Category: literacy

Navigating the Covid-19 Relief: CARES Act and CRRSAA Funding for K-12, Higher Education, and Adult Education

Posted on | by Pearson

Research conducted by Barry Katzen.

Online teaching

The Coronavirus Response and Relief Supplemental Appropriations Act of 2021 (CRRSAA) was signed into law on December 27, 2020. It was the second round of Federal Covid Relief, following the Coronavirus Aid, Relief, and Economic Security (CARES) Act, which was signed into law on March 27, 2020.

This report aims at unpacking the CARES Act and CRRSAA, highlighting specific elements of the law, and understanding what it means for K-12, adult, and higher education, specifically in relation to English language learning and technology.

We also want to renew our commitment to supporting educators in navigating the “new normal” of remote teaching and providing the best solutions that will not only engage students in learning but also ensure they progress and reach desired outcomes and milestones.

Overview and Funding Amounts

CARES Act

On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security (CARES) Act was signed into law. The funding includes an Education Stabilization Fund totaling $30.75 billion. The breakdown in funding is as follows:

  • The Governors Emergency Education Relief Fund (GEER Fund) received 9.8% of the funding, or $2,953,230,00.
  • The Elementary and Secondary School Emergency Relief Fund (ESSER I Fund) received 43.9% of the funding, or $13,229,265,000.
  •  The Higher Education Emergency Relief Fund (HEERF) received 46.3% of the funding, or $13,952,505,000.

The GEER funds are distributed to governors to be spent as seen fit to meet the needs of students and schools (K-12, colleges/universities, and other education-related entities).

ESSER funds go directly to State Education Agencies (SEAs) based on Title 1 proportions.

HEERF funds go directly to colleges and universities (Institutions of Higher Education – IHEs) based on formulas described in the Higher Education section below.

CRRSAA

On December 27, 2020, the Coronavirus Response and Relief Supplemental Appropriations Act of 2021 (CRRSAA) was signed into law. The stimulus package includes an additional $81.88 billion for the Education Stabilization Fund, with dollars available through September 30, 2022. There is a  set-aside of 1% evenly split between the outlying areas (such as Guam and the US Virgin Islands) and the Bureau of Indian Education.

The remaining $81,061,200,000 is again split among three funds:

  • GEER receives 5% of the funding, or $4,053,060,000.
  • ESSER II receives 67% of the funding, or $54,311,004,000.
  • HEERF II receives 28% of the funding, or $22,697,136,000.

This chart summarizes the funding components:

Funding components of the Covid relief

K-12 (and Adult Ed Programs Run at K-12 Facilities)

The Education Department awards the K-12 grants ­to State Education Agencies (SEAs) for the purpose of providing Local Education Agencies (LEAs) – including charter schools that are LEAs – with emergency relief funds to address the impact that Covid-19 has had, and continues to have, on elementary and secondary schools across the nation.

ESSER and ESSER II funds were awarded to states based on the proportion of funding each state received under Part A of Title I of the Elementary and Secondary Education Act of 1965, as amended in fiscal year 2020.

There is a maintenance of effort requirement for the GEER and ESSER funds. To receive funding, a state must provide assurances that it will maintain support for elementary and secondary education and for higher education for fiscal 2022 at a level of spending at least proportional to overall state spending averaged over fiscal years 2017, 2018, and 2019.

Allowable Activities

ESSER and ESSER II provide district leaders with broad authority over both the targeting of funds to specific schools and the use of funds more broadly.

LEAs may use their funds for any of the following categories depending on local needs (note: text in bold emphasizes categories that are specifically related to English language learning):

Any activity allowed under the “Every Student Succeeds Act” (ESSA) Including Title I-A, Title I-C (Migrant Education), Title I-D (Neglected and Delinquent Students), Title II-A, Title III-A (English Language Learners), Title IV-A, Title IV-B 21st Century Community Learning Centers, Title V-B REAP (SRSA and RLIS), Title VI-A (Indian Education), Title VII (Impact Aid)

Any activity allowed under the following federal education acts:

  • Individuals with Disabilities Education Act (IDEA)
  • Carl D. Perkins Career and Technical Education Act (Perkins Act)
  • McKinney Vento Homeless Assistance Act
  • Adult Education and Family Literacy Act
  • Native Hawaiian Education Act and the Alaska Native Educational Equity, Support, and Assistance Act

The ESSER II guidelines added the following allowable activities:

Addressing learning loss among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care, of the local education agency, including by—

  • Administering and using high-quality assessments that are valid and reliable, to accurately assess students’ academic progress and assist educators in meeting students’ academic needs, including through differentiating instruction;
  • Implementing evidence-based activities to meet the comprehensive needs of students;
  • Providing information and assistance to parents and families on how they can effectively support students, including in a distance learning environment; and
  • Tracking student attendance and improving student engagement in distance education.

