Case Study Understanding how poverty affects the learning experiences of diverse students is essential to the success of teachers and educational systems that strive to close achievement gaps. Despite the obstacles that poverty creates, there are specific instructional strategies for overcoming the lack of achievement. The following case study was adapted from Payne’s (2005, pp. 27–28), A Framework for Understanding Poverty. Scenario Maria Sanchez is new to your school and a student in your classroom. Her family moved into a new apartment complex in your school’s attendance area in July. It is Friday afternoon and the end of the first three weeks of the school year. Elizabeth, the elementary guidance counselor, steps into your classroom. “Earlier today,” Elizabeth says, “I met with one of the county social workers assigned to families whose children attend our school. The family support worker spoke to me about several of the families at our school, but she was particularly concerned about Maria Sanchez, one of your students.” Elizabeth provides background information about Maria. Maria has an IQ of 130. Maria is a bright girl, but very quiet and shy in school. She consistently scores at the ninetieth percentile or higher on achievement tests in reading and mathematics. Maria’s grades do not reflect her level of intelligence. She has had many missing assignments and does not often participate in class discussions. Finally, Elizabeth mentions that Maria’s assignment for your class currently places a hardship on Maria’s family. She says, “The family support worker explained the situation about Maria’s geography assignment for your class, as told to her by Maria’s mother, through the assistance of a Latino interpreter.” You instructed your students to create a salt map. Maria came home and explained the assignment to her mother, Naomi. Naomi just spent all the money for the week on food, but Maria needed 5 pounds of flour, 2 pounds of salt, and a piece of board on which to place the map. She also needs information from an encyclopedia, and Naomi does not know what an encyclopedia is. The family car is not running and requires $100 for parts. The baby is sick and Naomi needs $30 for medicine. Rain has continued for 2 weeks, so Maria’s father has not had any work and therefore, no pay. In addition, you asked Maria to stay after school to participate in an academic contest. Naomi expects Maria to get married and have children, just as she did, and needs Maria to help her with the younger children after school. Because your school is in a suburban setting, and your community just recently started providing low-income housing for poor families, you have very little knowledge about the living conditions and financial problems of the families living in poverty at your school. You are puzzled, and feel powerless. Case Analysis For your case analysis, analyze the information provided in Maria’s case and address the following questions in a 2–3 page action plan: Describe your plan for meeting Maria’s learning needs and the financial constraints placed on Maria’s achievement due to her family’s low economic status. What will you do now to assist Maria in completing the map assignment? What will you do to bring out Maria’s academic potential, which her other teachers were unable to do? What research-based teaching strategies will you implement to assist Maria in being less introverted, as well as completing more work in school? Your case analysis should be 2–3 pages and include at least two citations from the required reading sources for this unit. Be sure to use proper APA formatted citations and references. Review the Critical Thinking resource for additional approaches to critical thinking, especially the “Socratic Problem Solving Approach” area. Review the Case Study Scoring Guide for the grading criteria of this assignment. You will also be asked to reflect on this case, and your analysis, in a discussion in this unit. Reference Payne, R. K. (2005). A framework for understanding poverty. Highland, TX: aha! Process, Inc
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