THE INFLUENCE OF SOCIOECONOMIC STATUS (SES) ON STUDENTS

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THE INFLUENCE OF SOCIOECONOMIC STATUS (SES) ON
STUDENTS ACADEMIC AND LINGUISTIC PERFORMANCE
PRACTICAL CONSIDERATIONS

• Celeste Roseberry-McKibbin, Ph.D.
• Professor, California State University,
  Sacramento
• and
• Speech Pathologist, Elk Grove Unified School
  District
• www.hhs.csus.edu/homepages/SPA/Roseberry

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www.

• hhs.csus.edu/homepages/SPA/Roseberry

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Material excerpted from

• Roseberry-McKibbin, C. (2008). Increasing
  Language Skills of Students from Low Income
  Backgrounds. Available from Plural Publishing
  Company
• www.pluralpublishing.com
• [phone]

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INTRODUCTION AND MY BACKGROUNDWe have a great
deal of diversity at my elementary school1/3 of
our students are ELLs (English Language
Learners). 60 are on free/reduced lunch, and 9
are White the other 91 are children of colour
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In any discussion of service delivery, we want to
follow principles of evidence-based practice

• Requires an integration of best research evidence
  for clinical procedures with sound judgment and
  clinical expertise (Roseberry-McKibbin Hegde,
  2006).
• Means that as much as possible, we as clinicians
  should use only those procedures that are
  supported by research.

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Outline for this morning

• 1. Legal considerations
• 2. Factors impacting oral language
  characteristics of low-SES children
• 3. Practical strategies for use by professionals
• 4. Developing vocabulary skills
• 5. Specific strategies for low-SES preschool
  children
• 6. Enhancing literacy skills of low-SES
  elementary- aged and adolescent students
• 7. Increasing low-SES students executive
  functioning skills

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No Child Left Behind

• Addresses inequities in several ways
• Students with disabilities must participate in
  state accountability systems for reading and math
  in grades 3-8
• Accommodations are allowed for these students as
  necessary
• Schools must show adequate annual progress toward
  all students being proficient in math and
  reading, or the school will face penalties.

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Individuals with Disabilities Education Act (IDEA
2004)

• LEAs (local education agencies) are allowed to
  eliminate the IQ-achievement discrepancy gap that
  formerly was mandated in order to qualify
  students for many special education services
• There is a greater emphasis on pre-referral
  services
• Schools may now use more funds for early
  intervention
• Some schools are utilizing an RTI (response to
  intervention) model to support low-SES children,
  especially in the early grades.

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II. FACTORS IMPACTING ORAL LANGUAGE
CHARACTERISTICS OF LOW-SES CHILDREN
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LANGUAGE CHARACTERISTICS CORRELATED WITH LOW SES

• Being poor does not cause children to have
  language and behavioral impairments we should
  never equate poverty with dysfunction
• However, certain language and behavioral
  characteristics are associated with being from a
  low-SES background

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Limited access to health care

• Can impact language skills
• If the mother is malnourished during pregnancy,
  this impacts brain development
• Children who are often sick miss school

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If children come to school sick or hungry

• They have difficulty learning
• It is hard to concentrate
• If they have middle ear infections, this can
  impact listening and even written language (e.g.,
  reading, spelling)

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Research has documented

• A strong correlation between adults education
  and their income levels.
• Long-term welfare dependency is associated with
  low literacy skills and a lack of a high school
  diploma

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Caretakers who have little formal education

• May not provide adequate oral language
  stimulation for their children
• They may not believe that it is important to talk
  with babies and young children (who are not
  treated as conversational partners)

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Again, research shows that

• Low-SES parents tend to provide less language
  stimulation than middle- and upper-income parents
• One study showed that the amount of verbal
  stimulation provided to children, along with SES,
  significantly related to the childrens verbal
  skills at 5 years of age

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In terms of educational levels of caregivers

• Research has found that SES is more critical to a
  childs language development than ethnic
  background
• The factor most highly related to SES is the
  mothers educational level

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An example in working a puzzle (Woolfolk, 2004)

• Low-SES mother No, that piece goes here!
• Middle-SES mother What shape is that piece? Can
  you find a spot that is straight like that piece?
  Does the color match Nolook again for a
  straight, red piece. Yes, try that onegood for
  you!

