Calaveras Hills High School California Department of Education

School Accountability Report Card Reported Using Data from the 2013–14 School Year Published During 2014–15

Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. ➢

For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at http://www.cde.ca.gov/ta/ac/sa/.

➢

View this SARC online at the school and/or LEA Web sites.

➢

For more information about the LCFF or LCAP, see the CDE LCFF Web page at http://www.cde.ca.gov/fg/aa/lc/.

➢

For additional information about the school, parents and community members should contact the school principal or the district office.

About This School District Contact Information – Most Recent Year District Name Phone Number Superintendent E-mail Address Web Site

Milpitas Unified School District 408-635-2600 Cary Matsuoka [email protected] www.musd.org

School Contact Information – Most Recent Year School Name Street City, State, Zip Phone Number Principal E-mail Address Web Site County-District-School (CDS) Code

Calaveras Hills High 1331 E. Calaveras Blvd Milpitas, CA 95035-4630 408-635-2690 Carl Stice [email protected] http://chhs.musd.org/ 43733874331039

School Description and Mission Statement – Most Recent Year Calaveras Hills High School (“Cal Hills”), established in 1969 is an alternative high school serving the students of the Milpitas Unified School District. In 2013-14, there were 129 student enrolled at CBEDS reporting in October, and there was a cumulative enrollment of 203 students for the year. Students enrolled at Calaveras Hills come from diverse ethnic backgrounds. The following is the ethnic distribution: 48% Hispanic, 12% White, 24% Filipino, 3% African American, 6% Asian, 2% Pacific Islander, and 5% Multiple or Non Response. We offer students the opportunity to complete their high school requirements in a personalized setting with individualized learning opportunities. Our Advisory Program allows every student to be matched with a teacher who meets regularly with them during Advisory. The advisory teacher tracks their students’ progress toward graduation, encourages them and advocates as needed for schedule changes or any special needs. This program fosters more personalized attention to students who may “fall through the cracks” otherwise. The Cal Hills community is highly supportive of students. Last year over 50 adult community members volunteered as mentors in our Out-to-Lunch program. In this award-winning program, community members mentor students and take them out to lunch once a month. The district office staff and Board of Education members are active mentors in our programs, frequently visit our school, and attend many of our school activities, such as Back to School Night, Open House, Assemblies and Awards Night. All students at Calaveras Hills High School participate in a standards-based curriculum and our staff is working consistently on implementing the Common Core State Standards. All staff are trained on districtwide initiatives, such as the CCSS, instructional technology including Blended Learning, instructional strategies, and others. Calaveras Hills has been a Model School since 2012, and was recommended for Model School Status again in the Fall of 2014 and will know officially in a few weeks. Our positive environment and success in meeting the varied personal and academic needs of our students is the key to why students who have experience past school failure succeed at Cal Hills. The mission of Calaveras Hills High School’s is to develop the ‘total student.’ We do this by committing to provide our students with a learning environment of personal growth, social and interpersonal skills, and academic excellence.

Student Enrollment by Grade Level (School Year 2013–14) Grade Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Ungraded Elementary Grade 9 Grade 10 Grade 11 Grade 12 Ungraded Secondary Total Enrollment

Number of Students N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 26 103 N/A 129

Student Enrollment by Student Group (School Year 2013–14) Group Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities

Percent of Total Enrollment 3% Less than 1% 6% 24% 48% 2% 12% 3% 57% 21% DPC

A. Conditions of Learning State Priority: Basic The SARC provides the following information relevant to the Basic State Priority (Priority 1): 

Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;



Pupils have access to standards-aligned instructional materials; and



School facilities are maintained in good repair.

Teacher Credentials Teachers With Full Credential Without Full Credential Teaching Outside Subject Area of Competence (with full credential)

School 2012–13 12

School 2013–14 12

School 2014–15 14

0

0

0

District 2014–15 474 7

0

0

0

0

Teacher Misassignments and Vacant Teacher Positions Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments* Vacant Teacher Positions

2012–13

2013–14

0 0 0

0 0 0

2014–15 0 0 0

Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013–14) Location of Classes This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District

Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers 100% 100% 100% 100%

Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers 0 0 0 0

Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or less in the free and reduced price meals program.

Quality, Currency, Availability of Textbooks and Instructional Materials – Most Recent Year Year and month in which data were collected:

Subject

Reading/Language Arts

Mathematics

Textbooks and Instructional Materials/year of Adoption The Language of Literature McDougal Littell (adopted 2003) California Algebra Readiness Pearson Prentice Hall (adopted 2007) Algebra I

From Most Recent Adoption?

