Crossroads

Students study the cultures of their families, community, nation, and world as they make connections between these realms of culture and the content and skills covered in the regular sixth-grade curriculum. The methods of learning in Crossroads differ in some vital ways. Students work both individually and cooperatively to study the topics of culture. There are fewer tests and quizzes, and a greater emphasis is placed on individual and cooperative projects that allow students to demonstrate what they learn. Students also demonstrate what they learn through frequent written log responses, which ask them to recall or apply information they learned. 

Crossroads students and their teachers, Mr. Canny and Mr. Rendulich, spend four of the nine class periods (about three hours) in Crossroads every day. The other five periods consist of math, two specials classes (rotated through art, music, phys. ed., tech. ed., FACS, and world language), lunch, and advisory/homeroom. On math “ELT” days, which occur every four days, students spend three periods in Crossroads and two periods in math.

No. Instead of grades, students receive assessments, approximately six times per school year. These are completed by the students and their teachers together and go home to parents for comments and signatures. Also, mid-way through the year, parents have a parent teacher conference to review student goals and progress. This is in addition to the student-led conference that occurs in November. 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 annual expositions for students to show their parents what they have learned. They receive regular grades for math and all specials subjects.

No. 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. Math is not integrated into the Crossroads program; however, many Crossroads students may have one of their Crossroads teachers for
math.

The strategy of differentiated instruction is utilized for students of varying reading 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. 

Approximately 15-20% 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 of the year. Students are assessed not only on their group’s final product, but also on their individual contributions to the group and their
public speaking performance. Detailed rubrics are used to assess each individual and the group on a whole.

When students are working in groups, the teachers roam 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.

Be fully aware that students always sit in groups in Crossroads and spend some time most days working as a group. Some students like to “sit back” and let others do the work. Others like to have control of projects and don’t allow others to have any real responsibility. Students who are not willing  to work to overcome those challenges often struggle in Crossroads.

Generally speaking, the overall homework load in Crossroads is comparable to that on the regular sixthgrade teams. That said, Crossroads students are much more likely to have long-term assignments and projects that are spread out over days or weeks. Interim due dates and progress checks are always
provided for these assignments and are posted on Schoology. There are very few single-night homework assignments in Crossroads.

It is hard to clearly quantify the answer to that question. That said, students in Crossroads write often. Since there are few tests and quizzes in Crossroads, one primary way that student learning is assessed is through written responses to frequent “log questions.”

Students demonstrate what they’ve learned to the class through planned presentations quite often. They are also periodically required to do planned individual presentations.

Historically, Crossroads students transition well into the traditional seventh grade program. They perform similarly on in-school assessments and standardized tests. Students who participate fully in Crossroads should have improved their skills as cooperative learners and public speakers as compared with their peers.

The Crossroads classroom is double the size of the regular classrooms at the middle school. It fits all 40 Crossroads students as well as lots of books and 40 laptop computers.

Yes, and they use them as frequently as any other sixth grader.

Yes. Most Crossroads students change class only one time fewer per day than non-Crossroads students. Some Crossroads students will have one of their Crossroads teachers for math, so they may move to the same teacher. 

Yes. Students will see these friends before classes, at lunch, recess, and, if they’re scheduled with them, during specials classes. Each specials class typically has only a few Crossroads students in it; the rest of the class is comprised of students from traditional teams. Be aware that students may not see friends very often if they are on a traditional team either. There are three other teams, and even students on the same team often have no classes together.

We typically have around six field trips. All are important learning experiences that specifically connect to what we learn in Crossroads. There is preparatory work in advance of them as well as writing tasks that follow them. Several trips extend beyond the school day, requiring early drop off or late pick up. Field trips are fun but be aware that we are not on trips for 176 days.

Yes, Crossroads students who elect to be in a 7th or 8th grade integrated program have the same opportunity to be selected as any other student. There is no “penalty” for having been in Crossroads.

In May, students selected into the program receive a letter informing them of their selection. They have approximately one week to make a final decision after receiving that letter. After that time, they must remain in the program.

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 who have the following characteristics work best in the program:

• You want to have more responsibility and independence when learning and presenting what you learn.
• You like to “dig deeper” and explore answers to questions independently or as part of a group.
• In addition to doing individual projects, you enjoy working in cooperative groups and consistently do your fair share of work.
• You are not motivated to learn solely by grades, appreciate more extensive feedback about your work, and you’re willing to use that feedback to improve future work.
• You 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.
• You want opportunities to get out of the classroom and explore the world around you.
• You are interested in ideas of culture and community and how you fit into these groups.