COMPASS POINTS
Networking High Schools for Mathematics
Improvement
Kasi Allen Fuller - Lewis & Clark College / Inverness Research
Eric Robinson - Ithaca College
Margaret Robinson - Ithaca College
COMPASS POINTS
The Facts
A national network of professionals implementing
NSF-funded, NCTM Standards-based curricula at
the high school level.
Professionals include teachers, administrators,
educational researchers, mathematicians, and
teacher educators.
16 participating high schools
4 secondary integrated curriculum programs
1 national implementation and dissemination center
50+ educators spanning the high school and college
level
3+ years of collective work
COMPASS POINTS MAP
(2)
COMPASS Central Site
Member High School Sites
Curriculum Development Sites
Criteria for Membership
Nominated schools had all implemented (at least) one
NSF-funded secondary mathematics program, meaning:
A comprehensive implementation such that the full
program had existed for at least two years.
An on-going professional development component
Documented support at the department, school, and/or
district levels
Commitment to maintaining the curriculum for (at least)
two additional years at the time of Network induction
Interest in continued improvement of the program
implementation
Willingness to collaborate with COMPASS-related
researchers
MISSION
COMPASS POINTS (COMPASS*
Professionals Operating in a Network
for Teachers and Students) is a
network of schools and educators
using challenging NCTM standards-
based curriculum and student-centered
teaching to help all high school
students learn meaningful, powerful
mathematics.
*COMPASS = Curricular Options in Mathematics Programs for All Secondary Students
Why members join
COMPASS POINTS?
When I started with [our program] my teaching career became rejuvenated. I
think that the best thing I have done professionally (outside of the classroom)
has been to network with math teachers throughout the country that are dealing
with the same issues I am. That is why. - high school math teacher, ME
I am an advocate for "reform" curricula at all school levels (K-16); from the
perspective of a mathematician, I think they more accurately reflect
mathematical practice and from the prospective of a math educator, I think they
allow students to develop a much more thorough understanding of the
mathematical content. Being involved with POINTS seemed like a good way for
me to support the efforts of educators who are trying to use these reform
curricula. - professor of mathematics, NY
I joined COMPASS POINTS because I believed in what they stood for, and I
wanted to work with people that had a committment to reform curricula.
- high school math teacher, WI
FOUNDATIONAL BELIEFS
As members of COMPASS POINTS, a network of secondary mathematics teachers,
teacher educators, administrators, educational researchers, and mathematicians, we
share the following foundational belief statements.
Learning: Learning is complex, ongoing, and dynamic. Investing the time to understand
students’ formal and informal knowledge and habits of mind is necessary and
foundational for learning and growth. Respect for students’ thinking is central.
Fostering positive dispositions toward mathematics and learning is essential. Examples
include motivation, curiosity, risk-taking, and perseverance. Fostering good work habits
is also important.
Curriculum: Curriculum plays an important role in developing students’ mathematical
competencies. Curriculum should engage students in worthwhile mathematical tasks
that have multiple access points and incorporate higher-order thinking skills.
Equity: Knowing how to think analytically and to solve problems are attainable,
teachable, and essential goals for all students. These goals must be an intentional
component of a mathematics program: Mathematics teaching must develop in all
students better processes of thinking, communicating, and uses of technology.
Mathematics is empowering and impacts students’ fundamental view of themselves;
thinking of oneself as being good at mathematics is an avenue to empowerment in our
society.
FOUNDATIONAL BELIEFS
(cont.)
Teaching: Teachers need a variety of tools and strategies to reach all learners. Teachers
must be flexible and willing to make adjustments in their teaching. Teachers should be
committed to meeting students where they are and moving them ahead. Reflection on the
practice of teaching mathematics is fundamentally important for the growth of teachers.
Professional Development: Strong, on-going professional development and
collaborative networks of teachers are essential in realizing the goal of creating highly
effective teachers, reflective practitioners and sustainable programs. Professional
development goes beyond implementation of the curriculum in the classroom to include
involvement of administrators, counselors, other teachers, students, parents, members of
the community, and higher education faculty.
Realizing Our Vision: Successful implementation and sustainability of research-based
curricula requires support from all stakeholders. Administrators, school leaders,
university mathematicians, educators, and researchers alike—in addition to students,
parents, and teachers—must work together to make this a reality.
This Study
Exploratory in nature
Ongoing
Data includes:
Participant observations
Focus groups
Analysis of network-generated
documents
Network member survey
Preliminary Findings
Network members know very little about
each other’s programs, apart from what they
may have learned during their own adoption
Prior to joining the network, members have
little contact with other high schools and
districts implementing NSF-funded curricula
Network members discover that their
programs and their implementation
experiences are more similar than they
anticipated
Areas of Common Success
Students taking more math
Students performing better in the math (as
measured by grades and district/state
assessments)
Students expressing affinity for math
Teachers feeling more passionate about
their subject
Teachers experiencing personal/professional
transformation
Areas of Common Challenge
Inconsistent administrative support
Resistant colleagues
Communication with parents
Community education
Alignment with state standards and
assessments
College math placement tests
Areas of Common Work
Creating increased awareness for the
existence and potential effectiveness of the
NSF-funded curricula
Collectively advocating for best practices in
secondary math education
Supporting each other in the political work of
mathematics improvement/reform
Educating each other about successful
strategies with respect to common
challenges
Value of Bringing Strong
Implementers Together
This meeting was far more beneficial than I ever thought it would be.
