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LiteracyThe
Line
In this issue...2 Smiling In the Face of the
Unknown2 Digital Inclusion3-4 Student Spotlight5 Student-Teacher Connections
6 The Dedication and Determination of Tutors
6 The “Ups and Downs” of Virtual Tutoring
7 United Way and Collective Impact
7 Challenges of Studying Virtually
The Literacy Council of Lancaster-Lebanon
407 Lafayette Street | Lancaster, PA 17603717-295-5523
Lebanon CareerLink243 Schneider Drive | Lebanon, PA 17046
717-274-2554
www.literacysuccess.orgThe Literacy & Learning Success Centers, a service of
The Literacy Council of Lancaster-Lebanon.
3
Winter 2021
A Message from Our Executive DirectorCheryl Hiester
To say that 2020 has presented challenges would certainly be un-derstating the impact of COVID-19 on everyone. Our ability to adapt and respond to new guidelines and safety measures is a testament to our team.
Our board of directors swiftly responded to assist in decision mak-ing about safety plans and protocols, always putting the health and well-being of the people first. I want to publicly thank them for their support, guidance and commitment to the mission.
Our staff and volunteer teachers have been remarkable in their abil-ity to move students from face-to-face services into remote services literally overnight! It is a privilege to work with this professional, compassionate, capable, and amazing team of people. Thank you for your commitment to making things work in a crisis. On page 6, read more about our amazing volunteers in Amanda’s article, and Jane shares the ups and downs of virtual tutoring.
Our students have been impacted heavily by the pandemic. Many have experienced temporary or permanent job loss, or loss of in-come due to reduced hours. Some of our students have had to work longer hours in health care jobs and in essential retail. Many got sick and a few became seriously ill. They are struggling to keep their children engaged in school. They are stressed and tired. And yet, they log in to class. They log into class, do their homework and stay focused on their goals. Read about how Steve and his students responded to the changes and what they learned on page 2. Cathy shares how she and her students are staying connected in a remote learning environment on page 5.
In December, six of our scholars graduated from Penn State Univer-sity’s Second-Degree RN/BSN program. They are preparing for their NCLEX and will soon be working in hospitals as bilingual nurses. Read more about their journey in Brittany’s article on page 4.
Overcoming challenges – it’s is what we do on our journey in suc-cess through lifelong learning and learning for life.
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Smiling in the Face of the UnknownSteve Hess, Student Services Coordinator
As we reflect on the year 2020, the year a once in a century worldwide pandemic changed all facets of our lives, we all look forward to 2021, with the hope to return to the lives we once knew. As we acknowledge how COVID-19 has changed the way of life we so wish to return to, it is easy to focus on the negative; to talk about all the incon-veniences and changes we have encountered and have had to navigate. However, it also is an opportunity to reflect upon the positives that this pandemic has taught us; positives which will sustain us when the next chal-lenge arises.
As a classroom instructor, although COVID-19 has changed the way in which I deliver instruction, it has not changed providing this instruction. In fact, this change in how instruction is delivered has provided me an op-portunity to be more creative, to learn and utilize multiple educational platforms, to increase student engage-ment and participation, to incorporate digital literacy, and to build a community of learners who have embraced remote learning as the new normal; a normal that has revolutionized how services may look moving forward.
My own reflection resulted in asking my students, “What is one positive thing that you have experienced since COVID-19?” Below are the views of those who wanted to share.
Living and learning in the age of COVID-19 has allowed us all to grow personally, professionally, spiritually, morally, and in so many other ways. Despite challenges and having to transition to remote learning, my students continue to embody the mission of the Literacy & Learning Success Centers: success through lifelong learning and learning for life. Despite challenges and having to learn how to conduct remote learning, the Success Centers continue to carry out its vision to see that adults have the skills to transform their lives, sustain their families and strengthen their communities. As we look to 2021, let us remember the positives that got us through 2020. These positives have allowed us to smile in the face of the unknown.
Samar Ibrahim from Egypt stated: “It is distance education because it helped me learn and take care of my children.”
Zebo Yunusova from Tajikistan stated: “People started remembering God more, and more caring about each other.”
Marie-Denise Douyon from Haiti stated that she “learned to stay indoors to protect the safety of all.”
Premika Rai from Nepal stated: “I spend quality time with my family.”
