Understand|ng and

kespond|ng to the Needs of

Iam|||es and Students L|v|ng
|n overty


Susan ennock
spennockQc|snc.org
Campa|gn for Grade Leve| kead|ng
Stansncs Louery
1he |ssue |s
overty
1he current standard(2009)
|s 523,490 for a fam||y of 4.
1he NC L|v|ng Standard for
fam||y of four |s 548, 814
overty Dehned
In 2011- 28 of workers
earned poverty |eve| wages.
12th h|ghest poverty rate |n
the country - a decade
ago-26th
1 |n 4 ch||dren
40 for ch||dren of co|or
NC ranks 13
th
h|ghest peop|e
||v|ng |n poverty
NC ranks 10
th
h|ghest ch||dren
|n poverty
NC ranks 9
th
h|ghest |n food
|nsecur|nes
Lr|c Ienson descr|bes poverty
as a chron|c and deb|||tanng
cond|non that resu|ts |n
mu|np|e adverse synerg|snc
r|sk factors and aects the
m|nd, body, and sou|.
2008 2012
USA
# 13,241,000 16,397,000
18 23
CnILD CVLk1 USA
Locanon
Data
1ype
2007 2008 2009 2010 2011
North
Caro||na
Number 427,221 440,281 S03,713 SS4,191 S73,679
ercent 19.S 19.9 22.S 24.6 2S.4
North Caro||na Ch||dren L|v|ng |n overty
Overall
Economic
Development
Ranking
Median
Household
Income
Ranking

Child
Poverty
Ranking

Unemployment
Rate
Ranking

Adults with
Bachelors
Degree
Ranking

Single
Parent
Households
Ranking

#72 #61 #68 #33 #36 #79

Median
Household
Income

Percentage of
Children
Living in
Poverty

Unemployment
Rate

Percentage of
Adults with
at least a
Bachelors
Degree

Percentage of
Children Living
in Single-
Parent
Households

$38,332 31.70 10.40 13.60 44.00

Generanon and s|tuanona| are d|erent
eop|e are comp|ex! No one can be dehned by poverty
a|one
Cne shou|d 'know beuer' when they have |earned to 'know
beuer'
Schoo|s] bus|nesses]churches funcnon from m|dd|e c|ass
m|ndsets
rov|de support accountab|||ty, h|gh expectanons
eop|e tend to be e|ther 'fee|ers' or 'th|nkers'
1he way out of poverty |s an educanon
Stress
Cogn|nve Lags
Lmonona| and Soc|a| Cha||enges
ke|anonsh|ps]ko|e Mode|s]
Support systems
nea|th and Safety Issues
Wor|d V|ew

Iactors that Impact Students Irom
overty Schoo| Success
ACnILVLMLN1
"Ckk
kLLA1ICNSnIS
SUkVIVA
L
What are you th|nk|ng?
MIDDLL CLASS
GLNLkA1ICNAL CVLk1
8kLAk!
uesnons? D|scuss|on?
Stress
nea|thy Stress Acute Stress Chron|c Stress
What Are Some Causes of
Student Stress?
! Cr|nc|sm
! Neg|ect]Abuse
! Soc|a| Lxc|us|on
! Lack of Lnr|chment]Superv|s|on
! oor Nutr|non]nunger]Ma|nutr|non
! Cvercrowded L|v|ng Cond|nons
! Unsafe Ne|ghborhoods
! I|nanc|a| Stra|n]Lack of needed
kesources
keacnon of Stressors to the 8ra|n
Ce||s are not
grow|ng-they
'hunker down'
An unhea|th||y
neuron produces a
weaker s|gna|,
hand|es |ess b|ood
ow, produces |ess
oxygen, and extends
fewer connecnons to
nearby ce||s.
1h|s |mpacts the
area of the bra|n
respons|b|e for
funcnons such as
mak|ng [udgments,
p|ann|ng, and
regu|anng
|mpu|s|nv|ty.
1he area of the bra|n
respons|b|e for
work|ng memory,
|earn|ng, and
cogn|non are most
eected by the
hormone, ca||ed
cornso| or stress
hormone.
Severe|y
|mpa|rs the
bra|ns
capac|ty to
|earn and
remember.
Cogn|nve Lags and the ko|e of
Language
1he corre|anons
between
soc|oeconom|c
status and
cogn|nve ab|||ty
and
performance |s
typ|ca||y
s|gn|hcant.
8ra|ns have
been scanned |n
research and
c|ear|y show
d|erences |n
the s|ze and
growth between
students from
poverty and
other students.
Cther stud|es
show that
soc|oeconom|c
status p|ays a
ma[or ro|e |n
both bra|n
deve|opment,
|anguage
deve|opment,
and read|ng
preparanon.
kead|ng |s one
of the most
|mportant
factors aecnng
the
deve|opment of
a ch||d's bra|n.
kLGIS1LkS CI LANGUAGL

R RE EG GI IS ST TE ER R

E EX XP PL LA AN NA AT TI IO ON N


FROZEN

Language that is always the same.
For example: Lords Prayer, wedding
vows, etc.