Percent Students Lacking Own Assigned Copy

No

0

Yes

0

Science

History-Social Science

McDougal Littell (adopted 2007) Geometry McDougal Littell (adopted 2007) Biology (California Edition 2007) Pearson Prentice Hall (adopted 2007) World Geography McDougal Littell (adopted 2006/07) World History: The Modern World Prentice Hall (adopted 2007) United States History Pearson Prentice Hall (adopted 2007) Magruder's American Government Prentice Hall (adopted 2006/07) Economics in Action Prentice Hall (adopted 2006/07)

Yes

0

Yes

0

Foreign Language

N/A

N/A

N/A

Health

N/A

N/A

N/A

Visual and Performing Arts

N/A

N/A

N/A

Science Laboratory Equipment (grades 9-12)

N/A

N/A

N/A

School Facility Conditions and Planned Improvements – Most Recent Year Calaveras Hills High School is located in the 300 and 600 wings of the Samuel Ayer Educational Center in the Milpitas Unified School District. The rooms and hallways are well lit. Calaveras Hills was renovated in 1999. Every room has a wireless connection to the internet, and each teacher has a document camera and LCD projector. In addition to the standard audiovisual equipment available to teachers, two of the ten classrooms have SMART boards and one has a wireless Emo board. st In an effort to support 21 century learning Calaveras Hills provides wireless internet to all of its classrooms. There are six mobile computer labs available to our ten classrooms. Per Education Code Section 17592.72 (c), Calaveras Hills High School has been evaluated and there are no emergency facilities’ needs.

School Facility Good Repair Status – Most Recent Year Using the most recent FIT data (or equivalent), provide the following:  Determination of repair status for systems listed  Description of any needed maintenance to ensure good repair  The year and month in which the data were collected  The overall rating

System Inspected Good Systems: Gas Leaks, Mechanical/HVAC, Sewer Interior: Interior Surfaces Cleanliness: Overall Cleanliness, Pest/ Vermin Infestation Electrical: Electrical Restrooms/Fountains: Restrooms, Sinks/ Fountains Safety: Fire Safety, Hazardous Materials Structural: Structural Damage, Roofs External: Playground/School Grounds, Windows/ Doors/Gates/Fences

Fair

X

Repair Needed and Action Taken or Planned Poor EMS Upgrade Scheduled Fiscal Year 15-16

X X X X X X X

Overall Facility Rate – Most Recent Year Overall Rating

Exemplary

Good X

Fair

Poor

B. Pupil Outcomes State Priority: Pupil Achievement The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4): 

Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the Standardized Testing and Reporting Program);



The Academic Performance Index; and



The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.

California Assessment of Student Performance and Progress/ Standardized Testing and Reporting Results for All Students in Science – Three-Year Comparison Subject

Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14

Science (grades 5, 8, and 10)

76%

42%

73%

60%

59%

61%

Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA). Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Assessment of Student Performance and Progress Results by Student Group in Science (School Year 2013–14) Group

Percent of Students Scoring at Proficient or Advanced

All Students in the LEA All Students at the School

73% 11

Male Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Standardized Testing and Reporting Results for All Students – Three-Year Comparison Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13

Subject

English-Language Arts Mathematics History-Social Science

13%

17%

4%

6% 23%

16%

5%

66%

69%

67%

54%

56%

55%

64%

65%

64%

49%

50%

50%

62%

60%

61%

48%

49%

49%

Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

Academic Performance Index Ranks – Three-Year Comparison API Rank Statewide Similar Schools

2010–11

2011–12

2012–13

B B

B B

B B

Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.

Academic Performance Index Growth by Student Group – Three-Year Comparison Group All Students at the School

Actual API Change 2010–11

Actual API Change 2011–12

Actual API Change 2012–13

78

66

-121

Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: "N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information.

Career Technical Education Programs (School Year 2013–14) 

N/A

Career Technical Education Participation (School Year 2013–14) Measure

CTE Program Participation

Number of pupils participating in CTE

22

Percent of pupils completing a CTE program and earning a high school diploma Percent of CTE courses sequenced or articulated between the school and institutions of postsecondary education

25% 88%

Courses for University of California and/or California State University Admission UC/CSU Course Measure 2013–14 Students Enrolled in Courses Required for UC/CSU Admission 2012–13 Graduates Who Completed All Courses Required for UC/CSU Admission

Percent 20.8 0

State Priority: Other Pupil Outcomes The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8): 

Pupil outcomes in the subject areas of English, mathematics, and physical education.