Tigest Afine from Ethiopia stated: “I think COVID-19 taught me how to protect myself and my family and all people to save lives.”
The Path to Digital InclusionJenny Bair, Program Director
Devices, internet and the knowledge and skills to use them became essential in March 2020. If you were not connected to the internet and without adequate equipment, accessing services, staying informed and learning online was not possible. Many of our students face digital exclusion and we are working to change that.
Thanks to a grant from The Forest Path Foundation and a partnership with a local manufacturing com-pany, our students are building their digital muscles. The Forest Path Foundation is supporting our digital inclusion work through digital learning platforms and technology for teachers. Equipment that is no longer needed by the company is being donated. To date, 48 laptop computers have been donated and are being and distributed in a one-to-one setting. When a student gets a computer, they participate in an orienta-tion to the device and are then linked to online learning tools to help them build those muscles. Having the device and internet access is not all it takes. It also takes knowledge and skills.
continued on page 5...
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Student Success Story: Greity Dominguez Brittany Foose, Student Services Coordinator
I recently had the opportunity to interview Greity, to talk about her healthcare work and her journey starting in Cuba, coming to the United States, and how her perseverance has paid off in reclaiming a health career in her new country.
What experience do you have in healthcare? I graduated from the University of Medical Sciences in Havana, Cuba in Febru-ary 2011. After that, I started working at a clinic in Cuba until December 2011. From there, I went to Venezuela to work in a rural community. I mostly worked at a small clinic. Every three days, I went to work at the larger regional clinic. I did this from December 2011 until March 2013. Then, I decided I needed to try to go to the United States, so I went to Bogota, Colombia for three months to work in the EMS department, helping to provide medical care to patients ar-riving by ambulance. I worked very hard for three months to make money for a plane ticket to the United States.
On May 30, 2013, I arrived in the US. I first lived in Miami, Florida until my case was transferred to Church World Service in Lancaster, PA. I came to Lancaster on June 10, 2013 and began working at the Marriott Hotel in house-keeping. Then, I started to work as a custodian at Franklin & Marshall from January 2014 until June 2015. Life got very busy because I had a baby and got my certification to be a medical assistant. I started work with Diaman-toni and Associates as a Medical Assistant from January 2016 until April 2016. After that, I worked for three years at UMPC Lancaster Pulmonary and Sleep Associates as a Medical Assistant. I stopped working in September 2019 because I wanted to focus on studying for the STEP 2 Test.
Since you came to the United States, what’s been your journey to get back into the medical field? I had a surgery for kidney cancer on May 24, 2016 and I decided I needed to practice medicine again after that situation because medicine is my passion. I spent three years studying for the STEP 1 exam while working full-time. The last year and half, my schedule was extremely busy. A typical day was working from 8:00 AM-5:00 PM, go pick up my daughter from daycare, eat, go to bed at 7:00-7:30 PM, wake up at 1:00-1:30 AM and study until 6:00 AM, shower, eat and repeat.
My hard work paid off, though. I took the STEP 1* test on March 8, 2019 and I passed the exam. My husband and I decided that I should stop working so that I could study for the Step 2 CK* exam. I started studying again in June 2019 and took the exam on March 6, 2020. I was supposed to take the STEP 2 CS exam in May, but it was cancelled due to COVID-19. Instead, I had to take the OET* (Occupational English Test). I took it September 25, 2020 and I found out I passed on October 15.
Where are you in the USMLE* process? What are your next steps?
The medical authority from your country needs to send a letter of good standing to apply to one of the five pathways to apply residency. I’m waiting for this paperwork to come through from Cuba so I can start to apply for residency. I’m planning to apply to schools all over from Texas to Pennsylvania.
What advice would you give to other students who are trying to achieve their dreams? Keep going! Don’t feel bad about yourself and your test scores. Close your eyes and imagine yourself in the future and keep going. I used to write motivational quotes on my mirror to help push myself. In order to make your dreams come true, you need to sacrifice a lot.