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The middle-SES child

• Is benefiting from verbal elaboration,
  problem-solving opportunities, conceptual
  development, and encouragement to take initiative
• The low-SES child is getting no opportunities to
  gain these skills, which are so important in
  school

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Hart Risley 1995

• Conducted longitudinal studies of families from
  various ethnic and SES backgrounds.
• Over several years, they observed in the homes of
  3 groups of 1-2 year old children from 3 groups
  1) welfare, 2) working class, 3) professional.
• Hart, B., Risley, T.R. (1995). Meaningful
  differences in the everyday experiences of young
  American children. Baltimore Paul H. Brookes
  Publishing Co.

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Hart Risley concluded that

• SES made an overwhelming difference in how much
  talking went on in a family.
• The family factor most strongly associated with
  the amount of talking in the home was not
  ethnicity, but SES

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Hart Risley extrapolated thatIn a 365-day
year, children from professional families would
have heard 4 million utterancesChildren from
welfare families would have heard 250,000
utterancesChildren from working class families
fell somewhere in between
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• Even by 3 years of age, the difference in
  vocabulary knowledge between children from
  welfare and middle class homes was so great that
  in order for the welfare children to gain a
  vocabulary equivalent to that of children from
  working class homes, these welfare children would
  need to attend a preschool program for 40 hours
  per week where they heard language at a level
  used in the homes of professional families.

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Book

• Whatever it takes
• Richard DuFour
• How to help parents talk with babies
• Reading Rocketsa website for encouraging
  readingsuggestions in different languages also
  (Color in Colorado)

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III. PRACTICAL STRATEGIES FOR USE BY
PROFESSIONALS
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Teachers and other professionals such as SLPs can
increase the number of childrens conversational
experiences in the classroommany low-SES
children need this, especially when they are in
the early elementary grades (Weiner, 2001)
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Ways to increase childrens conversational
experiences in therapy rooms and especially
classrooms include

• Talk to individual students as they complete
  their work (e.g., You finished cutting out the
  picture of the rabbitnice job.)
• Allow children to converse nonverbally if they
  still are uncomfortable speaking (e.g., If the
  sun is shining, clap your hands. If it is
  recess time, stand up.

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Other ways to increase childrens conversational
experiences include

• Bring in volunteers to have conversations with
  children about their interests or what they are
  doing in school
• Give all students opportunities to practice
  various forms of language. For example, students
  need many opportunities to practice negotiating,
  making requests, explaining things to others, and
  problem-solving.
• Arrange the physical setting of the classroom so
  that it promotes talking and interaction.
  Teachers, SLPs, and other professionals can
  provide learning centers, interactive classroom
  displays, and large tables for group work.

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In addition to having many conversational
experiences

• Many low-SES students, especially if they are
  older, need to learn how to take notes
  effectively
• They may never have been taught to do this

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With regard to notetaking, students often need to
be explicitly taught to

• Focus on key/content words and write them
  downdont write down all the function words that
  are not semantically relevant.
• Distinguish between content and function
  wordsbig and little words
• Students may need a review of the parts of
  speechfor example, they may need to remember
  what adjectives, nouns, verbs, and articles are
• In this way, they can remember that most key
  words are adjectives, nouns, and verbs articles
  are the little words

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Students can underline or highlight the
key/content words in sentences.

• The weather is hot in the summer.
• Abraham Lincoln was a president of the United
  States.
• Many people think that dogs are mans best
  friend.
• When they learn to do this, they can then be
  taught to take notes, writing down just the
  key/content words.

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With regard to notetaking, we can also

• Allow students to use a variety of writing
  instruments. Allowing students to choose their
  own writing instruments heightens their interest
  in the writing process and in the information
  they are hearing.
• Some children with illegible handwriting benefit
  from using mechanical pencils
• From personal experience, I recommend 0.9
  millimeter leads, as these do not break as easily
  as 0.5 millimeter leads!

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We can encourage students to

• Use a highlighter pen when reviewing notes. The
  color will add interest and contrast.
• They need to be taught to only highlight key
  words and phrases, not whole sentences, as this
  will aid in quick skimming/review later on
• Rewrite their notes by hand. Handwriting notes
  again helps embed these notes in memory
• Copy notesespecially definitions of termson the
  backs of index cards. Students can carry these
  cards with them and review them during down time.
• Explain their notes to another person. Talking
  about the information contained in notes and
  trying to teach this information to another
  person is extremely helpful in increasing
  students retention of the material

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To increase overall comprehension for notetaking,
general listening, and reading, we can use
visualization to help students form pictures of
information that they read or hear.

