Crossroads Community Day School in Lancaster, CA
(KG-08 • Public • Alternative School)
- Address
- 44310 Hardwood Ave.
Lancaster, CA 93534
- Telephone
- (661) 726-5454
(make sure to verify first before calling)
- Website
- http://www.crossroadsk8.org/
- National School Lunch
Program (NSLP) Status - No
- School district
- Lancaster Elementary
- Charter school
- No
- Title I status
- Title I schoolwide school
- Shared Time Indicator
- Missing
- Adult education offered
- No
Students & Teachers
School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $980,275
- Full-time Equivalency Count of Teachers: 8 (Salary Expenditures: $536,116)
- Full-time Equivalency Count of Instructional Aides: 4.5 (Salary Expenditures: $101,237)
- Full-time Equivalency Count of Support Services Staff: 2.7 (Salary Expenditures: $1,130,713)
- Full-time Equivalency Count of School Administration Staff: 3.7 (Salary Expenditures: $212,209)
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,029,549
- Salary Expenditures for Teachers: $536,116
- Full-time Equivalency Count of Instructional Aides: 6 (Salary Expenditures: $150,510)
- Full-time Equivalency Count of Support Services Staff: 2.7 (Salary Expenditures: $130,713)
- Full-time Equivalency Count of School Administration Staff: 3.7 (Salary Expenditures: $2,212,209)
Limited English Proficiency:
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Students Enrolled in LEP Programs: 2 (all male)
- Hispanic: 2
- Individuals With Disabilities Education Act (IDEA): 2
Students with disabilities:
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Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 8 (all male)
Students with disabilities served under Section 504: 4 (all male)
- Hispanic: 4
- Black: 4
Students with disabilities served under Section 504: 4 (all male)
- Hispanic: 2
- Black: 2
Retention:
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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 2nd grade: 2 (all male)
Total number of students retained in 3rd grade: 2 (all male)
- Two or More Races: 2
Total number of students retained in 3rd grade: 2 (all male)
- Black: 2
Statewide Student Assessments
Smarter Balanced Summative Assessments:
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(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: 67
ELA students with scores: 67
Standard Not Met: 91.0%
Standard Nearly Met: 9.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
Math students tested: 69
Math students with scores: 69
Standard Not Met: 92.8%
Standard Nearly Met: 7.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
ELA students with scores: 67
| Percentage Standard Met and Above: | 0% |
| California: | 49% |
Standard Not Met: 91.0%
Standard Nearly Met: 9.0%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
6th Grade: (Mean Scale Score: 2374.5, Students tested: 11, Standard Not Met: 81.8%, Nearly Met: 18.2%, Met: 0.0%, Exceeded: 0.0%)
7th Grade: (Mean Scale Score: 2377.6, Students tested: 17, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
8th Grade: (Mean Scale Score: 2400.8, Students tested: 16, Standard Not Met: 81.3%, Nearly Met: 18.8%, Met: 0.0%, Exceeded: 0.0%)
Crossroads Community Day School - ELA Area Achievement Levels (all grades)
Math students tested: 69
Math students with scores: 69
| Percentage Standard Met and Above: | 0% |
| California: | 38% |
Standard Not Met: 92.8%
Standard Nearly Met: 7.3%
Standard Met: 0.0%
Standard Exceeded: 0.0%
All Grades:
6th Grade: (Mean Scale Score: 2314.9, Students tested: 13, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
7th Grade: (Mean Scale Score: 2345.2, Students tested: 18, Standard Not Met: 94.4%, Nearly Met: 5.6%, Met: 0.0%, Exceeded: 0.0%)
8th Grade: (Mean Scale Score: 2364.9, Students tested: 16, Standard Not Met: 100.0%, Nearly Met: 0.0%, Met: 0.0%, Exceeded: 0.0%)
Crossroads Community Day School - Math Area Achievement Levels (all grades)
Paper-based CAASPP:
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(State average from 9,660 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: 18
CST Science students with scores: 18
Percentage Far Below Basic: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 17.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 17.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 279.9, Students tested: 18, Far Below Basic: 33.0%, Below Basic: 33.0%, Basic: 17.0%, Proficient: 17.0%, Advanced: 0.0%)
CST Science students with scores: 18
| Percentage At Or Above Proficient: | 17% |
| State: | 60% |
Percentage Far Below Basic: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Below Basic: 33.0% Students demonstrate little or a flawed understanding of the knowledge and skills measured by this assessment.
Percentage Basic: 17.0% Students demonstrate a partial and rudimentary understanding of the knowledge and skills measured by this assessment.
Percentage Proficient: 17.0% Students demonstrate a competent and adequate understanding of the knowledge and skills measured by this assessment.
Percentage Advanced: 0.0% Students demonstrate a comprehensive and complex understanding of the knowledge and skills measured by this assessment.
