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I am the Spanish bilingual teacher for grades K-4 who works on a team of ESL teachers for K-8. Our high poverty school is in a high need community where 95% of my students get a free or reduced lunch. All of my students are either immigrant children and/or children of immigrants. Some have been in this country a few short months. In addition, one barrier my students face is with homework and at-home support. Parents want to help, but simply face exterior barriers (lack of language skills, employment schedules, one-parent homes)that prevent consistent support. Hence, this further solidifies why our time together is so critical to their learning and why they must have appropriate material to catapult them into academic success.

About my class

I am the Spanish bilingual teacher for grades K-4 who works on a team of ESL teachers for K-8. Our high poverty school is in a high need community where 95% of my students get a free or reduced lunch. All of my students are either immigrant children and/or children of immigrants. Some have been in this country a few short months. In addition, one barrier my students face is with homework and at-home support. Parents want to help, but simply face exterior barriers (lack of language skills, employment schedules, one-parent homes)that prevent consistent support. Hence, this further solidifies why our time together is so critical to their learning and why they must have appropriate material to catapult them into academic success.

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About my class

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