Lt. Governor, ND lawmakers learn about unique education policies at Williston Schools – KFYR-TV

Report on the Williston Basin School District’s BARR Model and its Contribution to Sustainable Development Goals

Executive Summary

A delegation including North Dakota Lieutenant Governor Michelle Strinden and state lawmakers conducted a site visit to the Williston Basin School District to observe the implementation of the Building Assets and Reducing Risks (BARR) educational model. This report analyzes the BARR framework as a practical application of the United Nations Sustainable Development Goals (SDGs), with a primary focus on SDG 4 (Quality Education). The model, unique within North Dakota, demonstrates a commitment to creating inclusive, safe, and effective learning environments through a relationship-based, data-driven approach.

The BARR Model: A Framework for Sustainable Education

The BARR model is a structured educational framework designed to enhance student outcomes by focusing on two core objectives:

1. Building Assets: Proactively fostering strong, positive relationships between educators, students, and families to create a supportive community.
2. Reducing Risks: Utilizing collaborative processes and data to identify and address academic, social, and emotional challenges students may face.

This holistic approach ensures that student progress is measured beyond traditional academic metrics, aligning with a more sustainable and comprehensive vision of education.

Direct Alignment with SDG 4: Quality Education

The BARR model serves as a direct mechanism for achieving targets within SDG 4, which aims to ensure inclusive and equitable quality education for all.

• Target 4.a (Effective Learning Environments): The model’s success in fostering a “school family” directly contributes to building and maintaining safe, non-violent, and inclusive learning environments. Tonya Brenner, Principal at McVay Elementary, noted, “We are creating a school family by increasing our attendance and decreasing our office referrals, and we’re increasing our family engagement.”
• Target 4.1 (Equitable and Quality Education): By focusing on the success of all students and improving collaboration, the framework helps ensure that every child has the opportunity to achieve positive educational outcomes.
• Target 4.7 (Education for Sustainable Development): The emphasis on building personal assets and fostering meaningful discussions equips students with the social and emotional skills necessary for lifelong learning and responsible citizenship.

Contributions to Interconnected SDGs

The impact of the BARR model extends beyond SDG 4, contributing to a broader sustainable development agenda:

• SDG 3 (Good Health and Well-being): The focus on reducing risks and building supportive relationships is fundamental to promoting positive mental health and well-being among students.
• SDG 10 (Reduced Inequalities): The framework’s collaborative structure allows educators to identify and support students from various backgrounds, helping to reduce inequalities in educational achievement.
• SDG 17 (Partnerships for the Goals): The model is built on partnerships between teachers, students, and families. The official visit by state lawmakers exemplifies a crucial partnership between government and educational institutions to advance shared goals.

Government Endorsement and Future Outlook

The visit by state officials signifies governmental recognition of the BARR model’s potential to advance educational excellence. In a formal statement, Lieutenant Governor Strinden commended the district’s commitment, stating, “Williston Public Schools has made a commitment to improving student outcomes by investing in the BARR framework. Today we witnessed the care and devotion of educators in the community working to support the success of all students.” This endorsement highlights the model’s alignment with state-level objectives for educational improvement and its potential for broader implementation as a strategy to achieve sustainable development targets.

SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The primary Sustainable Development Goal (SDG) addressed in the article is:

• SDG 4: Quality Education
  • The article focuses entirely on the implementation of the BARR (Building Assets and Reducing Risks) educational model within the Williston Basin School District. The stated purpose of this model is to “support education,” “build relationships between teachers and students,” and ultimately “improving student outcomes” and supporting the “success of all students.” These objectives are central to the mission of SDG 4, which aims to ensure inclusive and equitable quality education.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s discussion of the BARR model’s goals and effects, the following specific SDG targets can be identified:

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
  • The article supports this target through its emphasis on improving educational results. The statement from Lieutenant Governor Strinden applauding the district’s “commitment to improving student outcomes” and working “to support the success of all students” directly aligns with the goal of achieving effective learning outcomes for every student.
• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
  • The BARR model’s framework, as described in the article, is designed to create such an environment. The name itself, “Building Assets and Reducing Risks,” points to this goal. Principal Tonya Brenner’s statement that the model is “decreasing our office referrals” is a direct measure of creating a safer and less disruptive environment. Furthermore, the goal of “creating a school family” and building relationships contributes to an inclusive and effective learning atmosphere for all students.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article explicitly mentions several metrics that serve as indicators of progress towards the identified targets, particularly Target 4.a.

1. Increased Attendance: The principal states that the school is “increasing our attendance.” Higher attendance rates are a key indicator of an engaging, safe, and effective learning environment where students feel supported and are motivated to participate.
2. Decreased Office Referrals: The article notes that the BARR model is “decreasing our office referrals.” This is a direct quantitative indicator of a reduction in behavioral issues and risks, contributing to a safer and more positive school climate as outlined in Target 4.a.
3. Increased Family Engagement: The mention of “increasing our family engagement” serves as an indicator of a more inclusive and collaborative school community. Engaged families are a crucial component of a supportive educational ecosystem that fosters student success.

Summary Table: SDGs, Targets, and Indicators

Source: kfyrtv.com