• educate ourselves about class and poverty;
• reject deficit theory and help students and colleagues unlearn misperceptions about poverty;
• make school involvement accessible to all families;
• continue reaching out to low-income families even when they appear unresponsive (and without assuming, if they are unresponsive, that we know why);
• never assume that all students have equitable access to such learning resources as computers and the Internet, and never assign work requiring this access without providing in-school time to complete it;
• ensure that learning materials do not stereotype poor people;
• fight to keep low-income students from being assigned unjustly to special education or low academic tracks and,
• make curriculum relevant to poor students, drawing on and validating their experiences and intelligences (pages 32 -36). Finding ways to meet the needs of students in poverty, implementing the curriculum, and meeting standards is problematic. According to Meadowcreek Elementary School Accountability Report, (90/90/90) schools such as Meadowcreek Elementary School (MES) are schools which are defined as having more than 90 percent of the students who are eligible for free and reduced lunch, a commonly used surrogate for