Literacy Council of Montgomery County Maryland, Inc.
Programs and results
What we aim to solve
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Tutoring Program
LCMC's Basic Literacy and ESL Tutoring Program is a volunteer-based tutoring program which began in 1963 to teach adults who were unable to read, write, speak, and understand English, and to do so in a cost-effective way with the help of community volunteers. Volunteer tutors, trained by certified Pro-Literacy trainers, meet weekly with their students either one-on-one or in small groups using the Laubach Way to English curriculum. LCMC staff interviews and assesses students throughout the year and provides necessary support to the volunteer tutors.
ESL Classroom Program
LCMC's ESL Classroom Program offers intensive ESL classes that provide 75 hours of ESL instruction led by professional ESL teachers. The program has a well-established system of managed enrollment; three semesters of class offerings; morning, evening and weekend classes; a comprehensive learner orientation to help set expectations and improve persistence; pre- and post-testing using CASAS Life and Work assessments; and a portion of classes focusing on workforce readiness skills. Classes are held at multiple locations throughout the county.
Workplace Literacy Program
LCMC offers customized English language instruction to improve the communication skills of employees both on and off the job. We offer an integrated program model in which we focus on English language skills, workplace literacy, and industry needs.
Where we work
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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?
Our goals are to provide a broad array of instructional options to meet adult learners' varied needs; to offer that instruction at little or no cost to those learners, at times and in locations convenient to them; and to constantly improve our programs with ongoing professional development and support for both paid and volunteer teachers/tutors.
What are the organization's key strategies for making this happen?
The Literacy Council offers individualized learning environments through one-on-one tutoring, conversation classes, as well as intensive standards-based classroom instruction and workplace literacy classes. Services are provided to adult speakers of other languages and native-born adults in need of improving their English literacy skills.
What are the organization's capabilities for doing this?
Since 1963, LCMC has been delivering high-quality English instruction to adult learners in a highly effective way. Our strengths include:
• Mission: LCMC's sole focus is on language acquisition and literacy.
• Free to low-cost: Students in LCMC's programs do not pay for instruction. Learners in the tutoring program pay a one-time $15.00 registration fee and are provided books and materials at no cost. LCMC's ESL classroom students pay an average of $50 for their books per session.
• Continuum of services: LCMC provides a variety of learning pathways for students at all levels through individual and small group tutoring, ESL classes, computer language lab, and conversation classes.
• Population: Unlike other organizations offering ESL instruction, LCMC also provides basic literacy services to native-English speakers.
• Location: LCMC's tutors and students meet at mutually convenient locations throughout Montgomery County. LCMC's classroom sites are located in high-need areas around Montgomery County.
• Staffing: LCMC leverages the efforts of hundreds of volunteers in our programs to assist staff and teachers. Adult literacy volunteers, trained and certified by our organization, teach adults in our tutoring programs. Additional volunteers assist our paid instructors in our classroom programs.
• Flexibility: LCMC gives students many options: our tutoring program is designed to meet individualized needs; students can learn at their own pace; students and tutors can adjust meeting time/place if necessary; classes and tutoring programs include day, evening and weekend options. These choices are critical for students who need flexible scheduling to accommodate work or family obligations. Students may move from one LCMC program to another as their skills progress or their needs change.
• Low barrier/ comfort factor: Many of our adult learners with poor English skills find it easier to approach a community organization like LCMC and receive a more personalized service. Native-born learners who need confidentiality, and for whom classrooms have meant failure, seek out the LCMC's private, one-on-one tutoring program.
Our strength in delivering our services was recognized by the Library of Congress. In October of 2015, LCMC received a Best Practice Award for Selecting Appropriate Language of Instruction as one in fourteen national and international organizations selected for this honor.
What have they accomplished so far and what's next?
Since its inception in 1963, LCMC has served over 20,000 adult learners in our community and we currently serve over 1,750 adults annually with the support of over 600 volunteers.
Behind every learner we serve lies a story. A story of struggle, commitment and perseverance. In FY16, we were able to serve 1,780 adults. That is 1,780 unique stories. And by serving our learners, we also impact their families, friends, neighbors, coworkers, and the community at large. Please take a moment to read the stories of two of our students: Vejdan and Angeline.
'Vejdan is originally from Iran. A professional in his home country, he knew he had to improve his English language skills to work in the United States. Vejdan enrolled in our Understanding the American Workplace class in Germantown. In addition to improving his English skills, Vejdan practiced interview skills and updated his resume. During the class session, Vejdan got a job as an Uber Driver. By the end of the session, Vejdan was hired as an MCPS bus driver.'
'Angeline arrived to the United States from Indonesia a number of years ago and spoke little English. Angeline and her husband have three children, now ages 10, 9, and 7 who are here with them in the United States. She has devoted her time to being an active mother, wife, and homemaker. Angeline is a good ESOL student, with an active and serious approach to language learning. She understands the importance of practicing English constantly which she does with her classmates, friends and on Facebook. At home, the rule in the home is that the family speaks Indonesian only on weekends. Her children attend magnet schools and are very involved in several after school activities. Angeline is also very involved in PTA, for the benefit of her children and other children in Montgomery County Public Schools.'
Unfortunately, there are many people like Vejdan and Angeline who need our help. Our wait list currently stands around 400 which is not surprising knowing that there are 130,000 Montgomery County residents who are Limited English Proficient. The Literacy Council is therefore committed to continue to expand our services.
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
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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.
Literacy Council of Montgomery County Maryland, Inc.
Board of directorsas of 12/04/2016
Jim Hastings
Jim Hastings
Rhea Cohn
Mary Gallagher
Dan Devlin
Iris Stein Korman
Debbie Demske
Barbara Benson
Michael Kabik
Jerrica Thurman
Ricardo Trujillo