*The United States Medical Licensing Examination (USMLE) is the process of exams leading to medical licensure in the United States. It consists of three steps which, when successfully completed, will allow the doctor candidate to practice medicine in the US. The Step 1 exam focuses on the examinee’s medical knowledge and is generally regarded as the most difficult exam of the process. Before the pan-demic, it was necessary to pass STEP 2 Clinical Skills (CS) and Step 2 Clinical Knowledge (CK) in order to move on to residency; however, the STEP 2 CS exam is currently suspended. This year, the USMLE board added a new requirement of passing an English test called the Oc-cupational English Test (OET), an English exam that examines a candidate’s ability to understand and communicate effectively in English through reading, writing, listening, and speaking. After a candidate has passed through STEP 1 and 2 and the OET, they are able to move on to the residency process.
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Celebrating Our Graduates!Brittany Foose, Students Services Coordinator
The Literacy & Learning Success Centers recently had several students graduate from the Penn State Univer-sity Harrisburg Second Degree RN/BS Program. I had the opportunity to speak with a few of them about their incredible journeys in healthcare careers.
What was your medical and professional experience before participating in the Second Degree RN program?• Liliana: I was a doctor in Cuba. I graduated in 2014 and practiced two years in Cuba, Colombia, and Ven-
ezuela as a family doctor. I also performed ultrasounds in Venezuela. I came to the US in 2016 and was a medical assistant through my participation in the NIMAA program through The Literacy Council and Lan-caster Health Center. I’ve been a personal care assistant since 2018.
• Idalis: I graduated medical school in Cuba in 2010. I was a family doctor in Cuba for two years. Then, I worked in Venezuela for two years and after that, I practiced in Colombia for three months. I came to the US in 2014 and spent two years studying English at HACC. I graduated from the ARMA Medical Assistant program in 2015. In 2017, I started studying at The Literacy Council in Hershey’s Clinical Simulation Center.
• Ovis: I was a family physician for six years before coming to the US. I practiced in rural areas as a social service in Cuba for one year. Then, I went to Venezuela for two years and spent almost three years practic-ing in Brazil. I came to the US in November 2016 and worked in a factory for six months. After that, I was medical assistant for two years at Lancaster Health Center.
• Aurora: I graduated medical school with honors in Cuba in 2013. I spent three months working in Cuba. Then, I worked in Venezuela as an intensive care doctor for 18 months. I came to the US in 2015 and worked at URBN for three years.
What was your biggest challenge during your journey to completing the Second Degree RN program?• Liliana: Learning English. Also, I had to get used to being a student as an adult so having to do everything
at the same time was a challenge.
• Idalis: Learning English and understanding the structure of a test question in English.
• Ovis: My first challenge was to find a way to get in the healthcare system. There’s a lack of information about getting back into the healthcare system. My other challenge was being a full-time student while needing to pay the bills and having medical classes in English. English, in general, was a challenge to com-plete school.
• Aurora: Coping with being a mother and a full-time student/stay at home mom at the same time. I found it was helpful to help others at this time. I volunteered with the Medical Spanish classes for Hershey Medi-cal students and gave a speech at the immigration forum.
What are your plans after completing the Second Degree RN program?• Liliana: I’m pregnant and due in March! I’m planning to get a job as soon as possible after spending three
months at home with my baby.
• Idalis: Get a job. I had four interviews last week, so I hope to hear from them soon. Pass the NCLEX*.
• Ovis: Pass the NCLEX*. I have a job waiting for me in February at Lancaster General Hospital on their medical surgery floor. I want to pursue a Master’s Degree as a Family Nurse Practitioner.
• Aurora: In five years, I hope to get my Master’s Degree in Nursing Education. Passing the NCLEX* is my main priority and then I’ll focus on getting a job.
• March 2020: Idalis became a citizen!
