Choice Crossroads Directory

 The ‘WHY?”for Choice Education & Testimonial of Effectiveness | C.R.O.S.S.ROADS Process | How to Introduce C.R.O.S.S.ROADS | Tools for Using C.R.O.S.S.ROADS | C.R.O.S.S.ROADS Process Forms and Examples | General Decision-making | Conflict Resolution | Problem-solving |  Goal Setting Forms and Examples Chart | Choice C.R.O.S.S.ROADS Resources 

Abbreviated Choice Directory - List of Forms and Examples only

"Destiny is no matter of chance. It is a matter of choice. It is not a thing to be waited for, it is a thing to be achieved.” - William Jennings Bryan

The 'Why' For Choice Education & Testimonial Of Effectiveness

The ‘WHY?’ For Choice Education! - YES! MAKING CHOICES CAN BE TAUGHT!

  • The “Why?” of Teaching Decision-making, Goal setting, and Other Basic Life Skills 
    • ACCORDING TO: Stephen R. Covey, Daniel Goleman, , Chick Moorman, and Robert Marzano
      • Research abounds showing the need and efficacy of teaching decision-making, goal setting, conflict resolution, problem-solving and other basic life skills. Open this document to find pertinent statements from these and others in support of Choice Education.

By getting students to recognize their choices (cause) and the result their choices produce (effect), the students can experience increased personal power. This personal power boosts self-esteem and motivation while it reduces discipline problems.

--Chick Moorman

Excerpts from Testimonial to C.R.O.S.S.ROADS CHOICE Effectiveness

“This C.R.O.S.S.ROADS CHOICE process was birthed from incredible frustration at having to handle one situation after another as a result of negative choices by the students at the middle school where I was principal. I asked the question, “Can making better choices be taught?” and discovered that, YES, IT CAN!”




“ With C.R.O.S.S.ROADS in our toolbox, the ” if I’d only……” ‘s in our lives can be turned into “I’m so glad I did!” ’s.” 


“More importantly all of a sudden it was the students resolving the potential conflicts and not the staff. The role of the staff had switched from that of disciplinarians to facilitators of self-discipline by the students.” 


“The change in the dynamics of the potential conflict situation was dramatic from the traditional teacher intervention to students empowered to solve the problem themselves.”

1) The student felt safe enough to bring the problem to an adult knowing they would be allowed to work it out between themselves.

2) The students evaluated their own behavior/choices.

3) The students determined what consequences would be fair. (with a few hints from me)

4) Instead of “This is what you’re going to do!” from a teacher or administrator, it was “This is what I’m going to do!” from the student/s.

Who were the winners here? Who learned to take responsibility for their own actions? Who worked out other ways the problem could be solved? Who was not angry because of consequences handed down by ‘that teacher’ (or other person in authority)? Who has a better chance of making different choices in the future?


For a full account of the development of the C.R.O.S.S.ROADS process, see Testimonial to C.R.O.S.S.ROADS CHOICE Effectiveness

We are a product of the choices we make, not the circumstances that we face.” -Roger Crawford


C.R.O.S.S.Roads Process


Making good choices can be taught! Learn how using this simple five step process. With consistent use it leads to positive, productive decisions in all these areas:

There five steps in the C.R.O.S.S.ROADS process are:

  • C - Choice - What is the choice being made?
  • R - Reality - What is happening now?
  • O - Options - What are some choice options I might try?
  • S - Select option/s and create a plan.
  • S - Start over.




IMPORTANT: The five steps are an easy quick verbal process to use in any situation. Once learned and used consistently, it can take just minutes to apply to any choice being made or used more in depth for collaborative decision-making. There are worksheets for more formal use or documentation.

See Sample Dialogues:

“The purpose of critical thinking is rethinking: that is, reviewing, evaluating, and revising thought.”
-- Jon Stratton

Printable Poster

CHOICE C.R.O.S.S.ROADS™ Decision-Making Process – Graphic of Decision-making structure


How To Introduce C.R.O.S.S.Roads


*** Documents contain links to printable reference tools for ease of implementation. These may be used on your digital devices for whole group or individual display.

1) Use literature such as:

  • The Crow and the Pitcher fable C.R.O.S.S.ROADS Goal Setting Literature Lesson plan
    Select lesson plan level:


2) Any piece of fictional literature may be analyzed with C.R.O.S.S.ROADS five steps. All of the Life Principles have literature lessons applying the process.

3) Whenever a potential problem occurs, stop and verbally model the application of thefive steps. i.e. calling names, running down the hallway
See: School Dialogue Scripts using the C.R.O.S.S.ROADS process

4) It is suggested to begin with multiple class decision situations to gain experience with the process. Identify a situation in the classroom or elsewhere in the school environment and guide the students through the process:

a)Example of Class Goal setting with the C.R.O.S.S.ROADS process: i.e. Lining up and following hallway procedures:
Class Goal Setting

b) Individual Goal setting - EX 1 - A student in Ms. Brown’s class setting own goal for lining up and following hallway procedures

***Both these examples use the C.R.O.S.S.ROADS Simplified Goal Setting Worksheet

***Further examples are given under each category of decision-making.

5) Use the C.R.O.S.S.ROADS process to analyze Desert Pete’s choices in the song, Desert Pete song by the Kingston Trio - 2:43 min. - Desert Pete Lyrics

6) Use portions of a Creed , the Life Principles, Eight Expectations, or quotes as a springboard for discussion and application of the process.
These resource links contain literature lessons, quotes, etc.

7) Class Activity: As situations come up, verbally use the process to make group decisions. i.e. how to make organized group transitions

(Option:Put Simplified or Basic form on digital display and work together as a group.)

