1. Welcome to Crossroads!

2. Our Goals for the Evening Explain how Crossroads works Guide you through a “typical” Crossroads unit Answer your questions. To help you make the decision if Crossroads is right for you.

3. Yes, we do this ….

4. But, mostly, we do this…

5. How Do We Learn? Group Projects Individual Projects Research (guided and independent) Reading Discussions Direct Teacher Instruction

6. How do we demonstrate what we’ve learned? Presentations to the class (individual and group) Projects (mostly in groups, sometimes individually; often these are long term.) Formal Writing Assignments (essays, stories, lab reports, responses to literature, poems, etc.) Informal Writing Tasks (log book and reading journal) Periodic Tests (vocabulary, grammar, geography)

7. A Sample Mini-Unit: Powering Up 1.Direct Instruction – greenhouse effect, natural resources, renewable, non-renewable energy resources (60 min) 2.Introduce Assignment (20 min) 3.Guided Research Time: (4-5 hrs) Text book Library books (from RMS and Delco libraries) Vetted online resources 4.Plan presentation (~3 hrs) 5.Complete Collaborative Work Skills Rubric (15 min) 6.Presentations – evaluated as group and as individuals (~2 hrs) 7.Log Questions (throughout the process) 8.Trip to Coal Mine #9 and Eckley Miners’ Village (1 school day) 9.Introduce Writing Assignment – paragraph (30 min) 10.Planning sheet (1 hr) 11.Sample Paragraphs (20 min) 12.Writing and editing (1 hr) 13.Paragraph Rubric

8. CATEGORYAdvancedProficientDeveloping ProficiencyExperiencing DifficultyStudent Comments Working with others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others. Does not cause “waves” in the group. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). Occasionally is publicly critical of the project or the work of others. Usually has a positive attitude about the task(s). Often is publicly critical of the project or the work of others. Often has a negative attitude about the task(s). Focus on the Task Consistently stays focused on the task and what needs to be done. Very self-directed. Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on track. Rarely focuses on the task and what needs to be done. Lets others do the work. Time- management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination. Rarely gets things done by deadlines AND group has to adjust deadlines or work responsibilities because of this person’s inadequate time management. Contributions Routinely provides useful ideas when participating in the group. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group. A satisfactory group member who does what’s required, but no more. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to cooperate periodically. Preparedness Brings needed materials to class and is always ready to work. Almost always brings needed materials to class and is ready to work. Almost always brings needed materials to class but sometimes needs to settle down and get to work. Often forgets needed materials OR is rarely ready to get to work. Pride Work reflects this student’s best efforts. Work reflects a strong effort from this student. Work reflects some effort from this student. Work reflects very little effort on the part of this student. Collaborative Work Skills Rubric: Completed for each individual student after every group project

9. CATEGORYAdvancedProficient Developing Proficiency Experiencing Difficulty Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Facial expressions and body language are used infrequently to try to generate a strong interest and enthusiasm, or are somewhat faked. No or almost no use of facial expressions and body language. Did not generate much interest or enthusiasm about the topic in others. Eye Contact Established eye contact with everyone in the room during the presentation. Established eye contact with many students in the room during most of the presentation. Established eye contact with only some in the room or only sparingly during the presentation. Does not look at people in the room during the presentation. Posture and Confidence Stands up straight. Looks relaxed and confident. Stands up straight. Looks somewhat relaxed and confident. Sometimes stands up straight. Needs to work on appearing more confident. Slouches. Needs to work on appearing more confident. Volume Volume is loud enough to be heard by all audience members throughout the entire presentation. Volume is loud enough to be heard by all throughout almost all of the presentation. Volume is loud enough to be heard by all throughout most of the presentation. Volume trails off at ends of sentences. Volume is often too soft to be heard by all audience members. Speaks Clearly Speaks clearly and distinctly all of the time. Mispronounces no words. Speaks clearly and distinctly almost all of the time but stumbles over some words. Mispronounces one word. Speaks clearly and distinctly most of the time. Mispronounces two words. Often mumbles or can not be understood. Mispronounces more than two words. Oral Presentation Rubric: Each student receives this for every group presentation.

11. Powering Up – Log Questions 10-15Explain how the greenhouse effect works and how it is connected to climate change. 10-18Explain how your energy source is harvested and transformed into energy. 10-24Explain the advantages and disadvantages of your energy source. (Consider: availability, cost, environmental impact, and economic impact) 11-2How did/does the natural resource of coal have an impact on the communities in which it is mined? 11-7 Explain an energy plan that you believe is the best plan for the future.

12. AdvancedProficientBasicBelow Basic Organization  Clear and engaging topic sentence  Smooth transitions between supporting details  Supporting details arranged creatively and logically  A thought-provoking closing sentence  Clear topic sentence  Obvious transitions between supporting details  Supporting details presented in a logical order  Clear closing sentence  Unclear topic sentence  Weak transitions between supporting details  Supporting details presented somewhat logically with some confusion  A vague or off-topic closing sentence  No topic sentence  No transitions between supporting details  Supporting details not presented in a logical order  No closing sentence Supporting Details  Two – three rich, full main supporting details are included  Each supporting detail is elaborated upon with rich, effective, and appropriate examples, analysis, and/or explanation  Two – three main supporting details are included  Each supporting detail is elaborated upon with appropriate examples, analysis, and/or explanation  Some supporting details are rich and full, but others need more elaboration, examples, or explanation  Supporting details are included but are not explained effectively  Supporting details are not clearly appropriate for the focus  Some supporting details are elaborated upon with appropriate examples and explanation, but others lack any elaboration  No supporting details are included or they are merely listed  Supporting details do not relate to the focus Usage and Mechanics  Few or no mechanical errors, relative to the length or complexity  Some mechanical errors that do not interfere with communication  Limited text, but mechanically correct  Errors are disproportionate to the length or complexity of the piece (errors cause some problems for readers)  Noticeable mechanical errors that do interfere with communication  Mechanical errors that seriously interfere with communication  Too brief to evaluate Sentence Structure and Word Choice  Rich, effective vocabulary  Fresh, vivid language  Correct usage  Sentence variety enhances style and effect  Virtually no errors in structure or usage  Successfully uses more sophisticated sentence patterns  Acceptable vocabulary  Attempts to use rich language  Generally correct usage  Misuse of big words  Some sentence variety  Some errors in structure or usage  Attempts to use more sophisticated sentence patterns not totally successful  Simplistic vocabulary with limited word choice  Noticeable errors in usage  Little to no sentence variety  Errors in structure or usage interfere with meaning  Over-reliance on simple or repetitive constructions  Inadequate vocabulary  Lack of sentence sense  Riddled with errors Powering Up – Paragraph Writing Rubric

13. How Do We Differentiate? Cluster Grouping - fiction and nonfiction reading experiences - research topics Differentiated Materials - within heterogeneous groups - research tasks/materials For student interests when possible

14. Self Assessments (see sample on website) About one per month Student generated Teachers respond Mid/End of Year Evaluations (see sample on website) Received twice per year – Feb and June 7-page document written by teachers Open Houses Two evening presentations per year – January and June Conferences November parent-teacher conference Note: No H.A.C. for Crossroads Reporting Student Progress

15. Keeping Track of Work Homework - Assignment Books Schoology – See homework and assignments online, often with pacing guides for long-term assignments.

16. QUESTIONS?