*National Council Licensure Examination
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Student-Teacher ConnectionsCathy Roth, Student Services Coordinator, Lebanon
One might think that student-teacher connections are weak in the remote education environment. I beg to differ. When we were in a physical classroom setting, I wondered how many times a student stopped coming to class because they were not comfortable contacting the office and getting voicemail or with limited English, try to explain a problem to the person answering the phone? Giving them my e-mail address was not any more productive, especially with students lacking digital skills. There were many times when I was told the student forgot how to sign into his/her e-mail.When I taught in the classroom, I was reluctant to give my students my cell phone number. When I needed to adapt to remote testing and teaching, I realized I had to think differently to come up with a solution. The quickest way to connect to a student was by adding his/her name to my phone contact list. This allowed me to search for the student on WhatsApp. Giving them my cell phone number has proven to be a blessing. Our names and photos (optional) show up, so we know it is not a telemarketer. Most students contact me as soon as they get my message. It has been the best way I have found to quickly write an “I have missed you in class” message and receive a prompt response. An additional advantage is that I have gotten to know my students better – not just their academic persona, but more deeply. It may be the Zoom platform on which we conduct classes that helps us all feel that we have been welcomed into each other’s homes. There I see kids and pets and spouses and can find out what really interests and motivates them. Their answers to a question I pose in WhatsApp allow me to check writing skills. I will often ask them to use targeted vocabulary or grammar skills we are studying. I think this informality is mak-ing students less afraid of making a written mistake and more willing to attempt longer answers.So, teacher-student connections, at least in my experience are strong in the adult education world of virtual learning. I, along with my students, have learned so much in navigating this new virtual classroom experience. Our experience is a good example of the mission of the Literacy & Learning Success Centers mission: Success through Lifelong Learning and Learning for Life.
Recently, the Success Centers partnered with Northstar Digital Literacy, a program of Literacy Minne-sota. Northstar provides digital skills assessment and skill building designed for adult basic education learners. The Northstar program was created by Literacy Minnesota in response to the needs of adults who require digital literacy skills to seek and retain employment and to take part in remote classes. The assessment and content help our students develop the technology skills they need to perform tasks online and participate in distance learning.The self-paced modules include lessons on essential computer skills, essential software skills, and using technology to accomplish tasks.When students complete a section, they have the option to take a Northstar Digital Literacy assessment administered by one of the Success Center proctors. If they pass, they earn a certificate that can be used as a credential for an employer or as a certification of skills needed for continuing education.The program also includes detailed curriculum and lesson plans for teacher-guided instruction. Skills in the curriculum include computer and internet basics, Windows and Mac OS, Microsoft Word, Excel, and PowerPoint, and career search skills.To explore the self-paced modules and assessments offered by Northstar Digital Literacy please visit: https://www.digitalliteracyassessment.org.While many of our students will do just fine in an online setting, many more will need extra help. Thanks to a new grant from The Forest Path Foundation, we are able to hire a digital navigator who will provide one-on-one technical support to students and teachers. When it’s safe to return to face to face instruc-tion, the navigator will provide digital literacy instruction in small groups.For more information on the computer use program or for Northstar Digital Literacy, please contact Jenny Bair at: [email protected].
Digital Inclusion (continued from page 2)
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The Dedication and Determination of Volunteer TutorsAmanda Ruth, Student Services Coordinator, Lebanon
The tutors that have been working with the Lit-eracy & Learning Success Centers, have showed how devoted they are to their students in nu-merous ways. In March of 2020, when we made our sudden pivot to online learning, many of the tutors I worked with were stunned and left won-dering how they would be able to reach their students. Very quickly tutors started learning the new and innovative ways to connect and learn that we have been using for the last nine months.
Some tutors were comfortable using technology, while for others it was fairly new. As the staff at the Literacy & Learning Success Centers started planning training opportunities for the tutors that were currently working with us, we realized that we had a wide range of experience levels. Some tutors felt comfortable connecting with their stu-dents via FaceTime, WhatsApp, or Zoom but were not sure how to use those platforms to start the learning process. The volunteer coordinators in both Lancaster and Lebanon developed training on how to use GoToMeeting to get tutors started, and other tutors started testing out what worked for them.
As the summer wore on and we all started to real-ize that we were in the situation for the long haul, tutors started asking about additional programs and technology that they could use. Some tutors were interested in using the annotate feature on both GoToMeeting and Zoom so that they could write on their screen, and have the students join in, too. Others were wondering about using a scanner to scan workbook pages so that the students could follow along on the workbook that they had at home. Still other tutors were finding websites and apps that students could use to practice various skills and continue learning and advancing their progress. Throughout everything there was always a new resource to try, website to recommend, or questions that tutors were asking to make sure that they took advantage of every second.
Although I would never say that this road has been easy, or smooth sailing, the work our volun-teers put into helping our students continues to make me smile. I can see the sense of satisfac-tion on their faces, and their students faces, as they progress through their work together and see how much they have learned and grown. The tutors that I have worked with have never backed down from the challenge of tutoring during a pandemic, and have shown me one more way to be a life-long learner.