The chart below summarizes all allowable activities – note the relevant activities that are circled:

  • activities authorized under the Adult Family and Literacy Act;
  • activities to address the unique needs of English learners;
  • purchasing education technology for students;
  • providing online learning;
  • Implementing summer learning and after school programs.
Full set of allowable activities.
Source: https://www.wallacefoundation.org/news-and-media/blog/pages/the-cares-act.aspx

Adult Education

The following are relevant examples of allowable activities relating to Adult Education in K-12 districts, in particular activities allowable under the Adult Education and Family Literacy Act:

  • Family literacy activities that include the four required components
  • High school equivalency preparation for students ages 17+ who are not currently enrolled in secondary school
  • Materials/Supplies in support of adult education services
  • Software/Technology in support of adult education services
  • Professional development for adult education instructors

GEER Funds

According to the Hunt Institute, some governors are using the GEER funds for K-12 activities that are specifically relevant to English language learning. For example, thirty-five governors are designating GEERF money for curriculum and teacher training to deliver remote learning. Oklahoma has established grants to families for tutoring and online curriculum as well as expanded its virtual AP offerings. Missouri is developing training for educators that will “address the technical and instructional expertise” needed for remote teaching. This training will include the unique needs of students with disabilities, English language learners, economically disadvantaged students, and students from racial and ethnic minorities. See details at https://hunt-institute.org/covid-19-resources/geer-fund-utilization/

Application Process

Only State Education Agencies (SEAs) in the 50 States, Puerto Rico, and the District of Columbia apply directly to the Department for ESSER funds. School districts (LEAs) must apply to the relevant SEA. Every SEA must use at least 90% of its ESSER Fund grant to make subgrants to LEAs by formula based on FY 2019 Title I, Part A allocations.

The National Conference of State Legislatures has developed a very useful Elementary and Secondary School Emergency Relief Fund Tracker which provides (a) links for LEAs to apply for funding (subgrants) in each state, (b) ESSER I and ESSER II allocations to each state, and (c) plans announced by each state’s SEA.

ESSER funds are available through September 30, 2022; the SEA deadline for awarding funds is May 2021.

ESSER II funds are available through September 30, 2023; the SEA deadline for awarding funds is January 2022.

This diagram shows the timeline for using ESSER funds from the CARES Act (ESSER I):

Time for using ESSER funds from the CARES Act

The following chart illustrates the timeline for ESSER II funds:

The timeline of ESSER II funds

Associated Documentation for K-12

This chart provides an overview of the CARES Act ESSER funds allocated to each state:

ESSER-Fund-State-Allocations-Table.pdf

See this chart for an overview of the ESSER II funds allocated to each state: Final_ESSERII_Methodology_Table_1.5.21.pdf

Higher Education

HEERF grants are allotted directly to Institutions of Higher Education (IHEs). Institutions are required to provide at least 50% as emergency aid to students, as was required by the CARES Act. Institutions with approved applications from the CARES distribution are not required to submit a new or revised application.

Under the CARES Act, 90% of HEERF grants ($12,557,254,500) were allocated to institutions based on the proportion of two student populations compared with those student population totals nationwide before the onset of the pandemic, weighted as follows:

  • 75% for full-time-equivalent Pell students not in distance education only
  • 25% for full-time-equivalent non-Pell students not in distance education only

HEERF II uses a different formula for allocating funds to public and private nonprofit institutions. The formula below accounts for both full-time equivalent (FTE) enrollment and headcount — a change from the CARES Act formula, which only factored in full-time enrollment.

  • 37.5% based on FTE enrollment of Pell recipients who were not exclusively enrolled in distance education courses prior to the qualifying emergency;
  • 37.5% based on headcount enrollment of Pell recipients who were not exclusively enrolled in distance education courses prior to the qualifying emergency;
  • 11.5% based on FTE enrollment of non-Pell recipients who were not exclusively enrolled in distance education courses prior to the qualifying emergency;
  • 11.5% based on headcount enrollment of non-Pell recipients who were not exclusively enrolled in distance education courses prior to the qualifying emergency;
  • 1% based on FTE enrollment of Pell recipients who were exclusively enrolled in distance education courses prior to the qualifying emergency; and
  • 1% based on headcount of Pell recipients who were exclusively enrolled in distance education courses prior to the qualifying emergency.