• Tell them that they can picture a TV in their
  brain/mind/head when they hear or read things,
  they can make pictures on this TV.
• Help them with this process by beginning with
  familiar items in their homes (pet, sibling,
  living room). For example, I will ask a student
  to tell me about his dog. When he has done so, I
  will tell him that his dog is not present he was
  able to describe the dog by using a picture in
  his brain.
• Nanci Bell (1991) has a comprehensive program
  called Visualize and Verbalize. This program
  helps students learn to form detailed mental
  images to build skills in vocabulary, reading,
  and writing.

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IV. DEVELOPING VOCABULARY SKILLS

• It is important for students of all ages to build
  their content knowledge/ conceptual foundation
  within meaningful contexts. Drill without context
  is usually ineffective.
• Develop knowledge of classroom/ curriculum
  vocabulary. We can ask teachers to provide us
  information about what vocabulary they are
  teaching in the classroom.

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For example, if I have students from a classroom
where they are learning about the ocean and
marine life

• I use materials about the ocean and marine life
  as part of my therapy session.
• In this way, students are getting classroom
  vocabulary and concepts reinforced.

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New words need to be learned in context

• Ideally, students should have concrete
  experiences when they learn new information
• For example, if they are being taught about
  horses, it is ideal to actually see and touch one
• If actual experiences are not available, objects
  and then pictures can work well

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We can ask students to describe pictures and give
word definitionsthese skills are predictive of
success in literacy and school achievement
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If students draw pictures of new words they are
learning.

• Then they will remember the words much better
• Payne (2003) If you can sketch a picture of it,
  then you know it!

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• It is helpful for students to write out
  vocabulary words.
• Some students struggle so much with
  writingespecially spelling--that in order to
  save time, I have them verbally tell me the
  sentence they want to write. I write the sentence
  on an erasable white board and they copy it.
• In this way, they cement the vocabulary word
  even more firmly into their minds. They also get
  to practice writing words out correctly. In
  addition, they practice the important skill of
  sentence formulation.
• When possible, I have classroom teachers give me
  lists of spelling words the class is working on
  that week. I try to incorporate these words into
  therapy as much as possible. The children benefit
  greatly, and teachers love it!

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We can use context-embedded strategies to teach
vocabulary

• An example follows, where the professional such
  as the SLP or regular education teacher teaches
  low-SES students about the moon

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1. The professional brainstorms with students
about what they already know, building on their
previous knowledge

• What do you know about the moon?
• Students might answer It is up in the sky or
  It shines at night.
• The professional can record all these answers on
  a paper or whiteboard.

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2. The professional uses visuals to focus on the
topic

• For example, the professional might use a
  PowerPoint presentation, video, or pictures to
  show the first landing on the moon
• The professional can then ask students to
  describe what they see

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3. The professional provides hands-on experiences
to reinforce the information

• For example, using a lamp or projector as the sun
  and a tennis ball as the moon, the processional
  demonstrates how the shape of the moon appears to
  change.
• The students sit in a circle and help move the
  moon around the circle in the light of the
  sun.
• The professional might also have the students
  jump two or three times to demonstrate the
  effects of gravity. S/he can discuss the moons
  gravity and how it affects tides.

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4. The professional has students record
experiences in their notebooks.

• For students with writing issues, these
  experiences might be typed onto a computer
• It is ideal if students can keep logs or journals
  for review of concepts that they have learned

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5. The professional reviews test vocabulary and
concepts with games and worksheets.

• There are many options here. I have found from
  clinical experience that many students really
  enjoy Bingo and Charades. They may also enjoy
  Pictionary, where they have to draw a
  word/concept and have other students guess what
  it is.

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For many low-SES students

• Learning vocabulary is difficult because it is
  taught auditorily in an abstract way with no
  visuals or movement
• Using strategies such as those just reviewed can
  help new vocabulary words become
  context-embedded, and therefore much easier to
  learn and remember

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• V. SPECIFIC STRATEGIES FOR LOW-SES PRESCHOOL
  CHILDREN

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Increasing Literacy Skills

• Reading, writing, spelling
• ?
• Phonological awareness
• ?
• Oral language
• ?
• Foundation is environmental experiences and
  exposure

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Begin with phonological awareness

• Phonological awareness is the ability to
  consciously reflect on and manipulate the sound
  system of a language.
• It is foundational to success in reading,
  writing, and spelling
• Low-SES preschoolers especially need to develop
  phonological awareness skills (Roseberry-McKibbin,
  2007).

