THE EDUCATIONAL APPROACH at Crossroads is developmental and is based on the belief that concepts and information should be presented to children in ways that integrate new and existing knowledge. Within this developmental framework children are allowed to acquire skills at their own pace. In addition, great importance is always placed on individual learning styles. Fundamental skills are taught in all subject areas at each grade level, yet we allow children to master these skills according to their own readiness. For example, at the end of first grade some children will be reading fluently while others will be emergent readers. Similar differences in skill development will be apparent at the end of every grade level across all disciplines. The key in allowing such differences is tailoring the program so that all children feel comfortable and successful in the learning environment. The following features support Crossroads' educational philosophy at the elementary level: AN INTEGRATED PROGRAM: Children learn most effectively when information is presented within a context rather than as isolated facts or principles. Therefore, the curriculum of each grade level is centered on one or more social studies themes, usually derived from the California State Framework. Skill development in language arts, math, science, the arts, and physical education is articulated as much as possible through shared planning around these themes. TEACHING TO ACCOMMODATE DIFFERENT STYLES OF LEARNING: Some children learn best by touching and feeling; some need to see the information graphically in some fashion; some learn most comfortably by talking and listening; others need to have their bodies fully involved in order to absorb new information. To accommodate these different styles of learning teachers must teach in many formats. At Crossroads, children learn through directed lessons, hands-on activities, peer interaction, cooperative learning groups, discussion, simulation, reading, writing, speaking, singing, and dramatization. TEACHING TO ACCOMMODATE DIFFERENT LEVELS OF DEVELOPMENT AND DIFFERENT TYPES OF INTELLIGENCE: Children arrive at school excited about learning, but they come at different stages of development with different abilities, talents, and needs. The teaching at Crossroads is designed to accommodate these differences and to nurture safe expression. Open-ended activities permit all children to participate in the same activities but at different levels. Heterogeneous grouping allows children with varying strengths to work together in a cooperative and supportive manner. Homogeneous grouping allows children with common abilities to work together in a cooperative and supportive manner. OWNERSHIP: Students are encouraged to be responsible for their own learning and to be accountable for mastery of fundamental skills. For a child to move toward autonomy it is essential that class work and homework be directed by the teacher and undertaken by the child, not by parents. LEARNING: Ultimately, the goal of a Crossroads education is not simply to enable a first grade child to be ready for second grade, or a fifth grade child to be ready for sixth grade. The goal is to build lifelong learners--people who are excited about learning, curious, willing to take risks and be wrong, and comfortable with trying out new ideas. The Crossroads Elementary Program is designed to influence students to care about more than their own successes, to invest themselves in the successes of others, and to have compassion for, and patience with, their fellow beings. GRADING: At the Elementary School children are measured against themselves. From criteria set forth by the teacher, especially in the higher grades, children learn what is expected and how they have or have not met the requirements for a given assignment. Parents are informed whether or not their child is working within the expectations for the particular grade level through evaluations written three times a year. Evaluations are followed up with individual parent-teacher conferences.