Most educators know that students who live in poverty may need more support than other students. It can be overwhelming when trying to plan with this in mind. An article I read awhile back, “Five Questions that Promote Student Success in High-Poverty Schools (2016),” reminded me that we must have targeted interventions in place. The following information is a summary of the article and my reflections.
Living in poverty affects reading and writing achievement in many instances. Exceptions to this rule do exist, but typically there is a negative correlation. Interventions that allow for more writing and reading have a powerful influence on achievement.
Suggested:
- Before, during, and after school small groups and individual tutoring
- Self-paced interventions using technology
- One-on-one academic advising and coaching
- Homework support
- Additional assessment time
- At the high school level, supplant an elective to provide explicit reading (and writing).
- Build caring relationships.
- Provide more opportunities for problem-solving, inquiry, and critical thinking to build understanding.
Much practice is required if skills are going to improve.
As with all students who are struggling, there is a process for intervention.
- Identify the problem/weakness.
- Gather data and analyze.
- Set goals.
- Select strategies and implement.
- Evaluate.
Remember to be cognizant of any students that are struggling and make a plan to help them succeed.