PLATINUM2023

Fayette Literacy

Somerville, TN   |  www.fayetteliteracy.org

Mission

To provide quality programs and services to empower individuals to improve family life, meet their personal and educational goals, and to become more productive citizens in their workplace and community.

Ruling year info

2006

Executive Director

Mrs. Nancy S Johnson

Main address

P O Box 310 214 Lakeview Road

Somerville, TN 38068 USA

Show more contact info

EIN

62-1583753

NTEE code info

Adult, Continuing Education (B60)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

According to the U. S. Census as of July, 2021, Fayette County had a population of 42,832 of which 12.3% of those citizens were persons living in poverty. Pro Literacy statistics indicate that 70% of adult welfare recipients have low literacy skills and their children will have low reading levels themselves. According to the latest U. S. Census statistics, 4.6% of the population of our county is from birth to age 5. That is around 1,970 children who are in great need of Dolly Parton’s Imagination Library of Fayette County. Fayette Literacy works diligently to improve the literacy levels of the citizens in our county. We support programs that assist adults in achieving their high school equivalency diploma to allow them future choices in their careers. Fayette Literacy is also the county agent for Dolly Parton's Imagination Library. We currently provide over 1,500 children with a free book each month.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Tutoring of Literacy Skills

The tutoring program assists adults with basic reading, language, math and technology skills. The goals of this program are to actively increase public knowledge of this service, to assess ability levels of participants, to assign trained tutors to each participant, to develop specific educational goals for each individual and to record improvement levels throughout the course of the tutoring.

Population(s) Served
Economically disadvantaged people
Adults

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of students showing improvement in test scores

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Related Program

Tutoring of Literacy Skills

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Basic Adult Literacy students are evaluated using Laubach Reading Inventory and Kaufman Test of Educational Ability. Adult Education student seeking high school diplomas use the Hiset Exam.

Number of clients served

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Related Program

Tutoring of Literacy Skills

Type of Metric

Output - describing our activities and reach

Direction of Success

Decreasing

Context Notes

Clients participate from one to three hours each week in literacy classes.

Number of program participants who receive a secondary school diploma or GED

This metric is no longer tracked.
Totals By Year
Population(s) Served

Social and economic status, Work status and occupations

Related Program

Tutoring of Literacy Skills

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Decreasing

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

GOALS:To improve reading, language, math, and technology performance for authentic literacy experiences enabling students to become self-sufficient in life.Fayette Literacy provides literacy services in the areas that the students request. The majority of the students are working toward improving their educational levels in the academic areas of reading, mathematics and technology. The outcome of preparing the clients to enter the Adult Education Program remains a viable goal for those looking to attain their high school diploma and move forward into post-secondary education.  Measurement of Goal: Students must achieve 80% or higher on lessons from Laubach Reading, Reading Horizons or Khan Academy before moving on to the next lesson.  Every three months the student will be assessed to determine the level of improvement.

The adult basic education students will meet weekly with a tutor. All literacy students receive assistance on the academic areas defined on their goal sheet. The tutor will use instruction, examples, direct teaching methods, technology and books/materials to reinforce instruction. Independent work will be assigned for the student to complete at home to increase the timeline for success. The pace and time length of the services will depend on how much time the student devotes to independent practice. Some students will continue their educational path by enrolling in Adult Education and complete the requirements for attaining their high school diploma.

Students and staff work together to compile the Goal Sheet and numerate the specific goals needed to improve their literacy levels.  The timeline for each student is dependent on the attendance and the amount of time devoted to instruction.  The goal sheet is reviewed every three months and new goals are added if necessary.  Throughout the course of instruction with the tutors, students will be assessed using KTEA – Kaufman Test of Educational Achievement.  The progress of the students’ performance on the software programs, Reading Horizons and Khan Academy, will be included in the quarterly assessment.  Students working toward enrollment in Adult Education will follow the same procedure.

With each year of progress by our clients, more and more students are enrolling in the Adult Education Program to achieve a high school diploma. This indication shows that the bar continues to be raised as clients realize the importance of literacy and acquiring an education. Since the outcomes are created by the students themselves, the outcomes will continue to change as the needs of each individual student are addressed.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.

  • Who are the people you serve with your mission?

    Fayette Literacy serves adults in need of improving reading, math, or technology skills and assists adults with achieving their high school diploma.

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve

  • What significant change resulted from feedback?

    Students working on their High School Equivalency Diploma requested longer class times and additional days of instruction to improve their progress. The teachers met and were able to lengthen the Monday and Wednesday classes by one hour. Afternoon sessions were also provided to meet individual needs and specific instructional needs. One night class is offered on Monday evenings.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, 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 act on the feedback we receive

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

Fayette Literacy
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Operations

The people, governance practices, and partners that make the organization tick.

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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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Fayette Literacy

Board of directors
as of 02/24/2023
SOURCE: Self-reported by organization
Board co-chair

Mr. Edward Cooper

U. S. Army

Term: 2022 - 2023


Board co-chair

Mrs. Denise Yewell

Fayette County Public Library

Term: 2022 - 2023

Korine Dankowski

Retired

Laura Evans

Retired

Barbara Wells

Community College Adm

Laura Griffin

Adult Education

Sylvia Young

Retired Nurse

Jim Larkin

Retired

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • 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? Yes
  • 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

SOURCE: Self-reported; last updated 2/3/2023
info Candid has made improvements to the race and ethnicity options.

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
White/Caucasian/European
Gender identity
Female
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 02/03/2023

GuideStar 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

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • 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 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.
Policies and processes
  • 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 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.