The “Ups and Downs” of Virtual TutoringJane Myers, Volunteer Services Coordinator
When I emailed “HELP” to our volunteers, I was res-cued, as always. Throughout the years, I have asked for assistance on projects, fundraisers, mailings, tak-ing another student, etc. Our volunteers have always raised their hands. Once again, I was not disappoint-ed when I proposed the question, “What have been your “ups and downs” of virtual tutoring?” Meeting students remotely is a challenge, but I was pleasantly surprised to learn that the tutors who responded, expressed more ups than downs. I am going to share some responses without using any names.
• “Meeting with my student online has had surpris-ing benefits. In the background during our Zoom meeting, I can sometimes see my student’s tiny daughter, wearing pink headphones, doing her homework online. We smile at each other, and I think it is wonderful that she sees her dad work-ing so hard. He works long hours, attends college virtually, and meets with me. Seeing and hearing a bit of his home life makes me appreciate his determination even more.”
• “By not having to commute, there is more time for instruction. I meet my student almost every day for one hour at each session. By using the language daily, her skills are improving more quickly.”
• “I can stay in my comfy clothes or pajamas.”• “Because remote instruction has made meeting
more flexible, even when we open again, we will probably continue online. However, we will meet face-to- face at least one time per month for that human contact.”
• Human contact is the missing element. “I miss my student and being able to communicate more easily in person.” In addition to the personal connection, technology can be a challenge on many levels.”
• “Preparation for a Zoom class is just as much or more time-consuming than a face-to-face class.”
• “Many students are food orientated. I miss the treats!”
• “All in all, though, Zoom and similar platforms have kept our educational world afloat, and we would be a lot worse off without them.”
Perseverance, resilience…from both our students and our tutors. It is never easy whether in person or at a distance, but regardless of the mode of teaching and learning, the goal remains the same. We want stu-dents to gain the skills they need to be successful, be able to support their families, and be active in their communities.
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United Way and Collective Impact – A Winning CombinationCheryl Hiester, Executive Director Ilsa Powell Diller, Outreach & Resource Coordinator
For several years, The United Way organizations of both Lancaster and Lebanon Counties have been investing in collective impact partnerships so that organizations can work together to strengthen and expand compre-hensive services to eligible adults in our communities.
In Lancaster County, United Way has been investing in Integration Services for New Americans (ISfNA). This col-lective impact partnership is a collaboration among Lancaster-Lebanon Intermediate Unit 13 (IU13) Community Education, School District of Lancaster, Lancaster Heath Center, Church World Service, and Bethany Christian Services, with The Literacy Council of Lancaster-Lebanon serving as the lead agency. Together, this partnership provides assistance to immigrants, refugees and citizens from US territories like Puerto Rico. ISfNA provides a range of services to newcomers, including English language instruction, health care and immunizations, and career and cultural navigation. This partnership works closely with the Lancaster County Refugee and Im-migrant Coalition to enhance immigrant integration through the Certified Welcoming Standard framework (https://www.welcomingamerica.org/programs/certification). Over the last five years, 100 individuals have earned their citizenship status and 855 newcomers have gained employment with help from ISfNA.
In Lebanon County, United Way has been investing in Pipelines and Pathways to Success. This collective impact partnership is a collaboration of Potential Reentry Opportunities in Business and Education (PROBE), Support Connections of Lebanon County, and IU13 Community Education with The Literacy Council of Lancaster-Lebanon serving as the lead agency. The goal of this partnership is to help struggling families gain the skills and support they need to be self-sufficient. Activities include adult basic education, personal finance, digital inclusion, integrated education and training, and mentoring for families in need of support. Marilyn Lydic, of IU13 Community Education, worked with a student named Linsey in the Certified Nursing Assistant program. You can read Linsey’s success story at: https://info.iu13.org/communityed/governors-achievement-award-linsey-bogantes.
Collectively, these programs support adults from diverse backgrounds and experiences. These adults have a common goal – the desire for success through lifelong learning and learning for life, including creating a better life for their families, and becoming active and contributing members in their communities.