IHEs have one calendar year from the date of their award to expend funds unless the institution receives a no-cost extension.

Allowable Activities

Colleges have more flexibility in how they can use HEERF II funds than they did under the CARES Act. These expanded allowable activities apply both to new funds distributed under the omnibus bill and any unspent CARES Act funds. Institutions are still required to spend at least 50% of any unspent CARES Act funds on emergency student aid.

Colleges and universities can use the HEERF II funds to:

  • Defray expenses associated with Covid (including lost revenue, reimbursement for expenses already incurred, technology (hardware and software) costs associated with a transition to distance education, faculty and staff trainings, and payroll);
  • Carry out student support activities authorized by the HEA that address needs related to Covid; or
  • Provide financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or for emergency costs that arise due to Covid, such as tuition, food, housing, health care (including mental health care), or child care. Note that this financial aid can be used for emergency grants to help students meet urgent needs, such as technology.

In both the CARES Act (HEERF) and in CRRSAA (HEERF II), 7.5% of the HEERF total funding is reserved for Historically Black Colleges & Universities and other Minority-Serving Institutions. (NOTE: Minority-Serving Institutions include institutions that would be eligible to participate in the following programs: Predominantly Black Institutions, Alaska Native and Native Hawaiian-Serving Institutions, Asian American and Native American Pacific Islander-Serving Institutions, Native American-Serving Nontribal Institutions, Developing Hispanic-Serving Institutions Program, and Promoting Postbaccalaureate Opportunities for Hispanic Americans.)

Application Process

The Education Department extended the application deadline for HEERF I grants under the CARES Act until September 30, 2020. Applications are no longer being accepted for HEERF I funds.

For institutions that received HEERF I funds, applications are not required to receive supplemental awards under HEERF II.

Public and nonprofit Institutions that did not previously receive CARES Act funding must submit their applications for the CRRSAA student aid portion and institutional portion of Section 314(a)(1) funds by April 15, 2021. (See detailed information at https://www2.ed.gov/about/offices/list/ope/crrsaa.html )

All HEERF grants must be spent by September 30, 2022.

All HEERF II grants must be spent by September 30, 2023.

Associated Documentation

See this site for state-by-state information on CARES Act funds awarded to LEAs and colleges/universities: https://covid-relief-data.ed.gov/

See this file, which shows the CARES Act (HEERF) allocations to colleges and universities. Also see this file, which shows the CRRSAA (HEERF II) allocations to colleges and universities.

Supporting English Language Learners in the Time of Covid-19

Due to school closures, many English language learners lost opportunities to learn and practice their new language, and programs have struggled to create a rich and engaging environment for their students. Pearson’s commitment to providing the best solutions for English language learners of all ages is unwavering. From top-notch English language materials and digital platforms and resources to teacher support and guidance, we are excited to partner with schools and programs to ensure that learning continues despite recent disruptions.

We have materials and solutions that delight and engage learners, work well in the online or hybrid setting, and can help you address the needs of your learners and ensure they progress on their path to full proficiency.

Reach out to us for more details and product demos. Locate your specialist here.

Visit our Covid-19 support site where you can find resources for moving instruction online.

True Stories + Future = Perfect Partners!

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True Stories is a six-level reading series that has been an enduring favorite of teachers and students for 25 years. These popular texts consist of human-interest news stories that are geared towards adults.

The series can be used as a stand-alone reading course or as a complement to Future, a six-level adult English course that equips learners with transferable academic, workplace, and English communication skills.

The color-coordinated book covers make it easy to match the levels in True Stories with the levels in Future.

Why are True Stories and Future perfect partners?

Pair units in Future with thematically related units in True Stories to:

  • accelerate your students’ progress in reading
  • recycle and reinforce the vocabulary of the topics
  • prompt students to share their own “true stories” related to the topic
  • enliven your lessons with believe-it-or-not reading selections

Sandra Heyer, the True Stories author explains the rationale between this association between Future and True Stories:

“I teach reading in the four-level Adult ESL program in my community. I go from level to level with True Stories and teach a 20-30-minute reading lesson in each class.