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Use the following hierarchy

• 1. Count the of words in a sentence
• 2. Count the number of syllables in a word
• 3. Count the number of sounds in a word
• 4. Identify rhyming words
• 5. Use sound blending skills (e.g., What word is
  this? S-u-n
• 6. Identify the first sound in a word
• 7. Identify the last sound in a word

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Other ideas include

• Use rhythm sticks and clapping to facilitate
  knowledge of how many syllables there are in a
  given word. Students can clap out the syllables
  or use rhythm sticks to tap or shake for each
  syllable.
• Ask students to bring items from home that begin
  or end with target sounds
• Use a grab bag where students pull an object/toy
  out of the bag and tell the beginning or ending
  sound in the word.
• Use rhymes such as Dr. Seuss. Many low-SES
  preschoolers with LLD have underdeveloped rhyming
  skills.

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We can also

• Use stories with Rebus-style pictures and ask
  students to read the pictures
• Read a familiar story or poem and have students
  fill in missing words

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If books are read many times..

• Children obtain more vocabulary and information
  each time they read the story.
• When they are familiar with a story, they can be
  encouraged to read it to peers and family
  members. This increases their confidence with
  reading.

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• Researchers such as Fey, Windsor, and Warren
  (1995) and Kaderavek and Boucher (2006) caution
  that some children may not be motivated to read.
  This can be due to lack of exposure to books in
  the home, lack of desire to sit still and focus,
  and other variables.
• Thus, it is extremely important for professionals
  to make reading books motivating and enjoyable.

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Ideas to make book reading enjoyable and
motivating include

• Keep book reading time short.
• Use predictable books because they have
  simplified and repetitive text that engage
  childrens interest.
• For example, a predictable book might start off
  with 10 little monkeys, sitting in a
  treeteasing Mr. Alligatorcant catch me! Along
  comes Mr. Alligator, quiet as can be, and SNAPS
  that monkey right out of that tree. 9 little
  monkeys etc.

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Professionals can use books that

• Have highly exciting or dramatic story themes
• Have manipulative parts like flaps and movable
  tabs to engage children.
• Have buttons to press that make noises (e.g., a
  choo-choo noise for a train) or play music.
• Have many colorful pictures that accompany the
  words. Often, children who have limited exposure
  to books will become disinterested in books that
  have many words on each page.

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And we know that we should encourage caregivers
to read, read, read!
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Written Language Attainments Preschool Period

• We need to be sure that before they enter
  kindergarten, our preschool students can
• 1. Display interest in reading sharing books
• 2. Hold a book right side up
• 3. Identify the front and back of the book
• 4. Identify the top and bottom of a page
• 5. Look at and turn pages from left to right
• 6. Identify the title on the book cover

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• 7. Identify titles of favorite books
• 8. Distinguish between pictures and print on a
  page
• 9. Know where the story begins in the book
• 10. Identify letters that occur in their
  own names
• 11. Print the first letter of their name
• 12. Recite the first 10 letters of the alphabet

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• 13. Point to the first letter in a word14.
  Differentiate uppercase from lowercase
  letters15. Use terms such as letter, word,
  alphabet
• 16. Point to words individually as they are read
• 17. Respond to signs in the classroom
• 18. Recognize common environmental signs (e.g.,
  stop sign)

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VI. WORKING WITH LOW-SES ELEMENTARY-AGED AND
ADOLESCENT STUDENTS ENHANCING LITERACY SKILLS
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Many SLPs do not view literacy as something that
is our job. Many of us in public schools work
with students who have oral language problems,
and literacy is viewed as the province of other
professionals such as Resource Specialists.

• However, ASHA (2004) has been increasingly
  emphasizing the role of the SLP in supporting
  students with written language problems.
• Low-SES students are particularly vulnerable to
  written language difficulties

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There are many easy, simple, inexpensive
activities that SLPs can incorporate into therapy
to provide additional support to these students.

• In this section, we shall discuss some of these
  activities that cost practically nothing and
  potentially make a big, positive difference for
  low-SES students.

