• Crossroads

Community Service

Service to the greater community is one of the five basic commitments upon which Crossroads School was founded.  The program manifests itself at each division of the School in a way that is developmentally appropriate for the age and stage of an elementary, middle, or upper school student.  While each individual's relationship with community service may vary, we believe community service activities provide students with an invaluable opportunity to see themselves in the larger context of the greater community in which they live, and to experience the benefit and fulfillment of that connection. We look forward to seeing this essential element of Crossroads School develop and evolve with time and community input.

List of 3 items.

  • Elementary School

    Service to the community at large is an essential part of the school philosophy. In the Elementary School, it is called "Service Learning" and is distinguished from "Community Service" because the service is actually embedded in the curriculum. Children learn essential skills while participating in service to the community both within and beyond the school in response to a community need.
    Each classroom has a curriculum component that embodies service. Our Kindergarten children begin the service learning component of the curriculum by first trying to understand the meaning of the word "community". They learn about the members of their new school community, with special attention to the staff who enable the students and teachers to do their work. The Kindergarten children also grow and sell vegetables. The proceeds from their sales go to a local preschool much in need of supplies and equipment. Our Kindergarteners and the preschool children visit one another's schools to learn about similarities and differences in their two school communities.

    After reading a fictional book about a blind Native American child, the fourth grade students begin to more deeply gain understanding about differently-abled children. Subsequently the children are invited to study universally accessible playgrounds and to play with differently-abled children their age. These sessions provide a direct learning experience for the children to experience and play with others they might not otherwise meet. Reflection about their experiences leads them to think more empathetically about differently-abled persons and, hopefully, to become advocates for social consideration and justice.

    There are school-wide Community Service projects that are initiated by the Community Service Room Parents and implemented by the Elementary School Student Council. Community Service projects have included collections of change for UNICEF, non-perishable food for One Voice and the Westside Food Bank, and books for public schools in Venice and South Central Los Angeles.
  • Middle School

    Mission Statement
    The mission of the Crossroads Middle School Service Learning Program is to promote active participation, community awareness, and empathy for the needs of our local and global community.
    Program Goals and Philosophy
    A paradox of our time is that “community service” has developed a stigma of being a punishment rather than opportunity, of being a chore rather than an ethical responsibility. The Middle School Service Learning Department is committed to changing this perception and establishing a mindset embracing “The Privilege of Service.” We believe it is an opportunity, a responsibility, and a privilege to serve the greater community. Thus, service in the Middle School is no longer based on a required number of hours. Instead, we want to cultivate our students’ intrinsic desire to serve, care for, and improve our community. We believe service is a lifetime commitment, and by working to benefit others we in turn develop and benefit ourselves.
    Basic Expectations
    Every student is expected to complete a service learning project each year of middle school. Students are strongly encouraged to engage with various types of projects during their three-year experience in the Middle School. Students are also encouraged to take a service-related Options class for at least one of their six semesters of middle school. Students will be expected to share their service learning projects by uploading them onto the school website so that the greater Crossroads community can benefit from their work and engage with the privilege of service. Completion of service learning projects will be indicated on end-of-year academic transcripts.
    Types of Service Learning Projects
    • Volunteer: Students spend time volunteering with a service-based, community organization. Projects include tutoring children after school; visiting senior citizens at a retirement home; serving meals to people in need; giving time to an after-school program; working on a housing project for people without homes, etc.
    • Mobilize: Students partner with a charitable organization to help raise money or collect resources that benefit people in the community. Projects include walking, running or biking in a fundraiser for an important cause; collecting clothing or food for victims of natural disasters; finding a business or organization to sponsor a cause; organizing and hosting a bake sale or lemonade stand, etc.
    • Advocate: Students work on behalf of a person, group, place, or campaign to raise awareness on a particular issue of concern. Projects include creating a PSA on a community issue; creating a website or using social media to advocate for a cause; circulating a petition about a local environmental concern; attending and/or speaking at a city hall meeting; writing a letter to the editor in support of a cause; writing and delivering a speech before a local organization, etc.
    • Protest: Students work to achieve a change in law or policy through peaceful protest. Projects include attending a rally to voice disapproval of public policy; taking part in a sit-in, walk-out or other act of dissent; refusing to buy clothing or goods from a company that uses child labor; speaking at a city council meeting to voice concern over a particular law or policy, etc. 
    Receiving Support and Sharing Projects
    Students will receive guidance from the Service Learning Coordinator and grade-level deans for how to effectively complete and share their projects by uploading them onto the Service Learning portal on the Resources page of the Crossroads website. It is our hope that parents partner with us in helping students reach their goals. Parents play a vital role in helping to create and promote the value of service by encouraging participation. We hope that parents will talk with their children about the value of contributing to the community. It is a privilege to serve!
    For more information on the Middle School Service Learning program, please contact Program Chair Josh Adler at JAdler@xrds.org.
  • Upper School

    The Community Service Program is designed to instill in students a lifelong pattern of giving, by helping them to develop a connection with the larger society.  At this age, community service is a door to the world, and we encourage and support students to do their community service in areas that reflect their passions--and in ways that leave them changed as much as those they serve.
    Program requirements overview: 

    9th grade Community Awareness class; 5 Community Awareness Hours completed inside of class during that semester.
    9th or 10th gradeOne 20-hour project, done either year; must be completed by the end of 10th grade year.
    11th grade Life Skills/Service Leadership; a 15-hour service project completed during class throughout the year.
    12th gradeBridging Community; combined with Senior Mysteries classes.

