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Mrs. McCann’s Classroom Edit display name

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Our students attend a high school in southern California. They have not succeeded academically, and enter high school lacking the appropriate credits to graduate. Most of these students haven’t made positive connections with an adult at school, and are frequently absent or tardy, break rules resulting in suspensions or expulsions, and create class disruptions. This, in turn, continues to put them behind academically. At a high school with over two thousand students, and close to forty students per class, these fragile students have few chances to truly connect with an adult on campus. At least sixty percent of these students are minority students, and over fifty percent qualify for free- and reduced lunch. While all of these students are labeled as “at-risk,” the stories of these students vary: some of the students come from broken homes; other students struggle with drug use; some students have a family member struggling with an illness; others have illnesses of their own.

About my class

Our students attend a high school in southern California. They have not succeeded academically, and enter high school lacking the appropriate credits to graduate. Most of these students haven’t made positive connections with an adult at school, and are frequently absent or tardy, break rules resulting in suspensions or expulsions, and create class disruptions. This, in turn, continues to put them behind academically. At a high school with over two thousand students, and close to forty students per class, these fragile students have few chances to truly connect with an adult on campus. At least sixty percent of these students are minority students, and over fifty percent qualify for free- and reduced lunch. While all of these students are labeled as “at-risk,” the stories of these students vary: some of the students come from broken homes; other students struggle with drug use; some students have a family member struggling with an illness; others have illnesses of their own.

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