Crossroads

Crossroads is a year-long alternative to the traditional sixth-grade curriculum. The program combines the study of language arts, social studies, and science to explore issues related to cultures of family, community, nation, and world.  Crossroads does not have defined times for science, social studies, or language arts each day.  Instead, they work on assignments and projects that integrate the topics and skills learned in those classes around the theme of culture.

Students make connections between the four realms of culture and the content and skills covered in the regular sixth-grade curriculum.  The methods of learning in Crossroads differ in vital ways. Students work both individually and cooperatively to study the topics of culture as they connect to the traditional sixth-grade curriculum. There are fewer tests and quizzes and greater emphasis on projects and presentations. Students also demonstrate their learning through frequent writing tasks that require recall, synthesis, and application of their learning.

Crossroads students and their teachers spend three to four of the nine class periods in Crossroads every day.  The other periods consist of math, two specials, lunch, and advisory.

No. Students complete self-assessments several times per year. The teachers review and comment on their self-assessments, and parents/guardians then review the assessments with their child and provide their own comments. Also, midway through the year, parents have a parent-teacher conference to review student goals and progress.  At the end of the year, parents receive longer, more formal reports on their child’s progress completed by the teachers. Additionally, there are two evening expositions where students present what they have learned to their families. They receive regular grades for math and all specials.

No. Math is not part of the Crossroads program. Crossroads students are taught the same math curriculum as the rest of the sixth grade and have access to the same math levels as any other sixth-grade student.

The Crossroads teachers differentiate the instruction for students’ varying reading and writing abilities.  Crossroads students read novels and engage in significant nonfiction reading during the school year.  For many reading experiences, students are matched with books or materials that suit their reading level. 

Overall, about 20% of in-class time is spent in the cooperative process, although there is much more group work toward the end of the year than at the beginning. Students are assessed on both their individual contributions to the group and the group’s work as a whole, as well as their public speaking performance. Detailed rubrics are used to assess both individual and group performance.

When students are working in groups, the teachers circulate throughout the room to guide and assist the groups.  Typically, there are 8-10 groups of students working in the room, so the teachers can only be with two of those groups at any one time.  Students are expected to stay with their group and be on task even when a teacher is not with them.  This can be a challenge for some students in a busy classroom of 40 students.  Students are evaluated at the end of each major group task on their contributions and behavior during the group project.

Students engage in group work every day. This can be a challenge for students who tend to let others do the work. It can also be difficult for students who have trouble sharing responsibility fairly with others. Students who are unwilling to work on those challenges often struggle in Crossroads.

Yes. Crossroads students mix with other sixth graders during electives/specials classes and lunch/recess.

Yes. Crossroads students have the same opportunity to participate in those programs as any other student. 

Students selected for Crossroads make a final decision approximately one week after notification. After that time, students may not change their placement.

No, students make a year-long commitment to Crossroads.  We ask that students and their parents learn all they can about the program before committing to it.

Many students can find success in Crossroads, but students with the following characteristics often thrive in the program:

• They enjoy increased responsibility and independence when learning and presenting.
• They like to “dig deeper” and explore answers to questions independently or as part of a group.
• They enjoy working in cooperative groups and consistently do their fair share.
• Grades are not their sole motivation for learning; they value detailed feedback and are willing to use it to improve.
• They want to be part of a community of learners who spend the year together exploring who they are and how they fit into their world.
• They are interested in learning about culture and how it applies at the levels of family, community, nation, and world.