    In the Community Awareness class, the primary goal is to introduce students to service participation at the high school level. After reviewing the Upper School graduation requirement, students learn about community service needs and opportunities through a variety of speakers and other experiences. Students are exposed to local service venues such as: OPCC, Westside Food Bank, Head Start, St. Anne School, convalescent homes, etc. The students may visit some of the above organizations during class time so they can have a more hands-on experience. The intention is that students discover a range of possibilities and ultimately find personally meaningful opportunities through service. During this semester (inside of class time) students complete 5 hours of Community Service. This class is graded Pass/Fail.

    In Life Skills/Service Leadership, we bridge our focus from the stories of individual students toward our commitment to the greater community. This class provides the stress relief and group support of a Mysteries class, while simultaneously developing students’ service leadership awareness and skills (including public speaking, delegation, decision making, organization, and working well in a group). Students in this class conceive, develop and implement a ten-hour service project in class while developing a deeper understanding of what it takes to create and maintain various service-based nonprofit organizations. This class is also designed to serve and support students’ academic, social and emotional life, providing a place for students to discuss concerns, self-reflect, gain group support and develop ways of reducing the stress of this period of their lives. Life Skills topics for the class may include: study skills, stress-reduction, time management, creating balance and joy, managing emotions, and the telling of one’s life story as a “hero’s journey.” Students are responsible for completing a minimum of five additional service hours by the end of their 11th grade year in order to fulfill their Community Service requirements. This class is graded Pass/Fail.

    The twelfth grade Community Outreach class is integrated into the year-long Mysteries class. After obtaining a Council Training during class time, the class visits other Los Angeles based schools to both facilitate and participate in Council. This provides an opportunity for our students to learn about others their age in different areas of the city.

    On campus we have many student clubs that encourage students to be advocates for civil rights and social justice. Often these are student-inspired and led. Examples of such clubs include:

    • Teen AIDS Ambassadors: The Crossroads Teen AIDS Ambassadors are educator-activists working towards the eradication of HIV/AIDS. This cadre of motivated teenagers is in the business of persuading others to join the global fight against AIDS, which they believe is the moral crisis of their generation. The Ambassadors are the only peer-education program backed by the UCLA AIDS Institute, which provides the science-based materials that the Teen AIDS Ambassadors use when they make presentations. The program’s mantra is "Knowledge Is Power" — the more you know about how HIV is transmitted, the safer you are. We believe that every person needs this information, because every sexual encounter is potentially an encounter with the most deadly virus humankind has ever encountered. 
    • PRIDE: The mission of PRIDE at Crossroads is to create an atmosphere of respect, understanding and awareness of the issues and concerns of gay, lesbian, bisexual, transgender, and questioning people through informative activities, open discussion, and social interaction.
    • Animal Rights: A club of activists whose goal is to go out into the community and educate people about animal welfare. Students present issues to the City Council and are often seen demonstrating in locations like Third Street Promenade. 
    • SEA Club: The goals of SEA (Students for Environmental Activism) are to COMMUNICATE ideas of sustainability and respect for the earth to our community, ENACT CHANGE within our school and our community toward a sustainable future and DEMONSTRATE an environmental conscience. 

    Close to Crossroads, students have performed service at Turning Point, a transitional housing facility; St. Anne School; Westside Food Bank; Edison Language Academy; and Team Prime Time, which is an after-school sports and mentoring program at Webster Middle School, as well as organizations located in different parts of Los Angeles, such as Pep LA, Teenline, and Inside Out Community Arts. Inspired by their community service experiences, some of our students have traveled independently both in and out of the country for various summer service opportunities.

    Because reflection is a key component of meaningful experiential education, we build this in to the service process. Through discussion and reflection papers, we invite students to consider the learning they’ve experienced. These reflection papers are often shared by the coordinators with other students to provide inspiration and an awareness of what is possible in having an impact on the community as well as on oneself.
Middle and Upper School: 21st Street Campus | 1714 21st St., Santa Monica, CA 90404 | Phone: (310) 829-7391
Elementary School: Norton Campus | 1715 Olympic Blvd., Santa Monica, CA 90404 | Phone: (310) 828-1196
Crossroads School for Arts & Sciences provides a unique K-12 program built on a progressive, developmental model of education.