Powerful Classroom Practices for Disrupting Poverty

There have been so many positive conversations following our January 15th district professional development.  When we looked at trends of responses in the exit slips, one of the ideas that emerged was the importance of developing relationships with students, particularly those who are at risk of meeting their learning goals.

Kathleen Budge and William Parrett recently released a book titled "Disrupting Poverty: Five Powerful Classroom Practices."

They have identified five classroom practices that are evident in schools who meet the needs of all learners.

1. Caring Relationships and Advocacy
2. High Expectations and Support to Meet Those Expectations
3. Commitment to Equity for ALL Students
4. Professional Accountability to Learning
5. The Courage and Will to Act

Source: © 2018 by ASCD. From Disrupting Poverty: Five Powerful Classroom Practices by K. M. Budge and W. H. Parrett. 

Budge and Parrett start each chapter with a 100 word reflective quick write to connect personal experiences with learning.  One of their first prompts is:

"Where do my ideas from poverty come from?"

This type of prompt helps the reader make personal connections while learning new information to support at-risk students. 

The exit slips certainly communicated themes related to these classroom practices as well as a desire to learn more.  Portions of this book may be found online at the link below.

Disrupting Poverty: Five Powerful Classroom Practices

A good starting point might be "A Poverty Primer" which is the second chapter of this book and may also be found online at the above link.

Appendix A also includes a learning matrix to support teacher teams in planning for instruction to meet the learning needs of all students.

Source: © 2018 by ASCD. From Disrupting Poverty: Five Powerful Classroom Practices by K. M. Budge and W. H. Parrett. Readers may download and duplicate appendixes for noncommercial use within their school. See www.ascd.org/publications/books/116012.aspx 

The following high-leverage questions can support teachers teams with both reflection and planning:

• What do I know about this students living conditions?
• What assets, strengths, or cultural banks of knowledge does this student bring to the classroom?
• What do I expect this student to accomplish this year?
• What does this student most need from school to 'level the playing field'? 

The curriculum blog will continue to follow up on ideas and questions following our January professional learning.