California High School Exit Examination Results for All Grade Ten Students – ThreeYear Comparison (if applicable) Subject

Percent of Students Scoring at Proficient or Advanced School District State 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14

English-Language Arts Mathematics

71%

71%

67%

57%

58%

56%

67%

76%

75%

56%

60%

62%

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California High School Exit Examination Grade Ten Results by Student Group (School Year 2013–14) (if applicable) Group All Students in the LEA

English-Language Arts Percent Percent Percent Not Proficient Advanced Proficient

Mathematics Percent Not Proficient

Percent Proficient

Percent Advanced

33%

25%

41%

26%

34%

40%

N/A

N/A

N/A

N/A

N/A

N/A

All Students at the School Male

Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Education Services

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A N/A

N/A N/A N/A N/A

N/A N/A N/A N/A

N/A N/A N/A N/A

N/A N/A N/A N/A

N/A N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

N/A N/A N/A

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

California Physical Fitness Test Results (School Year 2013–14) Grade Level 5 7 9

Percent of Students Meeting Four of Six Fitness Standards N/A N/A N/A

Percent of Students Meeting Five of Six Fitness Standards N/A N/A N/A

Percent of Students Meeting Six of Six Fitness Standards N/A N/A N/A

Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.

C. Engagement State Priority: Parental Involvement The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):



Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.

Opportunities for Parental Involvement – Most Recent Year Cal Hills welcomes and strives for parent involvement. The School Site Council meets on the third Tuesday of each month beginning at 5:00 PM. All parents and students are invited and encouraged to attend. Members have open input into how categorical budget monies are spent to support student learning. In the Fall, a Back-to-School night is held and we use this as the best opportunity to invite parents to be involved in the school. Parents and families attend a barbecue as part of the event, and attend an introductory session to ask general questions about the school and meet the administration and staff, and then visit the teachers and classrooms. In April/May there is an Open House, Art Show, Athletic Awards and Academic Awards Ceremony. Parents report greatly enjoying these opportunities to come out and support their students.

State Priority: Pupil Engagement The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5): 

High school dropout rates; and



High school graduation rates.

Dropout Rate and Graduation Rate (Four-Year Cohort Rate) Indicator Dropout Rate Graduation Rate

School District State 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13 2010–11 2011–12 2012–13 8.8% 7.1% 5.3% 8.8% 7.1% 5.3% 14.7% 13.1% 11.4% 89.34% 91.77% 92.8% 89.4% 91.7% 92.8% 76.2% 76.7% 80.4%

Completion of High School Graduation Requirements – Graduating Class of 2013 Group All Students Black or African American

School

District

State

76% 66%

92% 93% 100% 95% 97% 84% 92% 92% 91% 90% 63% 71%

84% 75% 77% 92% 92% 80% 84% 90% 89% 82% 53% 60%

American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities

60% 85% 74% 100% 84% 50% 81% 68% 127%

State Priority: School Climate The SARC provides the following information relevant to the School Climate State Priority (Priority 6): 

Pupil suspension rates;



Pupil expulsion rates; and



Other local measures on the sense of safety.

Suspensions and Expulsions Rate Suspensions

School District State 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 2011–12 2012–13 2013–14 5.1 22.6 20.1 15.1 5.2 3.9 5.2 5.7 4.4

.9

Expulsions

0

0

.2

.02

.2

.1

.1

.1

School Safety Plan – Most Recent Year The district believes in a comprehensive safety program designed to ensure the health and security of all students and staff. It consists of a wide variety of site drills designed to meet a number of emergency situations that might arise. All school sites regularly practice fire, drop and cover (earthquake), and intruder drills. There are established committees at all sites and levels to review safety procedures, correct any problems that may exist and expand the Districts capacity to deliver services when and where needed. The District conducts safety inspections at all schools and other district owned properties on a regular basis. In addition, the district safety officer conducts quarterly safety meetings with site safety officers. The safety officer and other qualified personnel conduct or coordinate trainings in CPR, First-Aid, and triage, and monitor all site safety drills. All school sites have designated staff members that are trained in Advanced First Aid and equipped with safety kits to care for students and staff in the case of an emergency. The District and the Milpitas Police, Fire, and Office of Emergency Services work cooperatively on a continuous basis in the coordination of city and district personnel and services in the area of school safety. Through the coordinated efforts of the District and City Agencies, a joint City/School disaster drill is held at one of the districts nine elementary and two middle schools on an annual basis. In addition, the District is an active member in the City's Emergency Preparedness Commission. The District has revised its Standardized Emergency Management System (SEMS) procedures. A trained district crisis assistance response team has been established to provide site support and district coordination in the event of an emergency.

D. Other SARC Information The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.

Adequate Yearly Progress Overall and by Criteria (School Year 2013–14) AYP Criteria Made AYP Overall Met Participation Rate - English-Language Arts

School Yes Yes

Met Participation Rate - Mathematics

Yes

Met Percent Proficient - English-Language Arts

Yes

Met Percent Proficient - Mathematics

Yes

Met Graduation Rate

Yes

District No

Yes Yes No No Yes

Federal Intervention Program (School Year 2014–15) Indicator Program Improvement Status

School No N/A

First Year of Program Improvement Year in Program Improvement* Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement

District

N/A

Yes Year 3 Year 3

N/A N/A

4 31%

Note: Cells with NA values do not require data. * DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance with the flexibility granted through the federal waiver process.

