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Mrs. Burnam’s Classroom Edit display name

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My students are a special group of K-2 students who have been chosen to participate in our Multi-age School that targets at risk students who are in bottom quartile of performance. They have been learning more and more each day and they are excited about the things they are learning. One student looked at me the other day and said, "I am learning to read!" They encourage each other to keep on learning with statements such as, "Look she is reading the words with me." Our class has created an unique support system that promotes individual success. Our school is a school within in school. We have one principal who oversees two classes at seven of our district's schools. My particular school is a Provision II school and is considered 100% economically disadvantaged, therefore, most of my students' families do not have much discretionary money, and items such as books, technology, and the Internet are not readily available at home. Our class survey showed only one family had Internet.

About my class

My students are a special group of K-2 students who have been chosen to participate in our Multi-age School that targets at risk students who are in bottom quartile of performance. They have been learning more and more each day and they are excited about the things they are learning. One student looked at me the other day and said, "I am learning to read!" They encourage each other to keep on learning with statements such as, "Look she is reading the words with me." Our class has created an unique support system that promotes individual success. Our school is a school within in school. We have one principal who oversees two classes at seven of our district's schools. My particular school is a Provision II school and is considered 100% economically disadvantaged, therefore, most of my students' families do not have much discretionary money, and items such as books, technology, and the Internet are not readily available at home. Our class survey showed only one family had Internet.

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