Half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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I am a DAEP (Disciplinary Alternative Education Program) teacher working primarily with students in grades 7–12. My students are all considered at-risk teens.
Over half of my students come from low socioeconomic backgrounds, and many face additional barriers outside of school, including instability, limited resources, and gaps in academic support. When students arrive in my classroom, they are often behind academically, discouraged, and navigating the consequences of poor choices—sometimes for the first time.
My classroom is designed to be a structured, supportive environment where students can continue their academic work, rebuild skills, and reflect on their decisions while still being treated with dignity and care. I focus on helping students stay on track academically, develop responsibility, and believe that they are capable of success beyond their DAEP placement.
About my class
I am a DAEP (Disciplinary Alternative Education Program) teacher working primarily with students in grades 7–12. My students are all considered at-risk teens.
Over half of my students come from low socioeconomic backgrounds, and many face additional barriers outside of school, including instability, limited resources, and gaps in academic support. When students arrive in my classroom, they are often behind academically, discouraged, and navigating the consequences of poor choices—sometimes for the first time.
My classroom is designed to be a structured, supportive environment where students can continue their academic work, rebuild skills, and reflect on their decisions while still being treated with dignity and care. I focus on helping students stay on track academically, develop responsibility, and believe that they are capable of success beyond their DAEP placement.