When I walked into a classroom with the books, often the teacher asked if I had a story about the topic they’re working on–health, work, housing, etc. I usually did. The teachers and I noticed that a lot of the vocabulary in the life-skills unit reappeared in a theme-related story, and that often the story got students talking about their own experiences related to the theme. Another plus was that the story seemed to change the energy in the room—that the story about the woman with the bad knee being chased by a bear, for example, offset the seriousness of a lesson on illnesses and injuries. So, the teachers and I began to coordinate our lessons.”

We want to share this partnership with you. Therefore, we have created handy correlation documents to help you quickly match units in Future with complementary units in True Stories.

Download them here.

Resources for Adult Educators and Adult Education Advocates

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During the Adult Education and Family Literacy Week (AEFL Week), we have been promoting the value of and the need for adult education in the U.S. Advancing adult education and English language acquisition benefits not only individuals and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility.

But advocating for adult education should not be limited to just one week a year. It is important that we bring awareness about the need for adult education every day. Below is a list of resources for anyone who wants to get involved in advocating for adult education and family literacy.

Adult Education Is Needed Now – COABE website that explains the need for adult education

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.  The website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – a national coalition of the national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.

“Low literacy has a major impact on income inequality and parenting.” Read this AEFL Week Fact Sheet from the National Coalition for Literacy.

The Case for Investments in Adult Education – A white paper from ProLiteracy

Adult Ed helps immigrants integrate into the U.S—a brief description of why it pays to invest in Adult Education

Adult Education and Family Literacy Week Fact Sheet and articles

The World Education’s blog The Well – interesting posts on the topic of Adult Education, including ESOL.

Adult English language instruction in the United States: Determining need and investing wisely. An article from the Migration Policy Institute.

Links to best practices/resources for teachers:

Six simple ways to strengthen independent learning skills

On teaching effective learning

Tips for collaborative learning

Increasing student engagement

Toward comprehensive assessment in the adult ESOL classroom

English Literacy and Immigration

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by Gosia Jaros-White, Marketing Manager, Pearson ELT USA

Immigration Statistics

According to American Community Survey (ACS) data from 2015, there are approximately 43 million immigrants in the U.S., which accounts for about 13.5 percent of the total U.S. population (321.4 million in 2015).i Furthermore, according to the Current Population Survey (CPS) from 2016, immigrants and their U.S.-born children totaled approximately 84.3 million people—27 percent of the overall U.S. population.

In 2015, immigrants accounted for about 17 percent (26.7 million) of the nearly 161 million workers in the civilian labor force in the U.S. The percentage of immigrant workers more than tripled (from 5 percent to 17 percent), between 1970 and 2015. Of the total number of immigrant workers:

31 percent worked in management and professional occupations;
24 percent in the service sector;
16.9 percent in sales and office occupations;
13.1 percent in construction and maintenance;
15 percent in production and transportation business.

The top five states with the highest immigration population were California (10.7 million), Texas (4.7 million), New York (4.5 million), Florida (4.1 million), and New Jersey (2 million).

Demographically, approximately 51 percent of immigrants in 2015 were women. Immigrants were also older than the native-born population—the median age of immigrants was about 44 years in 2015, whereas the median age for the native-born population was 36.

Immigrants with Limited English Proficiency (LEP)

In 2015, there were nearly 26 million individuals in need of English Literacy. ii These individuals are classified as Limited English Proficient (LEP) and represent 9 percent of the total U.S. population ages 5 or older. Out of that number, nearly 5 million LEP individuals are native-born and 21 million are foreign-born. The 21-million number represents approximately 49 percent of the 43 million immigrants ages 5 and older who were LEP.

Spanish speakers accounted for 64 percent (16.4 million) of the LEP population, Chinese speakers accounted for 7 percent (1.8 million), and Vietnamese accounted for 3 percent (867,000). The states with the highest share of LEP residents were California (19%), Texas (14%), New York (14%), Hawaii (12%), Nevada (12%), New Jersey (12%), and Florida (12%).

The overwhelming majority (75%) of LEP individuals were adults between ages 18 and 64. About 16 percent of LEP individuals were adults 65 and over. LEP children constituted 9 percent of the total LEP population.

In general, LEP individuals were less educated than English-proficient individuals. Forty-five percent of LEP adults 25 years old and older did not possess a high school diploma (compared to 9 percent of English-proficient adults). Only about 15 percent of LEP adults had a college diploma (bachelor’s degree or higher), compared to 32 percent of English-proficient individuals.

