Introducing The CORE Compass Course

The CORE Compass Course has been the signature youth program that CORE Learning Services has used to help level the playing field for at-risk youth in high-school and middle school. This program brought The Balancing Act work with adults to schools to improve the life, work, and relationship skills of youth. The CORE Compass Course is a highly systemic approach to improving the lives of both students and teachers. To learn more about what this program can do for students, teachers, parents, and schools.

What this program accomplishes for Students

The Compass Course is a 6-step life, work, and relationship skills development program that teaches students the 5 Elements of Success. It has been used for years in middle-schools and high-schools where it has been shown to:

Þ     increase standardized test scores.

Þ     reduce stress and increase confidence (for both students and teachers).

Þ     improve classroom behavior and participation.

Þ     increase attendance (to meet AYP goals).

Þ     improve school culture and morale.

The Compass Course curriculum follows a methodology that was first outlined in The Balancing Act (2001), and that has been used during the past two decades with adults in the North America, Europe, and South America for leadership training and executive coaching. This 6-step process, which is based on the cross-cultural holistic healing model of the center and four directions, helps students and their teachers recognize innate gifts, form strong relationships with each other, and develop the practical skills they need to become happy, healthy, caring, and prosperous adults who contribute their greatness to the world around them. 

Proven results

 The CORE Compass Course has helped close the achievement gap for vulnerable youth. To this end, we worked with urban teenagers who are statistically at high-risk of not completing high school: 90-95% of our students are African American and Hispanic youth from poverty-status families. The Compass Course was designed to relieve some of the extreme social and economic pressures on these teenagers by helping them determine their own life and career direction.

The CORE Compass Course has demonstrated a measurable impact by improving standard testing scores and school attendance in our teenage population. Specifically, our students had:

+ 11% better school attendance than their peers (an early indicator of success in completing high school)

Improvement in English Test Scores compared with year 1 baseline control group:

+ 8% English MCAS scores in year 1 of the CORE Compass program

+16% in year 2 of program

Improvement in Math Test Scores compared with year 1 baseline control group:

+ 5% Math MCAS scores in year 1

+ 27% in year 2 of program

 As the data above demonstrates, the students in the Compass Course program performed significantly better than their peers. Due to that early success, TES asked CLSI to serve the entire sophomore class in year 2. Amazingly, the percentage of students who passed their MCAS increased even more in our second year at The Engineering School! (Note: Our other school, Community Academy in Roxbury, showed similar improvement trends but because these students were not enrolled througho ut the year - after being expelled from other schools - the constantly changing population did not allow for reliable data for our "before/after" comparisons.)

We believe that these remarkable test scores are largely the result of our teens developing more self-esteem, impulse control, mental clarity, positive attitude, motivation, and focus. Other notable outcomes of The Compass Course included students developing a stronger sense of personal awareness and a feeling of belonging to a school community (both are violence-prevention indicators).

Benefits for Teachers Too!

It’s not only students who benefit from the CORE Compass Course! Teachers reported improved class participation and better behavior. They also cited increased job satisfaction and an ability to interact better with their students (staff retention indicators). Indeed, several teachers privately stated that they decided to remain in their jobs because of the relief they attained from the program. Administrators reported that a more cohesive school culture had formed as a result of our initiative. Massachusetts teachers, administrators, and school counselors received professional development credits by becoming certified in the CORE Compass program.

See Teacher Testimonials:

 o   I see a significant difference in the daily behavior, professionalism, and productivity of those who have taken this program and those who have not.

o   I am able to stand back, listen, wait, and observe and think, then make corrective actions which have led to a more harmonious classroom atmosphere.

o   It helped me become aware that I control the environment in the classroom and not the students nor other adults.

o   I noticed in others a great weight taken off their shoulders and that without these burdens they are happier and are less prone to be put off-balance.

o   I changed because I can step back and observe the situation before I react. I am much calmer and use anger sparingly, if at all.

o   I try now not to waste my energy on the small stuff and feel more focused.

o   I'm much more positive and can rise above situations.

o   I have found ways to confront another staff person positively - which enabled me to stop hiding in my room and took away my fear.

o   Instead of being distracted by things, I am saving my energy for the students.

o   I became aware of my triggers and how not to get hooked into negative behaviors and thoughts.

o   I am able to speak and think more clearly.

o   I noticed that my classmates in this course now avoid energy-zapping behavior of others and are less judgmental.

o   The course has been a wonderful eye-opener for me. It has allowed me to take time for myself and look at situations more openly, not judging or wanting to change them.

o   I have gone back into the soul of myself--learning to prioritize and not let others draw me into bad situations.

o   People in this course have all grown to be better individuals--controlling their destiny and seeing the good in themselves.