8th Grade: (Mean Scale Score: 279.9, Students tested: 18, Far Below Basic: 33.0%, Below Basic: 33.0%, Basic: 17.0%, Proficient: 17.0%, Advanced: 0.0%)
The Physical Fitness Test:
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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:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 15.4%, Needs Improvement: 69.2%, Healthy Fitness Zone: 15.4%)
Body Composition:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 53.8%, Needs Improvement: 23.1%, Healthy Fitness Zone: 23.1%)
Abdominal Strength:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 69.2%, Needs Improvement: 30.8%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 76.9%, Needs Improvement: 23.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 76.9%, Needs Improvement: 23.1%, Healthy Fitness Zone: 0.0%)
7th grade: (Students tested: 13, Needs Improvement - High Risk: 15.4%, Needs Improvement: 69.2%, Healthy Fitness Zone: 15.4%)
Body Composition:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 53.8%, Needs Improvement: 23.1%, Healthy Fitness Zone: 23.1%)
Abdominal Strength:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 69.2%, Needs Improvement: 30.8%, Healthy Fitness Zone: 0.0%)
Trunk Extension Strength:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 100.0%, Needs Improvement: 0.0%, Healthy Fitness Zone: 0.0%)
Upper Body Strength:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 76.9%, Needs Improvement: 23.1%, Healthy Fitness Zone: 0.0%)
Flexibility:
7th grade: (Students tested: 13, Needs Improvement - High Risk: 76.9%, Needs Improvement: 23.1%, Healthy Fitness Zone: 0.0%)
California English Language Development Test:
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(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 Community Day School - students who met CELDT criterion (all grades)
All Grades:
Student Count: 5
Number of students who met CELDT criterion: 2
Student Count: 5
Number of students who met CELDT criterion: 2
| Students who met CELDT criterion: | 40.0% |
| California: | 34.0% |
Accountability
Adequate Yearly Progress:
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(State average from 9,846 schools)
Adequate Yearly Progress (AYP) - Accountability system mandated by federal No Child Left Behind Act of 2001. Statistics are based on test results of the Standardized Testing and Reporting (STAR) Program, the California High School Exit Examination (CAHSEE), and the California Alternate Performance Assessment (CAPA).
Crossroads Community Day School - Adequate Yearly Progress status
Met all AYP Criteria: Yes
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)
Met ELA Participation Rate: Yes
ELA Participation Rate
Met Math Participation Rate: Yes
Math Participation Rate
Number of AYP criteria met: 2
Number of AYP criteria possible: 2
(Note: The criteria includes only the participation rate and additional indicators.)
Met ELA Participation Rate: Yes
ELA Participation Rate
| Crossroads Community Day School: | 87.0% |
| California: | 95.2% |
- Black: 92% (tested 11 out of 12 enrolled)
- Two or More Races: 100% (tested 2 out of 2 enrolled)
- Socioeconomic Disadvantaged: 87% (tested 13 out of 15 enrolled)
Met Math Participation Rate: Yes
Math Participation Rate
| Here: | 93.0% |
| State: | 94.9% |
- Hispanic100
- Black92
- Multirace100
- SED93
Math Participation Rate
- Hispanic: 100% (tested 1 out of 1 enrolled)
- Black: 92% (tested 11 out of 12 enrolled)
- Two or More Races: 100% (tested 1 out of 1 enrolled)
- Socioeconomic Disadvantaged: 93% (tested 13 out of 14 enrolled)
Health & Safety
Referrals and Arrests:
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Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students without disabilities who were referred to a law enforcement agency or official: 2 (all female)
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
Students with disabilities who received a school-related arrest: 2 (all male)
- Black: 2
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
- Black: 2
Students with disabilities who received a school-related arrest: 2 (all male)
- Black: 2
Chronic Student Absenteeismt:
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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.
- Hispanic25
- Black52
- White5
- Multirace2
- LEP7
- IDEA4
- 50437
Chronic Student Absenteeism
- Hispanic: 25 (male: 20, female: 5)
- Black: 52 (male: 38, female: 14)
- White: 5 (all male)
- Two or More Races: 2 (all male)
- Limited English Proficiency (LEP): 7 (male: 5, female: 2)
- Individuals With Disabilities Education Act (IDEA): 4 (male: 2, female: 2)
- Section 504: 37 (male: 32, female: 5)
Restraint and Seclusion:
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Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
- Black: 2
Suspensions:
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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).
Instances of out-of-school suspension (Students without disabilities): 125
Instances of out-of-school suspension (Students with disabilities): 37
Instances of out-of-school suspension (Section 504 only): 23
Instances of out-of-school suspension (Students with disabilities): 37
Instances of out-of-school suspension (Section 504 only): 23
Expulsions:
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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.
Students without Disabilities who received an expulsion with educational services: 2 (all female)
- Black: 2
Classes & Courses
Algebra I:
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(State average from 1,382 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: 4
7-8th grade student enrollment in Algebra I: 16 (male: 9, female: 7)
- Hispanic7
- Asian2
- Black7
- LEP4
- IDEA2
7-8th grade student enrollment in Algebra I
- Hispanic: 7 (male: 5, female: 2)
- Asian: 2 (all male)
- Black: 7 (male: 2, female: 5)
- Limited English Proficiency (LEP): 4 (male: 2, female: 2)
- Individuals With Disabilities Education Act (IDEA): 2 (all male)
Percent of 7-8th grade students who passed
| Here: | 0.0% |
| California: | 83.6% |
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