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

2. 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 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

3. 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

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

5. 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

6. 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

7. Student Findings in the First Year
Average Percent Reduction

8. 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

9. 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

10. 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)

11. 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)

12. 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

13. 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

14. Questions…
Emily and Maryann

15. Thank you!