Average Class Size and Class Size Distribution (Elementary) Avg. Grade Class Level Size K 1 2 3 4 5 6 Other

N/A N/A N/A N/A N/A N/A N/A N/A

2011–12 Number of Classes* 1-20 21-32 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

33+ N/A N/A N/A N/A N/A N/A N/A N/A

Avg. Class Size N/A N/A N/A N/A N/A N/A N/A N/A

1-20 N/A N/A N/A N/A N/A N/A N/A N/A

2012–13 Number of Classes* 21-32 N/A N/A N/A N/A N/A N/A N/A N/A

33+ N/A N/A N/A N/A N/A N/A N/A N/A

Avg. Class Size N/A N/A N/A N/A N/A N/A N/A N/A

2013–14 Number of Classes* 1-20 21-32 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A

33+ N/A N/A N/A N/A N/A N/A N/A N/A

* Number of classes indicates how many classes fall into each size category (a range of total students per class).

Average Class Size and Class Size Distribution (Secondary) Subject English

2011–12 2012–13 2013–14 Avg. Avg. Avg. Class Number of Classes* Class Number of Classes* Class Number of Classes* Size 1-22 23-32 33+ Size 1-22 23-32 33+ Size 1-22 23-32 33+ 18.5 7 4 0 16.0 9 5 12.0 13 0

12.0 16.0

14 4

1 5

9.0 12.0

13 7

0

18.0

11

10

11.0

24

Mathematics

13.8

9

1

0

Science Social Science

19.8

3

2

19.1

10

6

1

* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level.

Academic Counselors and Other Support Staff (School Year 2013–14) Number of FTE* Assigned to School

Title Academic Counselor

Average Number of Students per Academic Counselor

1

Counselor (Social/Behavioral or Career Development) Library Media Teacher (librarian) Library Media Services Staff (paraprofessional) Psychologist Social Worker

N/A N/A N/A .2

N/A N/A

Nurse

N/A

Speech/Language/Hearing Specialist

N/A

Resource Specialist (non-teaching)

N/A

Other

N/A

Note: Cells with N/A values do not require data. * One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012–13) Level School Site District Percent Difference – School Site and District State Percent Difference – School Site and State

4,647 N/A

Expenditures Per Pupil (Supplemental/ Restricted) 3 N/A

Expenditures Per Pupil (Basic/ Unrestricted) 4,644 3,628

N/A

N/A

1.2%

.9%

N/A

N/A

4,690

67,762

N/A

N/A

99%

1%

Total Expenditures Per Pupil

Average Teacher Salary 69,704 76,321

Note: Cells with N/A values do not require data.

Types of Services Funded (Fiscal Year 2013–14) Calaveras Hills H.S. receives categorical funds. The staff makes recommendations for the expenditure of these funds and then these expenditures are approved by the School Site Council and are written into the School Plan for Student Achievement (SPSA). Approximately $2,500 is set aside for the staff to attend training, workshops, or conferences. The focus of these workshops is on closing the achievement gap, student engagement, cultural proficiency, literacy, and content standards and assessment. Other areas addressed in our SPSA plan are technology, CAHSEE tutoring and materials, and various ways materials to support academic intervention and programs to support and instruct our diverse population.

Teacher and Administrative Salaries (Fiscal Year 2012–13) District Amount

Category Beginning Teacher Salary Mid-Range Teacher Salary Highest Teacher Salary Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High) Superintendent Salary Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries

50,014 76,321 93,691 114,984 128,293 137,346 210,528 44.0% 7.0%

State Average For Districts In Same Category 41,243 64,891 83,507 103,404 109,964 120,078 183,557 40% 6.0%

For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.

Advanced Placement Courses (School Year 2013–14) Subject Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses

Number of AP Courses Offered* N/A N/A N/A N/A N/A N/A N/A N/A

Percent of Students In AP Courses N/A N/A N/A N/A N/A N/A N/A N/A

Note: Cells with N/A values do not require data. * Where there are student course enrollments.

Professional Development – Most Recent Three Years Staff development is an on-going process of supporting our teachers in their quest to be lifelong learners. Our staff development program has several components that focus on District, school, and individual teacher’s needs. This school year, staff development activities will focus on strategies to increase student engagement, and writing across the curriculum to support students in the Common Core. Staff development is available during 3 full school days throughout the school year, monthly collaboration time, and off site conferences. Teachers at Calaveras Hills have completed the Cross-cultural Language Acquisition Development (CLAD) credential that enables them to work with students who have English as their second language. Teacher specialists support new teachers. This support is provided within the classroom setting and during training sessions and meetings. In addition, all new teachers within their first two years complete the BTSA Induction Program as a required component of gaining permanent employment with the District and earning their Clear Credential