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Pilot Compass lessons linked to gains in middle-school social skills and fewer suspensions, district says
Summary
District staff reported preliminary midyear data from a Navigate360/Compass pilot showing increases in middle-school students’ self‑awareness and self‑management and concurrent decreases in suspensions and other high‑level disciplinary actions.
District staff presented midyear results from the Navigate360 Compass pilot at the April 3 Student Services Committee meeting, reporting modest gains on student self‑management and self‑awareness measures and decreases in several disciplinary categories at participating middle schools.
Director of Student Services James Leonard said the Compass curriculum provides weekly 30‑minute lessons during advisory/homeroom focused on five competency areas: self‑management, self‑awareness, social awareness, relationship skills and responsible decision making. Students complete a 32‑question assessment at the start of the year and again midyear; a final assessment is planned at year end.
Leonard summarized school‑level highlights: Butler showed the largest gains in self‑awareness (6th grade) and self‑management (8th grade); Horning’s largest gains were in self‑management for 7th and 8th grades; Les Paul showed increases in self‑awareness; and STEM/Saratoga showed growth in relationship skills and self‑awareness in some grades. Leonard said the lessons can be completed independently or led by staff; STEM opted for more group discussion in lessons.
Separately, midyear discipline data for the middle schools showed decreases from first semester in use of out‑of‑school suspensions, in‑school suspensions, pre‑expulsion (five‑day) placements, detentions and entries on the no‑pass list. The district also reported an increased use of lower‑level responses such as student conferences or warnings, which staff said they view as a preferable early intervention.
Leonard cautioned that the district will examine correlations further and present an end‑of‑year report that combines Compass assessment results with behavior and PBIS reward‑program data. "We'll come back, at the end of the year, just with a more comprehensive review of the data," he said.
The committee discussed where lessons are delivered (advisory/homeroom), the balance between independent and teacher‑led delivery, and whether additional contextual factors — such as greater consistency in behavioral responses across buildings — contributed to the decline in higher‑level discipline actions. No formal action was taken.