The Many Challenges of Our Students Studying VirtuallyRita Nutter, ESL Instructor
We are all facing many challenges right now, but if you talk to some of my students, you will find that their challenges are more complex because of their lack of English skills. I teach beginning ESL and my students have expressed how stressful it can be for them to speak to people in English, and to under-stand what others are saying. One student, who works at a local department store, said that it can be very difficult for her to understand what a customer is asking, but she has learned to put together key words, and is then able to figure out how to help the customer. She finds it even more challenging to speak to a customer, but she is determined, and still manages to find ways she can be helpful. She works until 11:00 PM, but still comes to class every morning at 9:00 AM.
Another student has a preschooler at home who occasionally brightens the day by showing up in our Zoom class. Several students are trying to attend class while also taking care of their children. There was a husband and wife who were attending the class together by sharing one cell phone between them. Thankfully, the Literacy & Leaning Success Centers, through a generous donation from a local manufac-turing company, provided them with a computer. Now, attending class and seeing PowerPoint lessons is much easier for them. The Literacy & Learning Success Centers are working on getting a computer to my other students who attend class by cell phone as well. This will be huge help to their learning! The chal-lenges our students face daily, just trying to communicate are sometimes overwhelming for them. It is important that we acknowledge these challenges and try to assist students with the various barriers to learning they experience. In doing this, we can help them not only meet educational goals, but also sup-port their families and become active members of their communities.
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MissionSuccess through Lifelong Learning and Learning for Life
VisionAdults have skills to transform their lives, sustain their families, and strengthen their communities.
ValuesQuality – Our high-quality programs and services are rooted in evidence-based practices and offered in an encouraging and caring environment. Goal-Driven – Our programs and services demonstrate results that support the education students need to successfully transition to the next step of obtaining their life goals. Respect and Integrity – Our compassionate and caring approach and interactions are highly respectful of diverse backgrounds and differences. Our integrity rests in our word, all deeds and actions that ensure trustworthiness and confidentiality. Leadership – Our staff, board members, volunteers, and students are engaged and are actively advocating for adult education. Our responsibility to continually enhance our own leadership skills will keep us prominent in the field. Innovative – Our effective partnerships, strategic approaches, and being open to possibilities allow us to respond creatively to our work. Collaborative – Our willingness to build strong relationships and alliances with others that support our mission ensures commitment to serving our community and the betterment of society at large.
The Literacy Council of Lancaster-LebanonWe serve the people and communities of Lancaster and Lebanon Counties; working in partnership with multiple stakeholders, including but not limited to nonprofit agencies, educational institutions, busi-ness and industry employers, governmental staff, and organizations. Key to our success is a network of highly qualified volunteers, profes-sional staff, and a supportive community.
BoardThe Literacy Council is governed by a volunteer board of directors. 2020-2021 board members:
Eric Luckenbaugh, PresidentAliina Hirschoff Hopkins, Vice PresidentWilla Freer, SecretaryErik Cianci, Treasurer
The Literacy & Learning Success Centers are supported by United Way of Lancaster and Lebanon Counties, and serve as the lead agency for Collective Impact projects. In Lancaster County, Integration Services for New Americans. In Lebanon County, Pipelines and Pathways to Success.
StaffJenny Bair, Program DirectorBrittany Foose, Program CoordinatorSteve Hess, Student Services CoordinatorCheryl Hiester, Executive DirectorMitchell Hiester, Program AssistantJane Myers, Volunteer Services CoordinatorIlsa Powell Diller, Outreach & Resource CoordinatorCathy Roth, Program Coordinator, LebanonAmanda Ruth, Program Coordinator, LebanonMonica Shannon, Receptionist
Chad BurgessScott ColeRich DrubyAshley GarciaStar Gibbs
*(Non Voting)
The Literacy Council of Lancaster-Lebanon is accredited under the PANO Standards for Excellence®
Meredith AulTina BarnhartDeb LintonRita NutterLauren Swartz
Adjunct Teachers
Volunteers Needed
Take action today and join us. We need
volunteers to teach basic education skills.
To get started, contact:Jane Myers,
Lancaster Center [email protected]
Amanda Ruth, Lebanon Center
Martha GuaiguaPhilip HeckertCheryl Hiester*Erika NavaCharity Welch
“When obstacles arise, you change your direction to reach your
goal; you do not change your decision to get
there.” –Zig Ziglar