English Language Education for Adult Learners

According to the 2015 data, 1.5 million adults were enrolled in adult education programs.iii Out of the 1.5 million, 44 percent of adult students were English Language Learners (ELLs). These numbers indicate that only a fraction of LEP adults are served by adult education programs, and most states have waiting lists because of limited funding.

The population of ELLs attending English language courses is very diverse, representing adults from many different cultures, languages, educational backgrounds, and socio-economic and life situations. Many of these learners face very difficult financial circumstances, even though they often work long hours outside the home. Some of the ELLs are refugees from countries torn by wars or conflicts, and many deal with emotional and psychological traumas due to their experiences. The adults attending English literacy programs might possess post-secondary education, or they might be migrant workers from Central America with interrupted education. Some might have low literacy skills in their native language, and some have very little schooling and no written language.iv

Demographically, according to the National Reporting System (NRS) data for years 2014– 2016, about 64 percent of ELLs attending English literacy programs were women. Fifty-six percent of adults in these programs were between the ages of 25 and 44.v

Learning English is not an easy task for adults, especially those with low literacy skills in their native languages. Research shows that adult learners need between 85 and 150 study hours per year for six years in order to gain full English proficiency.vi NRS data indicate that on average, adult ELLs spent 190 hours per year, but two-thirds of them completed only one full level of education. Approximately 40 percent of ELLs completed more than one full level of education.vii What is important to note, however, that the levels most completed by ELLs are the beginning and intermediate levels (NRS Beginning ESL-Literacy–NRS Low-Intermediate ESL). ELLs at these proficiency levels do not have sufficient skills for successful transition into post-secondary education.

The Importance of English Literacy Programs

The importance of English literacy programs cannot be overstated. Since LEP individuals are more likely to live in poverty than their English-proficient counterparts (in 2015, about 23 percent of LEP individuals lived below the official federal poverty line compared to 13 percent of English-proficient individuals),viii adult education and family literacy programs are crucial to help these individuals improve their lives by giving them skills they need to succeed in a career, post-secondary training, family life, and society.

Increased English proficiency:

  • Reduces poverty rates.
  • Raises immigrants’ productivity, earnings, and income tax payments. (On average, English-proficient individuals earn 13–24 percent more than less proficient individuals.ix)
  • Lowers use of public benefits.
  • Allows adults to obtain more specialized training or pursue college education.
  • Allows immigrants to be involved in their children’s education. Research indicates that children of English-proficient parents achieve higher educational and workforce outcomes.x
  • Helps immigrants obtain citizenship and engage in all aspects of civic and community life.

Promoting Adult Education and English Language Learning

Advancing adult education and English language acquisition benefits not only immigrants and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility. A number of organizations are involved in advocating for adult education in the U.S. If you are interested in promoting the value and benefits of adult education and English language learning, explore the sites listed below and get engaged!

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.

The Educate & Elevate website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – A coalition of national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.

Sources

i Zong & Batalova (2017). Frequently Requested Statistics on Immigrants and Immigration in the United States. Retrieved from: http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states/#Workforce

ii Batalova & Zong (2016). Language Diversity and English Proficiency in the United States. Retrieved from: http://www.migrationpolicy.org/article/language-diversity-and-english-proficiency-united-states

iii National Council of State Directors of Adult Education (2016). Blue Book: Adult Education Services, the Success, the Impact, and the Need. Retrieved from www.naepdc.org

iv National Coalition for Literacy. Immigration and English Literacy Fact Sheet 2013. Retrieved: http://national-coalition-literacy.org/wp-content/uploads/2014/10/immigration-and-english-literacy-fact-sheet-2013.pdf

v State-Administered Adult Education Program Enrollment of Participants by Age and Enrolled in ESL Functioning Levels Program Year: 2014–2016, using the United States Department of Education’s Office of Adult and Vocational Education’s National Reporting System figures retrieved from: http://wdcrobcolp01.ed.gov/CFAPPS/OVAE/NRS/login.cfm

vi McHugh, Gelatt, & Fix (2007). Adult English language instruction in the United States: Determining need and investing wisely. Washington, DC: Migration Policy Institute.

vii See v.

viii See ii.

ix See vi.

x See vi.

Adult English Literacy Student Success Stories

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Adult English literacy programs are crucial in helping adults with limited English proficiency improve their lives by giving them skills they need to succeed in a career, post-secondary training, family life, and society.

