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BARR Program

BARR (Building Assets Reducing Risks) gives schools a comprehensive system to meet students' academic, emotional, and social needs.

BARR Includes

  • teacher teams that work together; consisting of math, science, and Language Arts
  • intentional relationships between teacher and student, and student to student
  • problem-solving and goal-setting by teacher teams and support staff
  • identifying and highlighting student strengths
  • systemically addressing student issues like academic failure, poor attendance, and engaging in risky behaviors
  • classroom curriculum promoting positive self-image and elevating developmental assets

Developmental Assets

Developmental Assets are strengthened through interactions with peers and school staff, as well as through a targeted once-weekly curriculum called I-Time. Students with more assets tend to be better able to cope with adversity and tend to do better academically and socially. I-Time lessons are designed to build several types of assets at a time, in these major categories. 

Support- Who do you depend on?

Empowerment- Who values you?  What do you do?

Boundaries and Expectations- Do you know the behavior expectations and consequences?

Constructive Use of Time- Time is precious- How are you spending it?

Commitment to Learning- What motivates you to do well?

Positive Values- What do you really believe in?

Social Competencies- Do you accept yourself for who you are and others for whom they are?

Positive Identity- What is your purpose?

To find out more about developmental assets, go to the Search Institute Website.

Meet Our BARR Coordinator

Sharmayne Lawson Franklin received her bachelor's degree from San Jose State University, majoring in Sociology and entered a combined program at the University of La Verne, obtaining her teacher's credential and master's degree in education.

Sharmayne's pursuit in becoming the BARR coordinator was really a selfless act. Brenda Burgo, a former BARR coordinator at Valley View and former colleague, encouraged her to apply for the position. Sharmayne was told about the critical importance of working with students beyond the classroom and being a self advocate for them. She would describe her pursuits as a selfless act because there is somewhat of an instant gratification that teachers get in working with students daily in the classroom. Stepping out of her role as a classroom teacher to have a greater impact on students by serving a larger population was key in this new venture for Sharmayne.