Crossroads School in Petaluma, CA
(07-09 • Public • Alternative School)
- Address
- 700 Bantam Way
Petaluma, CA 94952
- Telephone
- (707) 778-4793
(make sure to verify first before calling)
- Students
- 18
- Classroom Teachers (FTE)
- 2.6
- National School Lunch
Program (NSLP) Status - No
- Free lunch eligible students
- 15
- School district
- Petaluma Joint Union High
- Charter school
- No
- Title I status
- Title I schoolwide school
- Magnet School Indicator
- No
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
Total enrollment:
Enrollment in 2016: 18
Enrollment in 2015: 18
Enrollment in 2014: 16
Enrollment in 2013: 15
Enrollment in 2012: 17
Enrollment in 2011: 12
Enrollment in 2010: 20
Enrollment in 2009: 25
Enrollment in 2008: 15
Enrollment in 2007: 18
Enrollment in 2006: 27
Enrollment in 2005: 8
Enrollment in 2004: 8
Enrollment in 2003: 11
Enrollment in 2002: 7
Enrollment in 2001: 8
Enrollment in 2015: 18
Enrollment in 2014: 16
Enrollment in 2013: 15
Enrollment in 2012: 17
Enrollment in 2011: 12
Enrollment in 2010: 20
Enrollment in 2009: 25
Enrollment in 2008: 15
Enrollment in 2007: 18
Enrollment in 2006: 27
Enrollment in 2005: 8
Enrollment in 2004: 8
Enrollment in 2003: 11
Enrollment in 2002: 7
Enrollment in 2001: 8
Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
| Grade | G08 | G09 | Total |
|---|---|---|---|
| All students | 8 | 10 | 18 |
| Female students | - | 3 | 3 |
| Male students | 8 | 7 | 15 |
| Hispanic students | 7 | 4 | 11 |
| White students | 1 | 5 | 6 |
| Two or More Races students | - | 1 | 1 |
Enrollment by grade:
8th grade enrollment: 8
9th grade enrollment: 10
9th grade enrollment: 10
Crossroads School - Historical enrollment by grade
Enrollment by gender:
(State average from 12,430 schools)
Female enrollment: 3 (16.7%)
| Here: | 16.7% |
| California: | 49.4% |
Male enrollment: 15 (83.3%)
| Here: | 83.3% |
| State: | 49.6% |
Crossroads School - Historical enrollment by gender
Enrollment by race/ethnicity:
(State average from 12,430 schools)
Hispanic enrollment: 11 (61.1%)
| Here: | 61.1% |
| State: | 46.0% |
White enrollment: 6 (33.3%)
| Here: | 33.3% |
| California: | 28.3% |
Two or More Races enrollment: 1 (5.6%)
| Here: | 5.6% |
| California: | 4.5% |
Crossroads School - Historical enrollment by race/ethnicity
Lunch Program Eligibility:
(State average from 10,111 schools)
Free/reduced-price lunch eligible students: 15 (83.3%)
| Here: | 83.3% |
| State: | 61.2% |
Free lunch eligible students: 15 (83.3%)
| Here: | 83.3% |
| California: | 52.8% |
Reduced-price lunch eligible students: 0 (0.0%)
| Crossroads School: | 0.0% |
| California: | 8.6% |
Crossroads School - Lunch Program Eligibility
Teachers and support:
(State average from 12,394 schools)
Classroom Teachers (FTE): 2.6
Student/Teacher Ratio
Student/Teacher Ratio
| School: | 6.9 |
| State: | 22.8 |
Crossroads School - Teachers (FTE) and pupil/teacher ratio
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $310,709
- Full-time Equivalency Count of Teachers: 2.6 (Salary Expenditures: $181,781)
- Full-time Equivalency Count of Instructional Aides: 0.9 (Salary Expenditures: $22,294)
- Full-time Equivalency Count of Support Services Staff: 0.6 (Salary Expenditures: $28,580)
- Full-time Equivalency Count of School Administration Staff: 0.8 (Salary Expenditures: $78,054)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $198,752
- Salary Expenditures for Teachers: $181,781
- Full-time Equivalency Count of Instructional Aides: 0.9 (Salary Expenditures: $22,847)
- Full-time Equivalency Count of Support Services Staff: 1 (Salary Expenditures: $92,929)
- Full-time Equivalency Count of School Administration Staff: 1 (Salary Expenditures: $82,976)
Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 5 (all male)
- Hispanic: 5
Retention:
Show data for
(State average from 337 schools)
A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained
Total number of students retained in 9th grade: 4 (male: 2, female: 2)
Percent of 9th grade students retained
- Hispanic: 4 (male: 2, female: 2)
Percent of 9th grade students retained
| Here: | 40.0% |
| State: | 20.8% |
Gifted and Talented:
Show data for
(State average from 5,551 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 6 (male: 4, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
- Hispanic: 2 (all male)
- White: 4 (male: 2, female: 2)
Gifted and Talented Student Enrollment per 1,000 students
| Here: | 333.3 |
| California: | 93.6 |
Statewide Student Assessments
Smarter Balanced Summative Assessments:
Show data for
(State average from 10,463 schools)
Smarter Balanced Summative Assessments (SB) is one of the online summative assessments - part of California Assessment of Student Performance and Progress (CAASPP) System.
