Effective Educational Strategies That Take Poverty into Consideration

Effective Educational Strategies That Take Poverty into Consideration

Phuong Lien Palafox, M.S., CCC‐SLPRegion 15 Education Service Center

August 14, 2014

Disclosure Statement:  

Phuong Lien Palafox, CCC-SLP is employed by Bilinguistics, Inc.

Disclosure:Financial — Salaried by Bilinguistics, Inc.

Nonfinancial — None

Phuong Lien Palafox, CCC-SLP

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Location Data Type

2011 2012 2013

United States

Number 16, 387,000 16, 397, 000 16, 087,000

Percent 23% 23% 22%

Children in Poverty

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http://datacenter.kidscount.org/

2000‐2010

+ 2 million

+ 1 million

“Officially Poor”Officially Poor

http://aspe.hhs.gov/poverty/13poverty.cfm

1963‐1964 Food was about 1/3 of a family’s budget

Federal Poverty Measure = Food Budget X 3

Modern Families’ Expenses

Today:Food = 1/7thFamily Budget

But Poverty Measure Remains the SAME, only updated annually for inflation.

What does the poverty measure tell 

us?

21

12%

38%

9%

37%

Married Single‐Parent

Poverty Differs by Family TypeTexas US

KIDS Count Data Center 2012

2012 American Community Survey (Kids Count Data Center)                                                         

4x

Child poverty differs by race

34%

40%

15% 14%

Hispanic Black Asian White not‐Hispanic

2012 American Community Survey, U.S. Census Bureau

Poverty differs by age21.8%

13.7%

9.1%

KidsWorking‐age 65+

2012 U.S. Census Bureau

30% Lack Secure Employment

Trends in Education

Source: Annie E. Casey Foundation, National KIDS COUNT Report F. Deviney, 2012

Below Proficient Reading Level

83%

52%

91% of 4th Graders who are English Language Learners scored below proficient reading status

Toddlers from middle and high income families speak MORE than parents from low SES environments when speaking to their own children.              ‐ Bracy, 2006

Dropouts only make 36 cents for every dollar earned by college graduates

ERIC

Jensen

TOUR 2014

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Language Working Memory Cognitive Control Reward Processing Memory Spatial Cognition

Effect Sizes

Noble et. Al 2005

Cognitive Functions & Low SES

Emotional & Social 

Challenges

Acute & Chronic Stressors

Cognitive Lags

Health & Safety Issues

Four Primary Risk Factors Affecting Families Living in Poverty

Jensen, Eric.  (2009).  Teaching with Poverty in the Mind.  Alexandra, Virginia:  ASCD.

Neurogenesis

Merriam‐Webster’s Definition

development of nerves, nervous tissue, or the nervous system

SLP Definition

The brain is GROWINGand getting SMARTER.

Build Vocabulary.Every.  Single.  Day.

By 3rd grade, children add about 3000 vocabulary words per year.

An average reading program teaches about 400 words per year.

Type I Words:  Basic Words (girl, happy, fast)

Montgomery, 2007

Type II Words:  High Frequency Words, Across Multiple Domains,  Multiple Meanings (measure, sympathy, estimate)

Montgomery, 2007

Type III Words:  Low frequency, Subject Specific (Isotope, chasm, warp)

Montgomery, 2007

Relationships Matter

Student Expectations

1.44

Effect Size

.00 or less:  Negative Effect.00 ‐.20: Negligible, Unclear Effect.20 ‐.40:  Small‐moderate Effects.40 ‐.60:  Very Strong Effects.60 ‐ 2.00:  Extreme Effects

Teacher Expectations of Student Success

1.03

I work (clap, clap)I work (clap, clap)

I work on telling a story!I work (clap, clap)I work (clap, clap)

I work on opposites.

I work (clap, clap)I work (clap, clap)I work on Thinking

About Others!

Through These Doors Walk

EruditeStudents

Picture Source:  Washing ton Post

3X Better with Gestures90% vs 33%After 3 Weeks

Hi FiveLow Five

Working Memory

Let’s ALL tell a story!

OUR

Social Autopsy

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