In the heart of the Passamaquoddy Indian Township Reservation, a remarkable educational transformation is taking place. Indian Township School, serving approximately 115 students from pre-K through grade 8, has embraced the BARR (Building Assets, Reducing Risks) model, a research-backed approach designed to strengthen relationships, improve academic outcomes, and reduce high-risk student behaviors.
The school’s journey with BARR began in, with initial funding from the Maine Department of Education (DOE). The DOE has invested $18 million in federal funds to support schools recovering from the pandemic’s impact on academics, student well-being, engagement, and school climate. Indian Township School is one of over 100 Maine schools that have adopted or are in the process of adopting the BARR model.
Cultural Alignment and Relationship Building
At the core of Indian Township School’s success with BARR is its alignment with the Passamaquoddy community’s cultural values. Principal Dolly Barnes highlights that BARR’s focus on relationships resonates deeply with the community’s ethos of care and support. “BARR seems to be a natural fit for us and our culture,” Barnes said. “We are in a relationship with our community and our environment.”
The school has integrated BARR’s principles into its daily operations, creating a supportive and inclusive environment. One of the key components is “I-Time” (or “U-Time” for grades K-5), a weekly block of class time dedicated to building relationships, developing social-emotional skills, and strengthening community bonds. Activities like emotion-focused charades games help students understand themselves and their peers better, fostering a safe and supportive learning environment.
Holistic Support and Academic Growth
Educators at Indian Township School are committed to supporting the whole child. Michaelene Spencer, an educator, notes that BARR addresses many basic needs that are often missing for children. Her classroom, for instance, includes three guinea pigs—Callie, Nalla, and Tillie—who help students learn responsibility, empathy, and compassion through daily interactions.
Weekly BARR “Block” meetings bring teachers and administrators together to discuss each student’s progress, strengths, and needs. These meetings, held in different grade-level pods, allow staff to coordinate support, plan interventions, and celebrate successes. The Block meetings have also strengthened relationships among the staff, making them a more cohesive team.
The school’s commitment to the BARR model has yielded significant academic growth. Since implementing BARR, Indian Township School has documented improved attendance, fewer behavioral issues, and rising academic achievement. Attendance has shown a dramatic turnaround, with chronic absenteeism dropping to 27 percent in the 2026-2026 school year from an estimated peak of 58-68 percent just three years earlier.
Notable Academic Achievements
Academic achievement has also climbed significantly. For instance, 63.6% of eighth graders are meeting state reading expectations, and 61.5% of fifth graders are meeting or exceeding reading standards. Grade 8 science scores improved by 5.48 points over three years, with students performing at or near proficiency rising from 20% to 36%. Grade 5 science scores also improved by 2.16 points, with the school’s first students reaching proficiency level.
Dr. Reza Namin, Superintendent of Maine Indian Education, attributes these achievements to the school’s focus on growing confidence, critical thinking skills, and a supportive school culture. Principal Barnes credits the success to the shared commitment among the staff, who have embraced innovation and worked together to share best practices.
Cultural Pride and Future Goals
For Indian Township School, success is measured not only in academic gains but also in the strength of its community and the pride its students carry. The school ensures that its culture is included every day, whether through speaking the Passamaquoddy language or helping students feel proud of their heritage. This sense of pride is especially meaningful for students who now see themselves reflected in the school’s leadership.
“We have Native leadership here—our principal, vice principal, coordinators—we are community members,” Barnes said. “Our students can look at us and see that this could be them someday. That creates a strong sense of pride in being Passamaquoddy.”
As Indian Township School continues to grow its BARR implementation, its story stands as a powerful example of what’s possible when schools center relationships, honor culture, and work together to support every student. Through BARR, Indian Township isn’t just improving outcomes; it’s strengthening a community and building a future grounded in connection, care, and opportunity.