The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.
The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
The summative assessments are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test in English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test and (2) a performance task, administered within a selected testing window available at 66 percent of the instructional year for grades three through eight, and grade eleven.
The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer adaptive testing efficient and precise measurement across the full range of achievement and timely turnaround of results.
ELA students tested: 15
ELA students with scores: 15
Standard Not Met: 86.7%
Standard Nearly Met: 13.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Math students tested: 15
Math students with scores: 15
Standard Not Met: 80.0%
Standard Nearly Met: 13.3%
Standard Met: 6.7%
Standard Exceeded: 0.0%
All Grades:
ELA students with scores: 15
| Percentage Standard Met and Above: | 0% |
| State: | 49% |
Standard Not Met: 86.7%
Standard Nearly Met: 13.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Crossroads School - ELA Area Achievement Levels (all grades)
- All7%
- Males8%
- Hispanic9%
Math Standard Met and Above
Math students with scores: 15
| Percentage Standard Met and Above: | 7% |
| California: | 38% |
Standard Not Met: 80.0%
Standard Nearly Met: 13.3%
Standard Met: 6.7%
Standard Exceeded: 0.0%
All Grades:
Crossroads School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
Show data for
(State average from 9,784 schools)
California Assessment of Student Performance and Progress (CAASPP) System includes paper-based tests:
California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.
California Standards Tests (CSTs) - The CSTs for science in grades five, eight, and ten are administered only to students in California public schools. All questions are multiple-choice. These tests were developed specifically to assess students' knowledge of the California content standards in science.
CST Science students tested: 12
CST Science students with scores: 11
Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 73.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 368.0, Students tested: 12, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 18.0%, Proficient: 73.0%, Advanced: 9.0%)
CST Science students with scores: 11
| Percentage At Or Above Proficient: | 82% |
| California: | 54% |
Percentage Far Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 0.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 18.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 73.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 9.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 368.0, Students tested: 12, Far Below Basic: 0.0%, Below Basic: 0.0%, Basic: 18.0%, Proficient: 73.0%, Advanced: 9.0%)
The Physical Fitness Test:
Show data for
The Physical Fitness Test (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
Aerobic Capacity:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 71.4%, Healthy Fitness Zone: 14.3%)
Body Composition:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 28.6%, Healthy Fitness Zone: 57.1%)
Abdominal Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 64.3%, Needs Improvement: 35.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 85.7%, Needs Improvement: 14.3%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 42.9%, Needs Improvement: 57.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 71.4%, Needs Improvement: 28.6%, Healthy Fitness Zone: 0.0%)
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 71.4%, Healthy Fitness Zone: 14.3%)
Body Composition:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 14.3%, Needs Improvement: 28.6%, Healthy Fitness Zone: 57.1%)
Abdominal Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 64.3%, Needs Improvement: 35.7%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 85.7%, Needs Improvement: 14.3%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 42.9%, Needs Improvement: 57.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
9th grade: (Students tested: 14, Needs Improvement - High Risk: 71.4%, Needs Improvement: 28.6%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
Show data for
(State average from 9,932 schools)
Students in kindergarten through grade twelve whose home language is not English are required by law to take an English skills test. In California, the test is called the California English Language Development Test (CELDT).
