Washington Literacy Center
Where Lives Change
Programs and results
What we aim to solve
Due to the unexpected challenges of the pandemic, WLC is working to thwart an emerging crisis that has the potential to negatively impact the recipients of our services for years to come. We are witnessing our students forgo the opportunity for better jobs to meet more immediate monetary demands. We are seeing increased requests for help with domestic issues, rent, childcare, all while expressing the need to address barriers that were present prior to the pandemic, and made worse by direct and indirect factors.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
WLC Adult Reading Remediation
Sixty percent of adults with severe literacy problems have undetected or untreated learning disabilities. (National Adult Literacy and Learning Disabilities Center.) These disabilities are keeping intelligent, motivated adults from gaining the education, training and certifications they need to enter and retain meaningful employment. The Washington Literacy Center is using the Wilson Language System, an evidence based reading remediation program, to improve basic reading skills for adults who have always struggled with reading. The program provides the required frequency (four days each week for two hours each class) and recommended instruction intensity (classes are small 6-8 students) to support reading gains. It is the first District adult literacy program where instruction is provided by professionally trained educators certified in the Wilson program. Adults who have participated in other adult education programs are finally reading and making gains.
http://www.npr.org/sections/ed/2016/11/28/502601662/millions-have-dyslexia-few-understand-it
Jump Start 2 Success
Our JumpStart 2 Success Program was instituted to help adults sidelined by the pandemic to return to their education goals through structured career and goal planning so that they can re-integrate into the educational setting. The first two weeks are allotted for pre-planned instruction developed by our Education Team; after completion, the remaining weeks are dedicated to obtaining certifications and planning obtainable education goals through a set schedule of activities and presentations. The program aims to acclimate or re-acclimate customers who have been participating in a 2-generation activity and not participating in a program back into an educational setting. The program also addresses concerns that customers may have with being in a classroom setting and taking necessary steps to reach their academic goals.
Additional programs
Additional programs currently in place: “Workplace Skills & Empowerment”– Tap into your emotional literacy as you learn more about yourself your strengths as you learn to set and achieve goals to improve your workplace readiness (8-week course) “Foundational Math Skills for the Workplace” – Provides adult learners with the problem-solving skills and conceptual understanding to succeed at home and the workplace (10-week course) “Digital Foundations” – Introduces adults to the three essential components of digital literacy: Computer Literacy, Media Literacy, and Information Literacy (8-week course) “MoneyWise” – Adult financial literacy basics to encourage better money management and family financial planning (8-week course) “Ready for the Workplace” – Adult workforce and customer service literacy designed to teach the employability skills needed to succeed (8-week course), and health literacy, which includes healthy living and mental health.
Where we work
External reviews
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Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
From its origin in 1965 as an nonprofit all-volunteer adult literacy tutoring service that began in a church basement, to its current status as a premiere provider of classroom-based literacy and job skills instruction, the Washington Literacy Center (WLC) has responded to the needs of the estimated 90,000 District adults who are functionally illiterate. These intellectually capable adults are shut out of GED and job-training programs because they cannot meet the entry-level literacy requirements. They are trapped in a cycle of poverty, and lack opportunities for employment and income advancement. WLC stands alone in the District in offering these students a re-entry point to education, training and employment.
What are the organization's key strategies for making this happen?
The Washington Literacy Center's students are adult DC residents and most read below the fifth grade level. WLC provides them with instruction by certified, trained, professional staff in small group classes with additional private tutoring by trained WLC volunteers. The Wilson Reading System-based structured curriculum has over two decades of empirically documented success. Basic literacy instruction is supplemented with courses in math, hands-on digital literacy, motor vehicle licensing, occupational literacy and life skills. Pilot programs provide supplemental job-specific skills through such courses as “culinary literacy" which offers hands-on instruction along with the vocabulary required for food service industry employment. Similar curricula are under development for health sector jobs, hospitality services, retail service and home health aide.
For the students and customers who have an urgent need for additional social services and financial support, our goal is to help them get back on the education and job track by reacclimating them to a learning environment and provide assessments to help them thrive.
What are the organization's capabilities for doing this?
Washington Literacy Center instructors are trained and certified through the Wilson Reading System Training Institute, which requires completion of both online classes and in-person classroom observation. Teachers have a very sophisticated working knowledge of the sound-symbol system of English (phonology) and its structure (morphology) along with the specific diagnostic techniques required in teaching individuals with significant reading disabilities. Included among our current instructional staff are individuals with decades of teaching experience in the District public school system and two individuals both of whom have earned a Ph.D. degree in linguistics from Harvard University, and one who has earned a Ph.D. in Psychology, and has a strong background in survey methods.
Literacy instructional staff are supplemented by a digital literacy instructor, a student support service team, (one of whom holds a Master's degree in Social Work), who assist students in obtaining the external support services they need to persist in class attendance, and administrative staff. A data coordinator ensures that students receive pre- and post-program testing and that funders' reporting requirements are met and empirical outcome-based measurements are available. Volunteers provide support in myriad ways. Trained volunteers provide one-on-one tutoring to help address student-specific needs. Local university professors provide guidance on program content. George Washington University speech pathology students provide pro bono support to WLC students with speech issues. Volunteers lead a book club for WLC graduates, provide assistance at graduations and events, help extend paid staff hours (e.g. provide evening coverage at the receptionist desk), collate student materials, participate in fundraising activities, and volunteer in specialized one-off events such as classroom painting and cleaning, among many other activities. WLC has a large community of loyal volunteers, and many have volunteered for five-ten or more years.
What have they accomplished so far and what's next?
Last year, WLC served approximately 220 students and their families by providing basic reading and math instruction, financial literacy, counseling, and internal and external educational classes. In addition, we served approximately 100 students through WLC direct and related programs, which include new programs with the Architect of the Capitol. Our current waitlist remains at well over 300 adults and given our increased use of remote technology, we estimate that we will gradually increase the number of adults we serve.
Our students hail from some of the city's most underserved areas. A large number live East of the River (Wards 7 and 8) and Northwest (Wards 1,2 and 5). We also serve a small number of students from nearby areas in Maryland and Virginia.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
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Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded
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What challenges does the organization face when collecting feedback?
We don't have any major challenges to collecting feedback
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Washington Literacy Center
Board of directorsas of 06/14/2022
Delese Harvey
Disabled Veterans National Foundation
Term: 2021 - 2022
Sara Karrer
Library of Congress
Candace Cunningham
Restaurant Opportunities Center
Delese Harvey
Disabled Veterans National Foundation
Tony Gittens
DC International Film Festival
Liz Ryan
Sapphire Enterprises
Laisha Dougherty
DC PLUG
Louis Costantino
Lou Costantino LLC consulting
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Not applicable -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
No data
Disability
Equity strategies
Last updated: 10/28/2021GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
- We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We disaggregate data by demographics, including race, in every policy and program measured.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We use a vetting process to identify vendors and partners that share our commitment to race equity.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.