The activities were a huge plus because they got us interacting
with members of different innovative mathematics communities
and they got us thinking about our individual programs and
how to make them more stable. I didn’t need any input on the benefits
of my program but I did need to know that the problems I face
in my school are the same as those in innovative mathematics programs
all over the country.
- high school teacher
I have learned so much about the other curricula. It is great to know
that they share my problems. I like the idea of working as a large group
to push our goal of better high school math.
- department chair
Extent to which participants believe that the theory of
action underlying the COMPASS POINTS is valid
(% of participants)
100%
75% 68%
50%
23%
25%
10%
0% 0%
0%
Completely Mostly Mixed Mostly Completely
invalid invalid valid valid
COMPASS POINTS Theory of Action:
If you bring high school teams together that are engaged in similar math improvement efforts, and
support them with professional development, give them direct access to curriculum developers,
and provide rich opportunities for them to learn with and from other experienced educators – then
their schools will be more likely to succeed in implementing and advocating for innovative math
programs than they would be if they were working on their own.
Network Contributions to
Individuals
• knowledge of the five NSF-funded curricula as a set of
related programs
• vision of high quality mathematics teaching and
learning
• connection to national experts dedicated to improving
mathematics education
• interest and confidence in addressing the political
aspects of mathematics reform
• interest in serving as a mathematics leader in school
or district
Participants who say that COMPASS POINTS
contributed substantially to their professional growth
I am encouraged to grow as a
math teacher and as leader for 94%
change
COMPASS POINTS provides me
with a unique form of professional 84%
support that I do not find
elsewhere.
I have had many opportunities to 77%
explore new ideas and issues
0% 25% 50% 75% 100%
Participants who say that COMPASS POINTS
contributed substantially to their vision and
understanding of mathematics teaching & learning
Connection to national experts
dedicated to improving math 90%
education
Vision of high quality
mathematics teaching and 76%
learning
Understanding of how students
53%
think about/learn mathematics
Ability to teach mathematics 52%
0% 25% 50% 75% 100%
Participants who say that COMPASS POINTS
contributed substantially to their interest and
confidence in assuming leadership roles
Confidence in serving as a math
70%
leader in my school/district
Interest in serving as a math
58%
leader in my school/district
Confidence in addressing the 62%
political aspects of math reform
Interest in addressing the political
67%
aspects of math reform
0% 25% 50% 75% 100%
What members say …
COMPASS and the reform mathematics curricula contributed to my
growth professionally and personally. My mathematics understanding
has increased immensely, and I was personally was given the opportunity
to address the National Mathematics Panel providing them with the
ground work, comparisons, successes and failures of teaching traditional
curricula and reform curricula. Professionally, my experiences with
COMPASS and reform mathematics has raised my level of expertise and
given me many new job opportunities.
- high school math teacher, NC
The struggles with implementation have forced me to frequently reflect on
what we are doing - the support of the individuals involved in COMPASS
POINTS has helped me to solidify my stance.
- high school math teacher, WA
Contribution of the Network to
Implementation Efforts
Connection to other schools engaged in the
work of implementing one of the NSF
programs
Commitment to implementation effort at
member school
Ability to support math implementation effort
in school or district
Understanding of the issues involved in
implementing one of the NSF-funded
programs
Participants who say that COMPASS POINTS reduces
isolation
I have learned that different math
programs can face similar 97%
implementation challenges
COMPASS POINTS has helped me
feel less isolated in my work as a 90%
mathematics educator
COMPASS POINTS has provided a
way for other schools to benefit 84%
from my own schoolÕs
implementation experiences
0% 25% 50% 75% 100%
Participants who say that COMPASS POINTS
contributed substantially to their commitment to,
understanding of, and ability to implement
the NSF-funded high school math programs
Connection to other schools
implementing NSF-funded 76%
programs
Understanding of issues involved
in implementing one of the NSF- 73%
funded programs
Commitment to the math
curriculum implementation at my 73%
school
Knowledge of the five NSF- 63%
funded curricula
Ability to support the math
curriculum implementation effort 63%
in my school/district
0% 25% 50% 75% 100%
What members say …
It has helped me with research for parents that were asking at our
presentations. Looking at student work helped me to see how our
students and teachers were doing, expectations, quality of work, etc.
- high school math teacher, OR
Due to turnover at my school, I was the only teacher to have recieved
complete training, and was therefore the only one who carried the initial
excitement. After the first 3 meetings - attended with a building
administrator - I was able to involve 2 other members of my department.
Our building administration is 100% behind what we do after being a part
of the meetings.
- high school math teacher, WA
When our program comes under fire from students, parents or other
school personnel, we know we have support from COMPASS. We aren't
alone in the wilderness. We have a network of people who we can
approach with questions, issues, to gain information, etc. People I would
have never met. I have learned we are not alone in our issues.
- high school math teacher, WY
Participants who say that COMPASS POINTS created
a learning community
Members of COMPASS POINTS
are constantly learning and 90%
seeking new ideas
COMPASS POINTS leadership is
open to feedback from its 87%
members and is willing to change
COMPASS POINTS serves as a
professional learning community 77%
for me
0% 25% 50% 75% 100%
Percentage of COMPASS POINTS participants who would
continue to be involved if the project received more funding
100%
75% 70%
50%
25% 17%
13%
0%
0%
Definitely Probably Probably Definitely
not not
The Future of
COMPASS POINTS
Members continue to collaborate
electronically, by phone and at
conferences
The Network is currently seeking
funding for continued face-to-face
meetings
For updates, check the website:
http://www.ithaca.edu/compass/points.htm