The population of English Language Learners (ELLs) attending English language courses is very diverse, representing adults from many different cultures, languages, educational backgrounds, and socio-economic and life situations.

In today’s post, we are featuring adults who have overcome challenges and reached their life and educational goals. Their stories are truly inspirational and show how adult education impacts the lives of so many adults.

Bergen Community College at Hackensack

Enki Bello. Originally from Colombia, Enki began her studies in the USA in 2010 at Bergen Community College’s (BCC) ESL program located in Hackensack, NJ. “She just needed a few fixes on her grammar, vocab and writing skills. Her love of learning and a strong positive attitude towards reaching her lifelong goals were clear,” says Instructor, Kathleen Cronin.  “I suggested to her that she should look into connecting with the College’s theater program as she often wrote and presented in class about her passion for music and her experiences as a Latina musician.” After working on her English skills, Enki enrolled into BCC’s Associate degree program and pursued a major in Music Business.  In 2013, Enki graduated from BCC and transferred to William Paterson University.  Thereafter, she continued studying towards her Bachelor’s degree in Popular Music Studies, which prepared her for a career in music. You can read more about Enki’s musical journey here.

CARIBE Refugee Program 

Justo Elio Crespo Valladares arrived in the United States in February 2016. He learned about the CARIBE Refugee Program through one of the orientations in Lutheran Services of Florida. He immediately attended school to improve his English skills. He came to the United States with a degree in education and wanted to pursue his career as a teacher. He attended school for 3 months. Immediately after completing the ESOL program, he applied to volunteer for CARIBE as a teacher’s assistant. He tutored struggling students at the Foundations level. While volunteering, he got employed by the University of Tampa as an event coordinator and by World Financial Group as a financial advisor/broker. He really wanted to pursue his educational career so he sought the help of the CARIBE Program in getting his credentials translated and evaluated. He submitted his application to the Florida Board of Education. In a month, he received his Certificate of Eligibility to become a certified teacher in the state of Florida. He immediately applied for a teaching position for Hillsborough County Public Schools Adult Education. Justo is now happily working as a part-time adult ESOL teacher in the CARIBE Refugee Program. He started the new class offerings at CARIBE First Baptist Church in March 2017.

Jose Ciro Gomez arrived in the United States in March of 2016. He was an English in his home country. He heard about the CARIBE Refugee Program from one of the orientations at Lutheran Services of Florida. He immediately started attending school to polish his English skills. His teacher, Maria Fernandez, noticed how good he was. When she found out that he has an education background, she immediately recommended him to volunteer for the CARIBE Refugee Program. While waiting for his volunteer application to be approved, he helped teachers at CARIBE Lois: He tutored struggling students and took over classes when a teacher was called for a meeting. Ciro continued to attend school for 6 months. He finally landed a job at GNC as a store clerk. While working at GNC, he continued to volunteer for CARIBE. During the opening of the Fall Semester 2016, a teaching position opened at CARIBE. He immediately applied for the job. His interview demonstrated his skills and determination. Ciro did well and was hired by CARIBE in August 2016 as a part-time adult ESOL teacher. While working for CARIBE, Ciro has demonstrated hard work and excellence. He has earned the respect of his colleagues and was awarded the Adult Education Rookie Teacher of the Year 2017 at the HTCAA Awards Banquet. The CARIBE Refugee Program could not be any prouder of Ciro’s accomplishments. His story shows that anything is possible with hard work and dedication.

Martin M. and His Father

Martin M. and his father both came to CARIBE at the same time early in the Fall Semester. They stayed with relatives at the time. They successfully finished their semester with Luis Cardenas as their College and Career Readiness ESOL teacher. They were later joined by Martin’s mother who is now attending ESOL classes. All three of them are enrolled in A+ Certification Preparation course at Adult Ed and are now living on their own. They have started to establish their lives in Tampa, and they just bought a car!