Crossroads School - students who met CELDT criterion (all grades)
All Grades:
Student Count: 4
Number of students who met CELDT criterion: 3
Student Count: 4
Number of students who met CELDT criterion: 3
| Students who met CELDT criterion: | 75.0% |
| State: | 34.0% |
Health & Safety
Harassment & Bullying:
Show data for
(State average from 2,337 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.
Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.
Allegations of harassment or bullying on the basis of sex: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
Allegations of harassment or bullying on the basis of sex per 1,000 students
Students reported as harassed or bullied on the basis of sex: 4 (all male)| School: | 111.1 |
| California: | 6.8 |
- White: 2
- Two or More Races: 2
Students disciplined for bullying or harassment on the basis of sex: 4 (all male)
- White: 2
- Two or More Races: 2
Chronic Student Absenteeismt:
Show data for
(State average from 8,415 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.
Chronic Student Absenteeism: 11 (male: 7, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- White: 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Chronic Student Absenteeism per 1,000 students
| Here: | 611.1 |
| California: | 178.2 |
Suspensions:
Show data for
(State average from 1,406 schools)
Out-of-school suspension
- For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
- For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
- Hispanic29
- American Indian4
- White39
- LEP2
- IDEA2
School days missed due to out-of-school suspension
- Hispanic: 29 (all male)
- American Indian / Alaska Native: 4 (all male)
- White: 39 (male: 36, female: 3)
- Limited English Proficiency (LEP): 2 (all male)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Instances of out-of-school suspension (Students without disabilities): 12
Instances of out-of-school suspension per 1,000 students (Students without disabilities)
| Crossroads School: | 666.7 |
| State: | 84.8 |
- Hispanic2
- American Indian2
- White4
- LEP2
Students without disabilities receiving one or more in-school suspension
- Hispanic: 2 (all male)
- American Indian / Alaska Native: 2 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving only one out-of-school suspension: 6 (male: 4, female: 2)
- Hispanic: 2 (all male)
- White: 4 (male: 2, female: 2)
- Limited English Proficiency (LEP): 2 (all male)
Students without disabilities receiving more than one out-of-school suspension: 11 (male: 9, female: 2)
- Hispanic: 2 (all male)
- American Indian / Alaska Native: 2 (all male)
- White: 7 (male: 5, female: 2)
Instances of out-of-school suspension (Students with disabilities): 2
Instances of out-of-school suspension per 1,000 students (Students with disabilities)
| Crossroads School: | 111.1 |
| State: | 28.1 |
- Two or More Races: 2
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
- White: 2
Students with disabilities receiving more than one out-of-school suspension: 2 (all male)
- White: 2
Expulsions:
Show data for
(State average from 1,805 schools)
Expulsion with educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and providing educational services to the child (e.g., school-provided at home instruction or tutoring; transfer to an alternative school) for the remainder of the school year (or longer) in accordance with local educational agency policy. Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Expulsion without educational services refers to an action taken by the local educational agency of removing a child from his/her regular school for disciplinary purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local educational agency policy. Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 days.
Students with Disabilities who received an expulsion with educational services: 2 (all male)
Students with Disabilities who received an expulsion with educational services per 1,000 students
- White: 2
Students with Disabilities who received an expulsion with educational services per 1,000 students
| School: | 111.1 |
| California: | 4.5 |
Classes & Courses
Algebra I:
Show data for
(State average from 1,182 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 1
Number of Algebra I classes taught by certified teachers: 1
9-10th grade student enrollment in Algebra I: 10 (male: 6, female: 4)
Number of Algebra I classes taught by certified teachers: 1
9-10th grade student enrollment in Algebra I: 10 (male: 6, female: 4)
- Hispanic: 4 (male: 2, female: 2)
- White: 4 (male: 2, female: 2)
- Two or More Races: 2 (all male)
Percent of 9-10th grade students who passed
| School: | 0.0% |
| State: | 72.5% |
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