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SUPPORTING LOW-SES STUDENTS WITH

• WRITING, FINE MOTOR, TRACKING, AND SPELLING
  PROBLEMS

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Writing can be difficult

• Today in the U.S., most special education
• referrals involve students who have difficulty
  with writing.

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Students may have difficulty because

• 1. They have poor composition skills
• 2. They have weak hand/finger muscles and poor
  finger dexterity
• 3. They may come from environments where writing
  and other pre-readiness fine motor skills have
  not been emphasized.

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Teachers assume that

• Children come to school ready for paper-pencil
  tasks they should start writing immediately
• In fact, many are not ready and need to do
  activities like painting and playing with clay
• In todays kindergartens, there is no time for
  this children are asked to write before they are
  ready

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Handwriting without Tears

• Is a multisensory, developmental approach that is
  virtually 100 successful.
• It is excellent for ELL children it is very
  visual and tactile
• It is also good for children who are left-handed,
  who reverse their letters, and who have
  difficulty forming their letters.
• www.hwtears.com

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• There are many simple, inexpensive activities
  that can be used to help children who have
  difficulty with writing and fine motor skills

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These include

• Use small pencilse.g. golf or bowling sizethe
  ensure an accurate grip
• Put a ? in the upper left hand corner to orient
  students as to where to begin writing.
• Have the child make letters in clay or playdough
• Have the child trace letters in a salt or sand
  tray to enhance the kinesthetic feel of the
  letter.

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• Have the child pick up small objects with
  tweezers. If we are teaching vocabulary through
  small objects, we can kill 2 birds with one
  stone by having children use tweezers to pick up
  these objects this will help develop fine motor
  skills.
• Encourage the child to squeeze a squishy ball
  during listening activities. This enhances
  attention and helps strengthen hand and finger
  muscles.
• Overteach right vs. left. Many low-SES students
  confuse right and left. I have pre-adolescents
  who are still inaccurate with these concepts!
• Make sure the child is sitting at 90 degree
  angles. Her feet should be flat on the floor, her
  posture straight, and her stomach touching the
  table. Her nonwriting hand should be flat and
  should support the paper as she writes.

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• Have the child write letters in the air, writing
  from the shoulder
• Have the child wake up her body by stomping on
  the floor, moving aroundthis will enhance
  concentration.
• If the child is a leftie, the paper is turned in
  the opposite direction

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• Make sure the child can easily write the letters
  A STONE these are the most frequently used in
  the Dolch list
• Teach spacing by having children overexaggerate
  spacing when they are first learning to write
• Use the Skittle test! If there is enough space
  for a Skittle to be placed between words, the
  child gets to eat the Skittle.

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• Enhancing Reading Comprehension Skills

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We Can Teach Basic Sight Words

• The of and a
• To in you is
• That it at he
• For on are as
• With his they be

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• If low-SES students sound out basic sight words
  each time they encounter these words, reading
  comprehension and fluency will be slowed down
  greatly (Peregoy Boyle, 1997).
• Professionals can drill these sight words with
  students until the students can read them quickly
  and automatically.
• I use index cards and write the words down, one
  word per index card.
• When students can read the words quickly and with
  automaticity, reading comprehension and fluency
  are greatly enhanced!

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PREVIEW-VIEW-REVIEW APPROACH

• Use classroom textbooks to teach students this
  approach
• This helps teach class curriculum content and
  enhance reading skills

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BEGIN WITH PREVIEW

• 1. Get an overview of the chapter
• 2. Read the main idea sentence of key paragraphs
• Highlight key vocabulary words
• Read the concluding paragraph or summary

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VIEW THE CHAPTER

• 1. Read the text aloud and have students follow
  along
• 2. Stop and have students explain content in
  their own words
• 3. Help the student organize and outline notes
  and readings

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• 4. Review class notes which pertain to the
  chapter
• 5. Scaffold for the student
• 6. Help the student use context to enhance
  comprehension of words

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Help the student visualize what is being read
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REVIEW

• 1. Look over chapter headings and divisions again
• 2. Ask questions about the content
• 3. Help the student answer questions at the end
  of the chapter

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Also review by

• 4. Have the student summarize the chapter in her
  own words
• 5. Ask the student for his opinions about what
  was read
• 6. Ask the student if she has any questions
  about the chapter
• 7. Help the student make up test questions about
  the content they have just read.