Manuel Penalver Tadeo. Manuel Penalver Tadeo’s story is a true story of perseverance and success. Manuel Penalver first arrived in the country in November 2013. He was a refugee from Cuba. After getting his social security card, he immediately signed up for ESOL classes with the CARIBE Refugee Program. Manuel already has some knowledge of the English language, having lived in Spain for a few years. Manuel has a high level of literacy as he completed his bachelor’s degree in Microbiology in Cuba. It did not take long for him to complete level 7 of ESOL. Manuel knew then that his hard work was just starting. After completing ESOL, he immediately signed up for the Laboratory Medical Technician Program at Erwin Technical College. With the help of the CARIBE Refugee Program, Adult and Community Services Center, Federal Student Aide (FAFSA) and Hillsborough County Social Services, he was able to pay for the entire Laboratory Medical Technician Program. While going to Erwin Technical College, he was hired by the CARIBE Refuge Program as a part-time paraprofessional. This helped pay for his everyday living expenses and buy a used car. He was able to complete the Laboratory Medical Technician Program at the shortest time possible while earning high grades in all his courses.

Manuel Penalver Tadeo is now a full time Laboratory Medical Technician at St. Joseph’s Hospital in Tampa. He not only serves as a laboratory technician at the hospital, he also serves as the lead technician in his department and is also in charge of training all newly hired laboratory technicians. He is also a proud owner of a new home and a new car. He is also able to travel around the United States during his free time. Manuel started with nothing, but now he is economically stable, and he is a contributing member of his local community. Manuel said, “America is truly the land of opportunity but it would be extremely difficult without the help of social services and Hillsborough County Public Schools.”

Osmany C.

Osmany C. from Cuba was enrolled with CARIBE at Lois and took CASAS test on 9/20/16.He asked for a voucher to attend GED classes and started the GED preparation program in September 2016. In December, he took his exams and passed all subject areas! His counselor, Mireya Cox, suggested he should apply for an A+ Certification course at Erwin Technical College. CARIBE will continue to support Osmany by referring him to the Hillsborough County Social Services at the Hillsborough County Schools Adult Career Service Center to help with the cost of tuition for the A+ Certification.

Kirenia A.

Kirenia A. is a student that came from Cuba in October 2016.  When she first came to class, she was very quiet and shy and refused to participate in oral activities.

As the days went by, Kirenia shared that she had had a very bad experience with an English teacher in her country. Her teacher got very upset with the students when they made mistakes. Because of her teacher, she stopped participating in class and was afraid of speaking English to other people.

After some time at CARIBE, Kirenia realized that her classmates made mistakes but did not feel uncomfortable. So she understood that the English teacher was caring and helping the students, and that the classroom was a safe environment for her to learn. All of the sudden, Kirenia was participating actively in class and finally gained self-confidence and lost her fear of making mistakes.

Kirenia is studying English every day at home and is a very dedicated student. Whenever she has the opportunity, she speaks English. When people offer her help in Spanish, she declines it because she says that she needs to practice English as much as possible. Now Kirenia is able to go everywhere and speak English with anyone with no fear.

Darlin Guerra Diaz

Meeting the 24 year-old Cuban Darlin Guerra Diaz might give you the impression that she is all smiles, but underneath that facade there is this strong-willed and determined student who has always had her eyes and mind set on one target — becoming a doctor.

The elder of two siblings, Guerra is the daughter of Sonia and Roberto. Born and raised in Matanzas, Cuba, her parents worked very hard to give their children decent conditions and good education. Darlin loved spending time with her grandmother, and when she got sick, Guerra was by her side day and night, taking care of her. This experience led her to pursue her interest in the field of medicine.

Although her mother is an experienced dental hygienist and her father a well-seasoned English teacher, they haven’t been able to continue working in their respective fields for many reasons. Cultural shock, language barrier, and other unfortunate personal and family events have emotionally crippled her family. Darlin has had to steer the wheel for the entire family to support them financially. She drove her parents to work and school, she attended her younger brother’s PTA meetings, and she got up every day at 4:30 a.m. to go to work. After her shift, she would drive miles to attend school. It was a huge sacrifice on her part, but it didn’t decrease her perseverance and determination. When in class, she would always find time to help her colleagues, making lots of friends along the way.

Her unwavering desire to learn and pursue her dreams paid off when she got accepted into a local community college to continue studying medicine. She is over the moon. In her own words, “I struggled, worked my fingers to the bone, and studied hard. I believed in my dream when it seemed like a far-fetched reality. I’m so glad I didn’t give up.” I hope her story serves as an inspiration to other refugees and immigrants like her. It has been a sincere pleasure to be the one to share it.

Pearson ELT would like to thank Scott Cohen, Manager, Curriculum and Instruction at Bergen Community College at Hackensack, NJ; and Ronald Allan Cruz, the Coordinator of the CARIBE Refugee Program in Tampa, FL for generously allowing us to share their students’ success stories.