Crossroads School utilizes a variety of teaching formats including one-to-one, one-to-two, and small-group instruction. Teaching at Crossroads includes a number of different strategies and supports, including, but are not limited to:
- Discrete trial instruction
- Contingent access teaching
- Incidental teaching
- Functional communication training
- Task analysis
- Activity schedules
Delivering individualized instruction begins with a repertoire assessment designed to reveal skill competencies as well as skill deficiencies. The results of the assessment are used to pinpoint proper placement in the Massachusetts Curriculum Frameworks.
In compliance with the Individuals with Disabilities Education Act (IDEA), students at Crossroads are challenged to excel within the general curriculum to prepare them for success in their post-school lives. The continued development of research-based instructional practices, combined with a focus on effective implementation, helps improve the ability of students to access larger portions of the curriculum. The materials used to teach various parts of the curriculum are comprised of a combination of commercially-available programs and custom-designed programs.
Our early childhood education program is designed to pick up where Early Intensive Behavioral Intervention (EIBI) Programs at other agencies leave off. It is designed to teach foundational skills such as attending, following directions, academic skills, social skills, and communication skills.
Building on skills developed during the early childhood education phase of learning, our Elementary Program is individualized for the continuing needs of the elementary-aged learner. Individualized Education Program (IEP) goals and objectives outline priorities for learning within state and federal curriculum requirements. Special Education Teachers work with Board Certified Behavior Analysts (BCBAs) and Related Service staff members to design individual and small-group lessons across curriculum content areas. Students are then exposed to the most appropriate learning standards.
Transition Planning starts at age 14 and is formalized through the IEP. The IEP and Transition Planning process serves as a roadmap for short and long-term goals and objectives. As the TEAM’s vision comes into focus, priorities for how a student’s time should be allocated takes shape.
The focus of transition services is on improving academic and functional skills to facilitate a student’s movement from school to post-school activities. These can include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation. The path each student takes is based on individual needs and also takes into account unique strengths, preferences, and interests.