FORMAL

The standard sentence syntax and
word choice of work and school. Has
complete sentences and specific
word choices.


CONSULTATIVE

Formal register when used in
conversation. Discourse pattern not
quite as direct as formal register.


CASUAL

Language between friends and is
characterized by a 400- to 800-word
vocabulary. Word choice general and
not specific. Conversation dependent
upon non-verbal assists. Sentence
syntax often incomplete.


INTIMATE

Language between lovers or twins.
Language of sexual harassment.


kesearch about |anguage |n ch||dren
from ages 1 to 3 years from stab|e
househo|ds by econom|c group.

Lmonona| and Soc|a| Cha||enges
Auachment to
the parent
and ch||d
pred|cts the
qua||ty of
future
re|anonsh|ps
w|th teachers
and peers.
In order to grow
up emonona||y
hea|thy and to
|earn other
emonons,
ch||dren under 3
need a strong,
re||ab|e,
careg|ver who
prov|des
uncond|nona|
|ove, support
and gu|dance.
1hey a|so
need safe
pred|ctab|e
env|ronments
1hey a|so
requ|re 10 to
20 hours each
week of
harmon|ous,
rec|proca|
|nteracnons.
( th|s |s cruc|a|
ages 6-24
months)
Lnr|chment
through
persona||zed,
|ncreas|ng|y
comp|ex
acnv|nes.
8ra|ns of Infants are nardw|red
for Cn|y 6 Lmonons!
Ioy, Anger,
Surpr|se,
D|sgust,
Sadness,
Iear
Students may be
unab|e to proper|y
'read' the
emonons of others
or w||| m|ss read
the emonons of
others.
It |s 1hrough the
nea|thy Lmonona|
Auachment of the
r|mary Careg|ver that
other emonons are
deve|oped! Ctherw|se
these emonons must
be taught.
Cf a|| the th|ngs researchers
have d|scovered about the
va|ue of qua||ty
re|anonsh|ps, one of
the most surpr|s|ng |s
that they are strong
med|ators of stress.
os|nve Lmonons Mauer
Good relationships diffuse stress
and make your life easier.
ke|anonsh|ps and ko|e Mode|s
Greatest monvanon for |earn|ng
ke|anonsh|ps and ko|e Mode|s
Not a hero! A fr|end!
support and d|recnon
Not g|v|ng up!
h|gh expectanons
empathy but not p|ty
cons|stency, honesty, advocacy
Support Systems
ke|anonsh|ps that
prov|de backup
resources ava||ab|e to
access |n nmes of need.
Lxterna|
resources
Most linked to school success
nea|th and Safety Issues that
Impact Students from overty
MalnuLrluon or poor nuLrluon
LnvlronmenLal hazards
lnsumclenL healLh care
AsLhma
8esplraLory lnfecuons
Lar lnfecuons and hearlng loss
CbeslLy
23
Wor|dv|ew
CU CANNC1
CCNSIS1LN1L LkICkM
IN A MANNLk WnICn IS
INCCNSIS1LN1 WI1n 1nL
WA CU SLL CUkSLLI
- ur. !oyce 8roLhers
CUNG LCLL NLLD
A nCL AND A
VISICN ICk 1nL
IU1UkL. 1C kNCW
1nL nAVL A
CnCICL.
8ra|ns Can Change!
28
8ralns are deslgned Lo change!
Some changes are gradual-some are
lmmedlaLe.
Changes can occur ln Lhe braln mass and Lhe
bralns connecLors.
lC can be changed
1he fasLesL ume of braln growLh ls ln Lhe Leen
years!
now We Can Change the 8ra|n
Ior the 8euer
roper Nutr|non and Lxerc|se
8y bu||d|ng capac|ty and not [ust g|v|ng more
|nformanon.
|ay|ng chess]computer memory games can
|ncrease read|ng and math by |ncreas|ng
monvanon, auennon, and process|ng sk|||s.
kepennve |ntervennons ||ke Great Leaps
kead|ng]Math
Mus|c and theater |ncrease memory.
1he arts |mprove auennon, process|ng,
monvanon.
29
1ake A|ways
Stop and th|nk about what you are th|nk|ng
eop|e are CCMLLk!
kead|ng by 3
rd
Grade |s |mportant
8ra|ns can change
now |s my commun|ty]Schoo| do|ng?
Superv|s|on and Support
Lxerc|se]1he Arts
roper Nutr|non
roper nea|th and Denta| Care
ke|anonsh|ps
ke|anonsh|ps Mauer
31

Programs dont change people
People change people.

-Bill Milliken
Founder of CIS
Susan ennock
susanpennock34Qgma||.com
SCCIAL CLASS IN AMLkICA-1AMMS
S1Ck
Campa|gn for Grade Leve| kead|ng-Stansncs
Louery