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Again, SLPs can incorporate these ideas.

• To support low-SES students of all ages as they
  learn to read, write, and spell.
• These ideas can be used as adjuncts to therapy
  for increasing the students oral language
  skills.

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VII. INCREASING LOW-SES STUDENTS EXECUTIVE
FUNCTIONING SKILLS
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What is executive functioning?

• Executive functioning (EF) has to do with
  goal-directed behavior that is important for
  success in lifes activities
• EF can be likened to an air traffic controller
  that monitors and coordinates all activities it
  can also be likened to a maestro that conducts an
  orchestra (Eberle, 2003)

87
EF is critical in terms of

• Thinking about the future
• Being able to evaluate potential consequences of
  ones choices

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We enlist EF when we.

• Set goals to achieve what we want
• Determine what is necessary to attain those goals
• For example, if we want a certain job, we think
  What job do I want to obtain? (goal) What skills
  do I have, and are they pertinent to that job?
  What steps do I need to take to attain my goal of
  obtaining this particular job? (determining what
  is necessary to obtain those goals)

89
Fundamentally, characteristics of EF include

• Developing plans for future actions
• Holding those action sequences and plans in
  working memory until they are executed
• Inhibiting actions that are not relevant

90
EFs are

• The problem-solving processes that are utilized
  at the outset of a novel, automatic task
• Fundamentally intertwined with working memory and
  inhibition

91
Low-SES students may be vulnerable to EF
deficits(Farah, Noble, Hurt, 2006)

• If they are from homes where they have been
  socialized toward interdependent behavior and
  external control of behavior by authority rather
  than to self-regulation and independent,
  internalized self-control. These types of homes
  are typical in many cultures (Lynch Hanson,
  2004 Roseberry-McKibbin, 2008 Santos Lee,
  2004 Sharifzadeh, 2004)
• Because many have been shown to have working
  memory deficits again, successful EF is directly
  related to working memory
• EF deficits can inhibit the learning of social
  and academic language, and dramatically slow down
  students progress in school
• Ultimately, EF deficits can negatively impact
  students academic, linguistic, and career paths

92
Components of EF that we may need to teach
directly include (Eberle, 2003 Packer, 2004
Singer Bashir, 1999)

• Inhibiting irrelevant actions
• Attending selectively
• Demonstrating emotional control
• Restraining and delaying responses till an
  appropriate time
• Setting goals and planning steps to achieve those
  goals
• Planning for the future
• Shifting flexibly between activities

93
We need to especially emphasize teaching students
to

• Inhibit their immediate responses to stimuli,
  thereby allowing themselves time to plan and
  organize and set goals
• Pause for self-reflection and self-analysis

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3 Simple Questions We Can Teach Students to Ask
Are

• 1. What is the problem I am having right now?
  (take time to analyze the problem)
• 2. Why am I having this problem? (identify cause)
• 3. What can I choose to do about it? (behavioral
  adjustment)
• An example of a simple choice chart follows
  on the next slide.

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My Choice Chart

• Student Name________ _________Date________
• What I wanted was_____________________________
• The choice I made was The consequence of my
  ___________________ choice was
• ___________________ ______________________
• Next time, I could choose to The consequence of
  that ___________________ choice would be
• ___________________ _____________________
• I will remember that each choice I make leads
  to a consequence. I will try to make good choices
  so that I can experience good consequences!

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Another example of an EF chart for low-SES
students

• Is illustrated on the next slide
• This can be printed, laminated, and put on or in
  the students desk as a reminder of utilizing EF
  strategies in the classroom
• Most teachers are very open to having students
  use this type of chart, and may even find the
  principles/steps useful for the whole class

97
Executive Functioning Strategies

• 1. Stop, breathe, and think ahead
• 2. Allow myself enough time to get things done
• 3. Be organized and neatwrite things down
• 4. Set goals
• 5. Create and carry out steps to achieve my
  goals
• 6. Focus, pay attention, stay on track
• 7. Evaluate my actions did I do what I needed to
  do to achieve my goals?
• 8. Ask myself What could I do differently next
  time to improve upon my performance?

98
If SLPs and other professionals can help low-SES
increase their EF skills

• They can help these students take a giant step
  toward success in all realms academic, social,
  and ultimately, career

99
It takes a village to raise a child.

• Thank you for all your hard work as an integral
  part of that village.