordinators 9th grade and added 10th grade 66% FRPL 32% decrease in failure rate 23% decrease in absence 71% met growth in NWEA Math 61% met growth in NWEA Reading Implementation fidelity score: 93% My teacher is interested in my career after I finish school (p<.02) If I had something on my mind, my teacher would carefully listen to me (p<.05)

What Have We Learned? Within the first year, all schools saw at least one positive change in failure rate, absence, or behavior measures Implementation fidelity takes time and work with coaches All BARR components are important - restructuring and contextual support are the first to be implemented Initial trends from dissemination schools are similar to RCT results Based on this first year, BARR Center staff Created tools to make coaching more consistent Extended services into year 2 to support implementation Increased access to coaches Provided regional trainings

Cohort 2 Dissemination Schools – The Work Continues….. Allen Central Middle School, KY Bertie High School, NC Calais High School, ME Ellsworth High School, ME Gardiner Middle School, ME Leonard Middle School, ME Mattanawcook Academy, ME Mattanawcook Jr. High School, ME McGregor High School, MN Old Town High School, ME Paintsville High School, KY Skowhegan High School, ME Warren County High School, NC Warren County Middle School, NC

Questions… Emily and Maryann

Thank you!