Example of Dialogue: 

  • How should we transition from our desks to another area of the room so we don’t waste a lot of time? 
  • What is happening now? 
  • What other options are there? 
  • Which would work out the best for going quickly in an orderly manner? 
    • What should our plan/procedure look like?
  • We’ll try this for ______ and then evaluate to see if there is anything that needs to be changed.
  • Anytime the new procedure is not followed, immediately ask them to review what they decided. Revise if needed or practice until expectations are met.
  • ^Top^

Tools For Using C.R.O.S.S.Roads


The following tools are provided to assist in teaching how to make better choices through visualizing, training, applying, and documenting progress using the C.R.O.S.S.ROADS process.

Documents contain links to printable reference tools for ease of implementation. These may be used on your digital devices for whole group or individual display.

  • CHOICE C.R.O.S.S.ROADS Process Poster - This poster ties emoji symbols to each step of the C.R.O.S.S. process and makes an quick, easy-to-use reference and visual reminder.
  • Use Sign Language for the C.R.O.S.S. process as a kinesthetic nonverbal communication tool.
    • CHOICE CROSSROADS Sign Language, Emoji, and Quotes --Includes visuals - Emoji symbols, Sign language, and quote posters to reinforce the Choice process. (printable quote posters)
    • 4x4 CHOICE CROSSROADS Sign Language and Emoji Flash Cards - Carry and practice signing during wait times.
      1. Page 1 - signs for:
        * Choice * Reality (using the sign for ‘Now’)
        * Option * Select
      2. Page 2 - signs for:
        * C.R.O.S.S.ROADS *Plan *Start *Over *Evaluate





“Student involvement and empowerment are the keys.”
Stephen Covey


C.R.O.S.S.Roads Process Forms And Examples



  • Simplified Goal Setting Worksheet - designed specifically for goal setting

    • EX 1 - Elementary - Goal is to line up quietly
    • EX 1 Elem - Elementary - Goal is to learn math facts.
    • EX 1 MS/HS - MIddle School/High School - Goal is to complete and turn in assignments.
    • GS PR 5 Simplified EX - Educator example for implementing a goal setting program in a classroom - contains multiple active links to other resources
    • Suggestion: Put the form on your digital display device and work through situations as they come up in class. (See Activity below)


  • C.R.O.S.S.ROADS Decision-making Process Worksheet with emoji - This document is generic and may be used for any choices: general decision-making, goal setting, conflict resolution, and problem-solving. It uses ‘IF’ , ‘THEN’ to consider consequences for each choice option.

*** When using the Crossroads process, refer to any applicable portion of the Creed , Life Principles, Eight Expectations, or quotes that apply. These resources contain lesson plans, literature, music, activities, etc.


General Decision-Making

General Decision-making Examples: The process applies to ANY general decision from “Do I eat out tonight?” to “What will my Professional Learning Focus goal be this year?”


“If it is to be, it is up to me.” - William H. Johnsen


Conflict Resolution

Conflict Resolution Examples:

  • C.R.O.S.S.ROADS Conflict Resolution Example with Simplified Worksheet - This example is from an actual CROSSROADS worksheet filled out with no assistance by a sixth grade student who was being sent to the office regularly. A critical result of the student/teacher conference was the personal dialogue that began while going over the worksheet together.
  • Dialogues of Conflict Resolution using the process.

School Dialogue Scripts using the C.R.O.S.S.ROADS process - two scripts of actual situations that model the verbal use of the five steps.

We cannot afford to sit by idly and hope that they pick up on their own how to resolve conflicts, how to be more responsible. We have done that for years and the approach is just not working. We must show them the upward path.” 
--Stephen Covey



Problem-solving Examples:

1) Literature Lessons
Elem Fable 1 and Fable 2
MS/HS Fable 1 and Fable 2

2) Life Application Lessons

See Life Principle, Problem-solving, for many more resources

“ A problem is a chance for you to do your best.”
--Duke Ellington


Goal Setting Forms And Examples Chart

Goal Setting with C.R.O.S.S.ROADS has its own set of forms and examples.

We cannot stand by and wait for the to become CEO’s or school teachers or parents before we teach them how to organize their lives, to set goals,or to be assertive.

- - Stephen Covey



Grade Level Examples Goal Setting  With Simplified Goal setting Worksheet Goal Planning Goal Planning
Lower Elem EX 1 Goal Progress EX *Progress Sheet
Elementary EX 1 Elem EX 1 Elem Planning Sheet EX 1 Elem Progress Sheet
Mid/Sr High EX 1 MS/HS EX 1 MS/HS Planning Sheet EX 1 MS/HS Progress Sheet


Each of the completed online 17 Practices has a set of educator goal setting examples specifically designed for the implementation of that practice using the C.R.O.S.S.ROADS process.

  • To find the educator goal examples for each practice, go to the Complete set of Goal Setting Forms and Examples under the Implementation Evaluation and Goal Setting Section.
  • Example: Practice 5 Educator Examples use the following goal:
    “The teacher’s goal is to create and implement a plan for the use of the G.E. C.R.O.S.S.ROADS goal setting process in the classroom.“ 

Complete set of Goal Setting Forms and Examples - This is a chart with links to all of the goal setting materials for Lower Elementary, Elementary, Middle School/High School, and includes the goal setting examples for an Educator for that specific Practice.

Make each day count by setting specific goals to succeed, then putting forth every effort to exceed your own expectations.”
Les Brown


Choice C.R.O.S.S.Roads Resources




4x4 Task Cards

Digital Downloads:



© 2018 Great Expectations ®